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Others caution that a single high-stakes assessment may narrow curricula, create learning tensions, and overlook values needed to prepare teachers for global society. This case study examines educators’ perceptions of edTPA and their resulting actions, including educative supports, curriculum change, and lessons 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State University  \nVolume 28 Number 53 April 6 , 2020 ISSN 1068-2341  \nHigh-stakes Assessment in Elementary Education Teacher Preparation: Educators’ Perceptions and Actions Resulting  \nin Curriculum Change  \nCarla Lynn Tanguay  \nGeorgia State University  \nUnited States  \nCitation: Tanguay, C. L. (2020) . High-stakes assessment in elementary education teacher preparation: Educators’ perceptions and actions resulting in curriculum change. Education Policy  \nAnalysis Archives, 28(53). [https://doi.org/10.14507/epaa.28.4840](https://doi.org/10.14507/epaa.28.4840)  \nAbstract: Policy makers have begun requiring teacher performance assessments, such as edTPA®, with established validity and reliability in teacher education for certification, program approval, and/or accreditation (Darling-Hammond & Hyler, 2013) . Proponents of edTPA argue that the measure is an authentic yet standardized way to assess candidate readiness for teaching and may be beneficial for program renewal and professionalization of the teaching force (Darling-Hammond, 2010; Wei & Pecheone, 2010) . Others recognize unintended consequences of a single, standardized assessment which may narrow the curriculum (Kornfeld, Grady, Marker, & Ruddell, 2007); create tensions for teacher candidates who are learning and developing; (Meuwissen & Choppin, 2015); and overlook program values important for preparing candidates to teach in a global society (Sato, 2014) . This case study uncovers teacher educators’ perceptions of edTPA and their subsequent actions in response to a state mandate resulting in educative strategies to support their candidates, curriculum change, and lessons learned.  \nKeywords: Teacher performance assessment; Performance-based; edTPA; TPA, PACT; Accountability and reform  \nEvaluación de “high-stakes” en la preparación docente de educación primaria: Percepciones y acciones de los educadores que resultan en un cambio curricular Resumen: Responsables políticos han comenzado a exigir evaluaciones del desempeñodocente, como edTPA®, con validez y confiabilidad establecidas en la educación docente para la certificación, aprobación de programas y/o acreditación (Darling-Hammond & Hyler, 2013) . Los defensores de edTPA argumentan que la medida es una forma auténticapero estandarizada de evaluar la preparación de los candidatos para la enseñanza y puede ser beneficiosa para la renovación del programa y la profesionalización de la fuerza docente (Darling-Hammond, 2010; Wei & Pecheone, 2010) . Otros reconocen las consecuencias no deseadas de una única evaluación estandarizada que puede reducir el plan de estudios (Kornfeld, Grady, Marker & Ruddell, 2007); crear tensiones para los candidatos a docentes que están aprendiendo y desarrollándose (Meuwissen & Choppin, 2015); y pasar por alto los valores del programa importantes para preparar candidatos para enseñar en una sociedad global (Sato, 2014) . Este estudio de caso revela las percepciones de los educadores docentes sobre edTPA y sus acciones posteriores en respuesta a unmandato estatal que resulta en estrategias educativas para apoyar a sus candidatos, cambio de currículo y lecciones aprendidas.  \nPalabras-clave: Evaluación del desempeño docente; Basado en el rendimiento; edTPA; TPA, PACT; Rendición de cuentas y reforma  \nAvaliação de “high-stakes” na preparação de professores da escola primária: Percepções e ações dos educadores que resultam em mudança curricular Resumo: Os formuladores de políticas começaram a exigir avaliações do desempenho dos professores, como edTPA®, com validade e confiabilidade estabelecidas na educaçãodocente para certificação, aprovação de programas e / ou acreditação (Darling-Hammond & Hyler, 2013) . Os defensores do edTPA argumentam que a medida é uma forma autônoma que avalia a preparação dos candidatos para a licença e pode ser beneficiada pelaa renovação do programa e a pro","cbCaigudCpD62EnE","https://ap.wps.com/l/cbCaigudCpD62EnE","pdf",553433,39,"English","# Abstract\n# Keywords\n# Policy background\n## Validity, reliability, and accountability","[{\"question\":\"What are policy makers requiring in elementary teacher preparation programs?\",\"answer\":\"They require teacher performance assessments such as edTPA® for certification, program approval, and/or accreditation, emphasizing established validity and reliability.\"},{\"question\":\"How do supporters describe the purpose of edTPA?\",\"answer\":\"Supporters argue it is an authentic yet standardized way to assess candidate readiness for teaching and can support program renewal and professionalization.\"},{\"question\":\"What concerns are raised about using a single standardized high-stakes assessment?\",\"answer\":\"Critics note it may narrow the curriculum, create tensions for teacher candidates during learning and development, and miss program values important for preparing teachers for a global society.\"}]","High-stakes Assessment in Elementary Education Teacher Preparation: Educators’ Perceptions and Actions Resulting in Curriculum Change | PDF",1790733477,98]