PHYSICAL EDUCATION AND THE edTPA: EXAMINING ACT, GPA, PRAXIS EXAMS, AND COURSE GRADES AS PREDICTORS OF SUCCESS

Abstract

Empirical research on the predictors of the edTPA scores is growing in education literature. However, to date minimal empirical literature exists on edTPA and physical education as a specific program area. State policymakers, educator preparation program administration, and physical education teacher education faculty may benefit from understanding factors that predict candidates’ success on the edTPA. Therefore, the purpose of this study was to determine whether success on the edTPA can be correlated with GPA, standardized test scores for entry into teacher education, course work grades, and/or standardized test scores for licensure. Academic and edTPA scores of 39 physical education teacher-candidates for the 2015-2021 academic years were utilized. Academic factors at program admission and senior level were analyzed to produce descriptive statistics. A binary regression analysis determined a statistically significant relationship between Praxis Core exam scores, specifically Praxis Core writing exam scores, and a successful edTPA score based on university and state cutoff scores (p < .01, Nagelkerke R2 =.45; p = .03, Nagelkerke R2 = .30). No significance was revealed for ACT score, GPA, Praxis Core reading, or Praxis Core math scores. A chi square test of independence determined a statistically significant relationship between a secondary methods course and the edTPA Task 3 score (ꭓ2 =6.50, df = 2, N = 39, p = .01. No significance was found for elementary methods course, elementary or secondary practicum, or Praxis II/content knowledge scores in relation to the total edTPA score or individual task scores. These findings suggest state policymakers and educator preparation programs should reconsider benchmarks in alignment with licensure requirements. To be successful with the edTPA, candidates have to be able to clearly write about the results and decision-making process of effective teaching. Therefore, writing skills and developing these skills are critical. Furthermore, physical education teacher education programs can use the data to consider how methods and practicum courses support teacher candidates for submitting a successful edTPA portfolio.