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Supporting PPAT® Assessment Test Takers

The PPAT® assessment allows test takers to collaborate with and receive support from supervising faculty, cooperating teachers and peers while preparing submissions. However, the work test takers submit in response to each performance assessment task must be their own.

It is vital that supervising faculty and test takers understand and uphold the PPAT policies and guidelines by:

  • sharing only information that is public for all test takers
  • acknowledging and respecting the fact that the responsibility for developing and submitting the performance assessment rests solely and completely with the test taker
  • refraining from stating or implying that a test taker will or should be successful or will achieve a particular score

Appropriate support suggests that supervising faculty and cooperating teachers ask thought-provoking questions that will guide test takers in making good instructional choices rather than actually make the choices for them. Support providers should also avoid giving, asking for or receiving information about secure assessment materials and comparing one test taker's response with that of another.

View the Support and Ethics section of The PPAT® Candidate and Educator Handbook for additional support and ethical guidelines when working with test takers.

Handbooks

ETS has created handbooks to help guide test takers, supervising faculty and cooperating teachers through the assessment. We recommend that you become familiar with these handbooks to support your test takers as they work through the assessment.

PPAT® Candidate and Educator Handbook

The PPAT® Candidate and Educator Handbook helps faculty and cooperating teachers understand the PPAT assessment and provides the specific details needed in order for test takers to submit a completed response. Information includes:

  • InTASC Model Core Teaching Standards.
  • How test takers should prioritize activities and build responses.
  • Guidelines for writing — each task requires some form of written response. It is imperative that test takers understand what kind of writing (descriptive, analytic or reflective) is required by each guiding prompt.
  • Collecting evidence — evidence is found in the information that test takers provide within the written commentary and in the artifacts that they submit. What they need to know about evidence, how to select evidence for tasks, and how to submit both student and teacher artifacts as evidence are covered.
  • How to prepare for the video recording, how to record a class, how to analyze a video and the importance of practice videos. The video is meant to provide as authentic and complete a view of a test taker's teaching as possible.
  • Scoring of tasks.

Additional Handbooks

The PPAT® Task 1 Handbook, the PPAT® Reflective Practice Handbook, and the PPAT® Cooperating Teacher Handbook provide suggestions for how you can engage your student teachers in reflection and in individual and peer activities that are aligned with the purposes of the PPAT assessment. In addition, these handbooks can help you and your cooperating teachers coordinate your support of test takers in ways that strengthen and reinforce each other's efforts.

PPAT® Task 1 Handbook

The PPAT® Task 1 Handbook explains your role, the test taker's role and that of the cooperating teacher/mentor for completing Task 1.

PPAT® Reflective Practice Handbook

The PPAT® Reflective Practice Handbook contains directions and suggestions for completing the Professional Growth Plan. ETS highly recommends that test takers complete the Professional Growth Plan as part of this assessment. The Professional Growth Plan engages teacher candidates in the kind of reflection, goal setting and action planning that certified teachers practice annually to improve their knowledge and skills in concert with state teacher evaluation systems.

PPAT® Cooperating Teacher Handbook

The PPAT® Cooperating Teacher Handbook provides an overview of what is expected of the test takers and suggestions for ways to offer support and model reflective practice.

Test-taker Information

Become familiar with other test-taker information:

Providing Feedback for Task 1

Task 1 is designed as a formative task to be evaluated locally by faculty and cooperating teachers. The PPAT® Task 1 Handbook provides helpful information to support your efforts in providing this feedback. Candidates can share their Task 1 response with you directly or you can access the submitted response in the online submission system.

Access to Test-taker Task Responses in the Online Submission System

You will have limited access to test-taker task responses in the ETS performance assessments online submission system via the ETS Client Services for Educator Licensure portal. This access includes:

  • viewing a list of your candidates who have registered for the assessment
  • viewing your candidate's Task 1 response after submission. You will not be able to view responses to Tasks 2, 3 and 4
  • adding an overall feedback comment to your candidate's Task 1 responses after submission
  • viewing the task status for all tasks

Access to the performance assessments online submission system is provided via the Internet from a secure website using a login and password. Due to the nature of the data contained in the submission system, access is restricted to programs that have adopted the assessment.

Accounts are managed by each program through the use of a Primary User. Note: There can only be one Primary User for each educator preparation program — which include the following responsibilities:

  • All Primary Users are approved by an ETS administrator. ETS recommends that the Primary User be the main contact/coordinator for the PPAT assessment, who would be able to monitor and approve/remove access for staff associated with the program.
  • Primary Users are not required to use the service(s); they are only required to manage access to service(s) for users at their preparation program.
  • All Secondary and Cooperating Teacher/Mentor users are approved by the appropriate Primary User.
  • Primary Users must first create an account in order to approve Secondary and Cooperating Teacher/Mentor users within their institution.
  • Other staff requesting access to this service should sign up as Secondary or Cooperating Teacher/Mentor Users.

To sign in or request access to the performance assessments, visit ETS Client Services for Educator Licensure.

ETS Review of Test-taker Task Responses

Ensure candidates understand that each task response in the assessment, whether submitted during the original submission window or during the resubmission window, must be entirely the candidate’s own work. Software is utilized to scan all responses for overlap with test-taker submissions from all submission windows and from the Library of Examples. If such overlap is detected, an investigation with the ETS Office of Testing Integrity (OTI) may be initiated and scores could be voided. See Scoring Policies.

See also:

Promotional Links

Collaborating for Success: How to Use the PPAT Assessment to Support Teacher Candidates

Watch a panel of education professionals discuss the need for, the utility of, and the implementation of performance assessments. (1hr.)
View transcript

An Effective Measurement

Watch State Teachers of the Year share their opinions about the PPAT assessment and how it incorporates the necessary elements to measure teacher candidate effectiveness. (3 mins., 4 secs.)
View transcript

Become a Rater

If you are interested in becoming a rater for online scoring of the PPAT, please check the ETS Online Scoring opportunities information.