The Rise and Fall of Missouri's Performance Assessment of Student Teachers: A Policy Network Analysis of the Missouri Pre-Service Teacher Assessment
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| Title: | The Rise and Fall of Missouri's Performance Assessment of Student Teachers: A Policy Network Analysis of the Missouri Pre-Service Teacher Assessment |
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| Language: | English |
| Authors: | Cuenca, Alexander (ORCID |
| Source: | Education Policy Analysis Archives. Feb 2022 30(7). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Performance Based Assessment, Student Teachers, Policy Analysis, Educational Policy, Elementary School Teachers, High Stakes Tests, Teacher Certification, Preservice Teacher Education, Standards |
| Geographic Terms: | Missouri |
| ISSN: | 1068-2341 |
| Abstract: | This article examines the adoption and abandonment of the Missouri Pre-Service Teacher Assessment (MoPTA). Our analysis draws on policy network theory to argue that the divergent rationales of Missouri's primary teacher education policy network actors led to confusion, conflict, and disagreement, which contributed to the abandonment of the MoPTA as a policy prescription. Charting the rise and fall of Missouri's high-stakes performance assessment provides important lessons for state education agencies, local school districts, and teacher education programs. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1357845 |
| Database: | ERIC |
| Abstract: | This article examines the adoption and abandonment of the Missouri Pre-Service Teacher Assessment (MoPTA). Our analysis draws on policy network theory to argue that the divergent rationales of Missouri's primary teacher education policy network actors led to confusion, conflict, and disagreement, which contributed to the abandonment of the MoPTA as a policy prescription. Charting the rise and fall of Missouri's high-stakes performance assessment provides important lessons for state education agencies, local school districts, and teacher education programs. |
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| ISSN: | 1068-2341 |
