- About OEQA
- Educator Preparation
- Certification Testing
- National Board Certification
- Oklahoma School Performance Review
- School & District Profiles Reports
The PPAT assessment was developed by Educational Testing Service (ETS) in collaboration with teacher education faculty, cooperating teachers and department of education officials to measure not just what pre-service teachers know, but what they can do. It is a performance-based assessment that educator preparation programs use both to guide candidates through their clinical experience and to measure the quality of their student teaching. Aligned with InTASC Model Core Teaching Standards, the PPAT assessment offers performance indicators of teaching effectiveness in the classroom. The PPAT® assessment offers a comprehensive picture of a teacher candidate’s potential for classroom success. In addition to measuring a candidate’s success as a student teacher, it provides the opportunity to learn and improve one’s practice through completion of formative and summative tasks. The PPAT assessment’s design and structure help organize and provide guidance throughout the student-teaching experience. The four tasks that comprise the PPAT assessment are submitted and scored sequentially over the course of a student-teaching assignment. This ongoing feedback promotes substantial collaboration between candidates, their supervising instructor and their cooperating teachers.
Candidates complete the one formative and three summative tasks that encourages submission of multiple lessons from various units of study and provides an opportunity to assess teaching technique for different groups of students and grade levels. Local scoring of task 1 provides immediate feedback for the candidate and enables the supervising instructor to better understand the candidate and provide more effective guidance. Tasks 2 and 3 do not have to be submitted in ordinal sequence, which accommodates candidates’ individual teaching styles and varied coursework requirements. Tasks 2–4 scored nationally to prevent bias and promote consistency across teacher preparation programs
Task 1 is formative and promotes close cooperation with the supervising instructor, who scores the task and provides feedback to the candidate This Task focuses on the beginning steps of a teacher candidate’s practice.
Task 2 focuses on using data to inform instruction and requires reflective analysis about teaching.
Task 3 focuses on classroom instruction, including the use of technology to enhance instruction.
Task 4 analyzes teacher effectiveness and impact and provides candidates with the tools and framework for ongoing reflective analysis.