Preparing Pre-Service Teachers for Performance Assessments

  • Lisa Barron Austin Peay State University


Performance-based assessments, such as the edTPA, have become one way that many teacher education programs use to evaluate the effectiveness and readiness of pre-service teachers. These assessments allow teacher candidates to demonstrate their ability to plan, instruct, analyze, and assess students. There are many factors that influence a teacher candidates successful completion of a performance-based assessment. Teacher education programs can make changes to the curriculum that allow teacher candidates to learn the elements of the assessment, and strategic changes can also be made to student teaching placements. Various support structures such as peer mentoring, seminars, technical assistance, and group meetings can also be effective strategies in preparing teacher candidates. This article describes the process and changes that one university has initiated to provide support for teacher candidates submitting a performance assessment.

Author Biography

Lisa Barron, Austin Peay State University
I am an Assistant Professor in the Martha Dickerson Eriksson College of Education at Austin Peay State University (Clarksville, TN) where I serve as the Coordinator of Clinical Teaching and edTPA.


Consortium for Policy Research in Education. (n.d.). Retrieved from

Darling-Hammond, L. (2010). Evaluating teacher effectiveness: how teacher performance assessments can measure and improve teaching. Center for American Progress. Retrieved from

Darling-Hammond, L., Hammerness, K., Grossman, P., Rust, F., & Shulman, L. (2005).
The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 390-441).San Fransisco, CA: Jossey-Bass.

Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in
context. Teaching and Teacher Education, 16, 523-545.

edTPA. (n.d.). Retrieved from

Lit, I. W., & Lotan, R. (2013). A balancing act: Dilemmas of implementing a high-stakes
performance assessment. New Educator, 9(1), 54-76. Retrieved from;

National Board for Professional Teaching Standards. (n.d.). Retrieved from

Okhremtchouk, I., Seiki, S., Gilliland, B., Ateh, C., Wallace, M., & Kato, A. (2009).
Voices of pre-service teachers: Perspectives on the performance assessment for California teachers (PACT). Issues in Teacher Education, 18(1), 39-62. Retrieved from;

Shepard, L., Hammerness, K., Darling-Hammond, L., Rust, F., Snowden, J., Gordon,
E., & Pacheco, A. (2005). Assessment. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world (pp. 275-326). San Fransisco, CA: Jossey-Bass.

Torgerson, C. W., Macy, S. R., Beare, P., & Tanner, D. E. (2009). Fresno assessment
of student teachers: A teacher performance assessment that informs practice. Issues in Teacher Education, 18(1), 63-82. Retrieved from;
How to Cite
BARRON, Lisa. Preparing Pre-Service Teachers for Performance Assessments. Journal of Interdisciplinary Studies in Education, [S.l.], v. 3, n. 2, may 2015. ISSN 2166-2681. Available at: <>. Date accessed: 21 jan. 2021.


teacher education, performance assessments, student teaching, clinical teaching, teacher preparation programs