aacte 2013 presentation
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Standards-Based Assessment Systems: A Description and Analysis of the Teacher
Performance Assessment (edTPA) and Critical Reflection via Blogging Portfolios
A paper presented at the 2013 AACTE Conference
Andrew LumpeRick Eigenbrood
Dan Bishop
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Hypothesis
Blogging portfolios (bPortfolios), as a form of electronic portfolio, can serve as an effective tool to promote critical reflection and professional performance as measured by the edTPA.
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• “Thinking about Thinking” (Costa, 2001) Metacognition
• Learners construct their own narratives based on learning experiences and professional practice (Ellis, 2001).
Narratives
• Professional reflection can promote effective teaching and learning (Sockman & Sharma, 2008).
Reflection
Reflective Practice
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Web 2.0 tools such as blogs are proposed as effective
online vehicles for fostering critical reflection and
feedback (Godwin-Jones, 2008; Bartlett-Bragg, 2003)
Electronic portfolios (ePortfolio) can serve the
dual role of personal reflection and program
evaluation (Barrett, 2011; Yang, 2009)
Electronic Portfolios
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• bPortfolios = Blogging portfolios • Well suited for enhancing professional
learning of teachers:
bPortfolios
Causes reflection
Crystallizes thinking
Increases audience and
feedback
Creates personal
momentum
Increases creativity Enhances skills
(Wheeler, 2011; Lumpe & Wicks, 2010; Tan, 2006)
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Context• Graduate Initial Teacher Preparation Program• One year period• All teaching candidates maintained a
bPortfolio on www.wordPress.com • Random sample of 50% of bPortfolios (n=41)
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Using bPortfolios
• Initial set up of bPortfolio and training• Reflective posts made during courses/internships• Posts linked to standards via categories• Artifacts include text files, A/V, or web links • Meta-reflections served as summative posts • Peer and instructor feedback via comments link • Summative evaluation by faculty at end of program
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“Doing bPortfolios”
• 10 Questions about bPortfolios• Assessing bPortfolios• Sloan C Effective Practice Award 2011• bPortfolio Instructions• Sample student bPortfolios
– http://hamiltonlauren.wordpress.com/– http://rollis1.wordpress.com
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Tags forIndividual Post
Categories (typically programstandards)
ReflectivePost for Weekly Module
StudentGeneratedTitle
Optional Graphics,Links, etc. Comments for
Peer or TeacherFeedback
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Research Questions
• What are the Teacher Performance Assessment results for the pilot and field testing?
• How do blog portfolio posts document reflective practice?
• How are Teacher Performance Assessment (TPA) scores predicted by reflective practices in an blog portfolio?
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Variables• edTPA (Teacher Performance Assessment) – scored by Pearson Corp.
– 2012 Field Test Version– Tasks included
• Planning• Instruction• Assessment • Analysis of Teaching• Academic Language • Student Voice
• WEST-E – Washington Educator Standards Test Endorsement (content assessment)
• WEST-B – Basic skills in reading, writing, mathematics• Blog Reflection
– All posts coded for level of reflection
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Methods
• Blog coding for level of reflection• Descriptive statistics• Multiple regression and correlation
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Coding Blog Reflection Level
Two coders coded all posts. Reached 85% interrater agreement. Adapted from Kember, 2000, 2009; and Lai & Calandra, 2010
• An activity is performed automatically1 – Habitual Action
• Learning occurs without personal/practical application2 - Understanding
• Self-centered concerns3 - Routine Reflection
• Response to a situation without change4 - Technical Reflection
• Focus on student learning5 - Dialogic Reflection
• Focus on change in professional practice6 - Transformative Reflection
• A major shift in personal perspective/beliefs over time7 - Critical Reflection
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1 - habitual action
2- under-standing
3 - routine reflection
4 - technical reflection
5 - dialogic reflection
6 - trans-formative reflection
7 - critical reflection
Percent 10.3644107903455
26.5026029342168
24.2782773308093
14.9077141504969
9.27591102697586
11.7368670137246
2.8868906767629
2.5
7.5
12.5
17.5
22.5
27.5
Reflection Level of Coded Blog Posts
• 36.9% of posts were non-reflective• 63.1% were reflective
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Correlations Amongst edTPA Tasks TPA
planning TPA
instructing TPA
assessing TPA
analysis
TPA academic language
TPA instructing
.591** .000
41 TPA assessing
.572** .620** .000 .000
41 41 TPA analysis .287 .275 .473**
.069 .082 .002 41 41 41
TPA academic language
.662** .549** .719** .518** .000 .000 .000 .001
41 41 41 41 TPA student voice
.417** .417** .579** .276 .546** .007 .007 .000 .081 .000
41 41 41 41 41
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How are Teacher Performance Assessment (TPA) scores predicted by reflective practices in an blog portfolio?
ModelSum of
Squares dfMean
Square F Sig. Total 26.359 38 4 Regression 4.788 2 2.394 3.995 .027
Residual 21.571 36 .599 Total 26.359 38
Model
Unstandardized Coefficients
Standardized
Coefficientst Sig.B Std. Error Beta
4 (Constant) -4.306 3.370 -1.278 .210Blog reflection
.553 .223 .379 2.476 .018
West B writing
.020 .011 .274 1.785 .083
Model RR
SquareAdjusted R
Square
Std. Error of the
Estimate
Change Statistics
R Square Change
F Change df1
4 .426a .182 .136 .77408 -.024 1.064 1
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Conclusions
• Teacher candidates’ blogs displayed mostly low levels of reflection.
• Blogging portfolios were demonstrated to be a positive predictor for fostering professional reflective practice on the edTPA Analysis Task.
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Recommendations
• Professional preparation programs should consider using web-based blogging portfolios to enhance reflective practice.
• Professionals utilizing such portfolios should be given structured training on reflective writing via blogs.
• Future research should continue to focus on the use of electronic portfolios and other social media for professional reflection.
• More research is needed on the edTPA.
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Comments or Questions?
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Andrew Lumpe, Ph.D.Associate Dean and Professor
School of EducationSeattle Pacific University