@article{oai:tamagawa.repo.nii.ac.jp:00000435,
 author = {小島, 佐恵子 and Seelke, John},
 issue = {23},
 journal = {玉川大学学術研究所紀要},
 month = {Mar},
 note = {In this article, we discuss the educational policy of the US along with accompanying trends in teacher evaluations.  In particular, we focus on the Educational Teacher Performance Assessment (edTPA), which is currently spreading nation-wide. 
　 edTPA is a performance assessment framework and operational system that measures the performance of prospective teachers in a multi-faced manner.  It was developed as part of a collaboration between Stanford University (Stanford Center for Assessment, Learning and Equity (SCALE) and the American Association of Colleges for Teacher Education (AACTE).  The context for this development, however, is the increasing professionalization of the teachers in the US, which began in the late 1980s.  While edTPA is increasingly being used as an evaluation criterion by teacher licensing and training institutions at the state level and it has been suggested as a possible countermeasure against the Value Added Assessment Model (VAAM) promoted by neo-liberal educational reformists, in which teacher achievement is measured by the ability to boost students’ test scores, the actual implementation of edTPA has revealed some reasons for concern. 
　 In this paper, in addition to discussing the current status and challenges facing the now controversial edTPA assessment, we introduce the case of the University of Maryland, which runs its edTPA program independently.},
 pages = {19--27},
 title = {アメリカの教員養成におけるパフォーマンス評価の現状と課題―メリーランド大学の事例を中心に―},
 year = {2018}
}