Education reformers have envisioned teacher performance assessment as an approach for improving teaching and learning since the 80s. However, use of a performance assessment for new teachers really gained momentum when legislators in California made it a requirement for licensure 1998. The result was creation of CalTPA and PACT. In 2008, PACT was transformed into edTPA and many states are currently developing policies for including this assessment, or one similar, for new teacher licensure. Although edTPA has numerous characteristics making it useful for training purposes, explicit statement of K-12 student outcomes is not one of them. For example, in order to identify outcomes for planning lessons for inclusion in an edTPA portfolio, candidates are best served searching rubrics for the instruction task. Even then, some significant interpretation is required to make sense of vague phrases such as, integrate essential literacy strategy, or develop desired knowledge or skill.
It is unclear why edTPA handbooks obscure K-12 student outcomes, rather than stating them explicitly. Nevertheless, some basic interpretations of instruction rubrics are shown in the table to help candidates as they plan lessons and assessments for edTPA.