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In use in 954 educator preparation programs in 41 states and the District of Columbia (American Association for Colleges of Teacher Education, 2021), edTPA seeks to measure beginning teacher effectiveness. While used by many states to inform teacher licensure or certification decisions, this high-stakes assessment is highly problematic. In this article, the authors provide an overview of the World Language edTPA and Communicative Language Teaching approaches, on which the World Language edTPA is based, before specifically noting its shortcomings as an effective instrument to measure novice teacher prowess. Citing longitudinal national data, the authors call attention to the Stanford Center for Assessment, Learning, and Equity’s dilemma of producing a valid and reliable assessment and promoting the corporatization of education for profit while so many teacher candidates are found to be disadvantaged by having to submit edTPA portfolios. Additionally, the authors advance several empirically grounded solutions to help teacher candidates score better when submitting their portfolio for external review—another highly controversial aspect of edTPA. Teacher accountability measures are important, but factors often excluded from discussion such as cost and local expertise must become central to the process.


Accepted manuscript version of a paper published in

Swanson, P., & LeLoup, J.W. (2021). The 4 r’s of edTPA: Rationale, roadblocks, remediation, and recommendations. Central States Report, 80-95.

(c) Central States Conference on the Teaching of Foreign Languages