The edTPA Review of Research on Teacher Education identifies foundational research literature that informs the development of edTPA. The literature cited provides a research foundation for the role of assessment in teacher education, for the common edTPA architecture, and for each of the fifteen shared rubric constructs. We encourage educators, policy makers, programs, and teacher candidates to use the review to examine the underlying constructs of edTPA as a measure of effective teaching.
This report describes edTPA design, development efforts by the profession for the profession, data informing validity and reliability studies, and 2012-2013 field test and standard-setting results.
The Stanford Center for Assessment, Learning and Equity has developed a document comparing features of edTPA with the ETS Praxis Performance Assessment for Teachers (PPAT). See what makes edTPA a high-quality, performance-based assessment of teaching.
This document provides a description of the background and process for investigating predictive validity of educator licensure assessments, including edTPA. Written by the Stanford Center for Assessment, Learning and Equity (SCALE), the document also outlines how SCALE is committed to conducting predictive validity studies if the state database enables linking candidates to measures of effectiveness as practicing teachers of record.