Within this issue of "Teacher Education Quarterly," the authors examine the social justice knowledge of teachers, reflective practices, and predictors of performance on the Educative Teacher Performance Assessment (edTPA). This article is a response to those articles and offers continued probes into who should be allowed to teach our…

Discusses the role and consistency of judges' interpretations of teacher performance as part of an evaluative scheme for complex performance, with reference to the ideological framework of professional standards. The tension between assessment decisions and the recognition that assessment involves interpretation is explored. (SLD)

In testing, educators have two competing intentions. They want to be fair in allowing students to demonstrate what they know without creating testing conventions and formats that let students pretend to know. Teaching-the-test literature shows that test scores can be inflated, meaning that they can go up without a generalized increase in…

Conventional approaches to teaching and learning perpetrate lies about the nature of knowledge, self-worth, and growth. Working with Foxfire and authentic assessment can offer teachers an opportunity to discover emancipating truths. These approaches demonstrate the value of students' growth in their own competence and in their self-direction. The…