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Despite this promise, development and implementation of PACT and the later adoption of edTPA have generated sustained controversy and debate. 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--- |\n| Arizona State University |  |\n| Volume 24 Number 9 January 25th, 2016 ISSN 1068-2341 |  |\n\nPolitics of Policy: Assessing the Implementation, Impact, and Evolution of the Performance Assessment for California Teachers (PACT) and edTPA  \nEmilie Mitescu Reagan  \nThomas Schram  \nKathryn McCurdy  \nTe-Hsin Chang  \n&  \nCarla M. Evans  \nUniversity of New Hampshire  \nUnited States  \nCitation: Reagan, E.M., Schram, T., McCurdy, K., Chang, T.-H. & Evans, C. M. (2016) . Politics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA. Education Policy Analysis Archives, 24 (9) .  \n[http://dx.doi.org/10.14507/epaa.v24.2176](http://dx.doi.org/10.14507/epaa.v24.2176)  \nPolitics of policy: Assessing the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and edTPA  \nAbstract: Summative performance assessments in teacher education, such as the Performance Assessment for California Teachers (PACT) and the edTPA, have been heralded through polices intended to enhance the quality of the teaching profession and raise its stature among other professions. However, the development and implementation of the PACT, and subsequently the edTPA, have not been without controversy and  \ndebate. The purpose of this article is to assess the implementation, impact, and evolution of the PACT and edTPA. To do so, we review the growing body of literature on the impact and implementation of the PACT and critically analyze the state policies surrounding the edTPA. We raise questions about policy and practical implications of the evolution of the PACT and edTPA.  \nKeywords: preservice teacher education; teaching performance assessment; teacher certification/licensure; teacher accountability; educational reform; state policies  \nPolíticas de la política: La evaluación de la aplicación, impacto y evolución de la Evaluaciónde Desempeño de Maestros de California (PACT) y edTPA  \nResumen: Evaluaciones de desempeño sumativas en el área de formación docente, como la Evaluación de Desempeño de Maestros de California (PACT) y la edTPA, han sido promovidas como políticas destinadas a mejorar la calidad de la profesión docente y elevar sus prestigio profesional. Sin embargo, el desarrollo y la aplicación del PACT, y posteriormente edTPA, no han estado exentas de polémicas y debate. El propósito de este artículo es evaluar la aplicación, impactoy evolución del PACT y edTPA. Para ello, se revisa la literatura sobre el impacto y la aplicación del PACT y analizamos críticamente las políticas de Estado en torno a edTPA. Planteamos preguntassobre la política y las implicaciones prácticas de la evolución de la PACT y edTPA.  \nPalabras clave: formación docente de pregrado; enseñanza de evaluación del desempeño; certificación de maestros / licenciaturas; responsabilidad de los maestros; reforma educativa; políticas estatales  \nPolíticas da Política: avaliação da implementação, impacto e evolução da Avaliação de Desempenho para Professores da Califórnia (PACT) e edTPA  \nResumo: Avaliações de desempenho sumativas na área de formação de professores, como a Avaliação de Desempenho para Professores da Califórnia (PACT) e edTPA, têm sido promovidas como políticas que melhoram a qualidade da profissão docente e elevaram a posição profissional. No entanto, o desenvolvimento e implementação de PACT, e depois edTPA, não foram sem controvérsias e debates. O objetivo deste artigo é avaliar a implementação, o impacto e a evoluçãodo PACT e edTPA. Avaliamos a literatura sobre o impacto e a execução de PACT e analisamos criticamente as políticas estatais ao redor edTPA. Se apresentam questões sobre as políticas e as implicações práticas da evolução do PACT e edTPA.  \nPalavras-chave: ensino de professores na graduação; ensino de avaliação de desempenho; ecert","cbCaigxYzyxIzv2V","https://ap.wps.com/l/cbCaigxYzyxIzv2V","pdf",725004,27,"English","# Introduction\n## Performance-based assessment reforms\n## The Performance Assessment for California Teachers (PACT)\n## Portfolio structure and evidence sources","[{\"question\":\"What is the central purpose of the article?\",\"answer\":\"To assess the implementation, impact, and evolution of the Performance Assessment for California Teachers (PACT) and the edTPA, including their policy and practical implications.\"},{\"question\":\"Why have performance-based assessments like PACT and edTPA been promoted?\",\"answer\":\"They are intended to improve teacher learning and quality and, ultimately, student achievement, by increasing accountability and setting rigorous standards for teacher performance.\"},{\"question\":\"How does PACT assess teacher candidates?\",\"answer\":\"PACT is described as a subject-specific portfolio that evaluates candidates’ ability to plan, teach, assess, and reflect across multiple integrated tasks using evidence such as lesson plans, artifacts, student work samples, video clips, and reflections.\"}]","Politics of Policy - Assessing the Implementation, Impact, and Evolution of the Performance Assessment for California Teachers (PACT) and edTPA | PDF",1792093255,68]