Stanford Center for Assessment and Learning Equity (SCALE)
SCALE develops 21st century teacher assessments that embody the design principles listed in the Assessment System and that build on what we have learned from previous assessment development efforts over the past 25 years.
Candidate Registration and Operational Information
The edTPA operational website contains information on candidate registration, submission, and reporting dates. This site also contains program policies and operational support resources for candidates and faculty.
Apply at Score edTPA to become an edTPA scorer.
Linda Darling-Hammond, Stephen P. Newton, & Ruth Chung Wei, Stanford University
The Performance Assessment for California Teachers (PACT) is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice. The PACT seeks both to measure and develop teacher effectiveness, and this study of its predictive and consequential validity provides information on how well it achieves these goals. The research finds that teacher candidates’ PACT scores are significant predictors of their later teaching effectiveness as measured by their students’ achievement gains in both English language arts and mathematics. Several subscales of the PACT are also influential in predicting later effectiveness: These include planning, assessment, and academic language development in ELA, and assessment and reflection in mathematics. In addition, large majorities of PACT candidates report that they acquired additional knowledge and skills for teaching by virtue of completing the assessment. Candidates’ feelings that they learned from the assessment were strongest when they also felt well-supported by their program in learning to teach and in completing the assessment process.
Stephen Newton, Stanford University
This study presents preliminary findings on the relationship between beginning teacher’s scores on the Performance Assessment for California Teachers (PACT), a preservice performance assessment of a wide range of teaching skills, and their subsequent teaching effectiveness measured by students’ value-added achievement gains in English Language Arts (ELA).
Ruth Chung Wei and Raymond L. Pecheone, Stanford University
This chapter will critique the strengths and pitfalls of performance‐based approaches to preservice teacher assessment, drawing on a review of research conducted to assess the technical quality and usefulness of these assessments for making highstakes decisions and for supporting teacher learning. As part of this review, we highlight in greater detail a particular performance‐based approach in preservice teacher assessment (the Performance Assessment for California Teachers ‐ PACT), a project that has provided an innovative set of instruments to measure teaching effectiveness in a standardized and more reliable and valid way, and yet may also be used for formative purposes. The chapter describes this assessment system in some detail, summarize the research documenting its validity and reliability, as well as research documenting its formative function.
Raymond L. Pecheone and Ruth R. Chung, Stanford University
The Performance Assessment for California Teachers (PACT) was developed in response to a California State mandate (SB 2042), requiring teacher preparation programs to use performance assessments as one measure in making credentialing decisions. In this article, results are examined from statewide implementation of the PACT assessments during the first 2 pilot years. Despite the limitation of only 2 years of data, 3 years of implementation experiences have informed participating programs about how they can better support candidate learning and identify areas for examination. In addition, this research suggests that the PACT performance assessment can be used in teacher education as a valid measure of individual teacher competence for the purpose of teacher licensure and as a powerful tool for teacher learning and program improvement.
Mark Wilson & PJ Hallam, University of California, Berkeley; Ray Pecheone, Stanford University; Pamela Moss, University of Michigan
This study examines one aspect of the validity evidence for Connecticut State Department of Education’s (CSDE) performance-based teacher assessment system, the Beginning Educator Support and Training (BEST) program. Specifically, we investigate whether external validity evidence in the form of teachers’ average effects on their students’ achievement support the use of BEST portfolio scores as a measure of teacher quality.