Driving Blind: Why We Need Standardized Performance Assessment In Teacher Education

Charles A. Peck, Marcy Singer-Gabella, Tine Sloan, Susan Lin


In this article we argue that standardized teaching performance assessments (TPAs) offer a uniquely valuable resource for learning and improvement of practice in teacher education.  The affordances of TPAs as opportunities for learning are identified at four levels, including those for teacher candidates, individual faculty, organizational learning at the program level, and organizational networks that span program boundaries.  We conclude that TPAs can provide motivation and direction for continuous program improvement efforts, contribute to the development of a common and concrete language of practice, and accelerate the professionalization of teaching.


Education, teacher preparation, performance assessment, TPA

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DOI: https://doi.org/10.3776/joci.2014.v8n1p8-30


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