A Critical Examination of Preservice Music Teachers’ Writing on the edTPA Portfolio

Abstract

The purpose of this study was to examine the relationship between participants’ edTPA writing and edTPA portfolio scores. Specific questions included (a) Is there a relationship between overall word count and total score on the edTPA? (b) Are individual task commentary word counts associated with specific task scores and total edTPA scores? and (c) Is there a relationship between edTPA-specific vocabulary and total score on the edTPA? Written artifacts from 67 music education students who completed the K–12 Performing Arts edTPA Portfolio were collected over a 4-year period. Correlations between word counts and task and total scores were positive and of modest to moderate strength, as was the correlation between edTPA vocabulary word use and total scores. These findings are interpreted in relation to a national K–12 Performing Arts edTPA portfolio average score of 45 and existing edTPA policies affecting music teacher education programs.