assessment system overview center for education overview for the ncate boe team april 18-22, 2009

25
Assessment System Assessment System Overview Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Upload: robyn-foster

Post on 17-Jan-2016

218 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Assessment System Assessment System OverviewOverview

Center for EducationOverview for the NCATE BOE Team

April 18-22, 2009

Page 2: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Assessment concerns

Does the assessment system provide information about

• Aggregated evidence about candidate knowledge, skills and dispositions?

• Disaggregated evidence about areas of strength and weakness in individual programs?

• Formative,on-going feedback to candidates, faculty, administrators and PK-12 partners?

• Summative feedback about program outcomes?• Benchmarked information about candidate proficiency

and progress linked to transition points?

Page 3: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Characteristics of the current assessment system

Assessments are aligned with• the conceptual framework • professional standards of PDE • or specialized professional associations

Assessments are tied to transition points.

The content of instruction is aligned with assessments.

Multiple methods and multiple evaluators are used.

Page 4: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Challenges in AY 2006

• Integrating information that we already had in order to have a “system”

• Refining data collection• Acquiring new skills (rethinking rubrics, achieving

alignment)• Creating new assessments for national program

recognition• Implementing TaskStream at all levels• Creating a collective assessment culture by through

collaboration and cross-disciplinary participation• Understanding that assessment is everyone’s job and

everyone has to be involved

Page 5: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

What are the broad elements of the

assessment system?

• Assessment tools and strategies used to evaluate candidate proficiencies and faculty performance

• Evaluators, including faculty, administrators, school partners, and candidates, as well as other members of the professional educational community

• The proficiencies that are evaluated• Procedures and time-tables for collecting evidence

at each level of the assessment system

Page 6: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Organization of the assessment system

• See next slide

Page 7: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009
Page 8: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Databases

• ACCESS Database (2003 - 2006, transiting to a revised database in 2007)

• ACCESS Database (2007- present)• PRAXIS Database• Enrollment/Completion Database• Databooks (collections of required course

assessments for key courses in all programs)• TaskStream DRF’s• Mobile clinical evaluations using PDA’s & ACCESS• Miscellaneous databases needed to answer specific

questions

Page 9: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

ACCESS Databasesrelevant evidence linked to transition

points2003 ACCESS database

(candidates for initial teaching licenses only)

• Admission to Widener• Admission to teacher

certification• PPST scores• Writing samples (yearly)• Academic progress• Student teacher

placements• PRAXIS scores• FBI/Criminal history

compliance

2007 ACCESS database (all candidates including candidates for graduate level certificates and degrees)

• Admission to Widener• Admission to certification• PPST scores • Writing samples • Academic progress• Student teaching/clinical

practice placements• Proficiency in student

teaching/clinical practice

• PRAXIS scores• FBI/Criminal history

compliance (as relevant)

Page 10: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

PRAXIS database

• Pass rates by programs (Title II - HEA reports)• Total scaled scores disaggregated by program and

by level– Initial teaching license baccalaureate level– Initial teaching license post baccalaureate level– Specialist certificates– Advanced certificates for other school personnel

(principals and supervisors)• Category scores also disaggregated by program

and program level

Page 11: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Enrollment/Completer Database

• Headcounts of candidates • Undergraduate degrees and certificates• 5-year program candidates• Master degree candidates• Initial teaching, specialist and other school

personnel in graduate level certification programs

• Doctoral degree programs• School Psychology candidates

Page 12: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Databooks: Evidence and indicators

• Assessment narratives• Directions to students• Rubrics and scoring guides for every student

This data is compiled for each course by the NCATE office on EXCEL spreadsheets.

Data is then reported at semester assessment meetings to all unit faculty as a comprehensive set of data that indicates the percentages of candidates who scored each level of proficiency in each key course.

Page 13: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

TaskStream: Evidence and indicators

• Candidate work samples• Rubrics aligned with standards or the unit

conceptual framework• Evidence of candidate proficiency• Evaluator feedbackThis evidence is assessed on a continuing basis by

students and faculty. Candidate performance is aligned with professional standards, PDE standards and the unit conceptual framework, according to relation to proficiency levels. The evidence can be aggregated to study program outcomes.

Page 14: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Miscellaneous Databases

• These are individual collections of data that address specific questions.

Page 15: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Who are the evaluators?

• Administrators• Advisory Boards• Cooperating faculty in PK-12 schools• Faculty committees• Center for Education Faculty • Arts and Sciences Faculty• Faculty who supervise candidates in student

teaching, practica and internships• Candidates

Page 16: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Administrators assess

• Faculty proficiency in teaching, scholarship and service to their professions

• Graduate/alumni satisfaction• Employer perceptions

Page 17: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Advisory boards assess

• Knowledge of content• Knowledge of pedagogy• Pedagogical skill• Dispositions• Employer perceptions

Page 18: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Cooperating faculty assess

• Knowledge of content• Knowledge of pedagogy• Pedagogical skill• Dispositions

Page 19: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Faculty committees assess

• Knowledge of content• Knowledge of pedagogy• Pedagogical skill• Dispositions• Readiness for next steps in licensure or degrees• Candidate work samples• Student learning• Faculty proficiency in teaching, scholarship and

service to their professions

Page 20: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Arts and Sciences faculty assess

• Knowledge of content

Page 21: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Center for Education faculty

assess • Knowledge of content• Knowledge of pedagogy• Pedagogical skill• Dispositions• Readiness for next steps in licensure or degrees• Candidate work samples• Student learning• Faculty proficiency in teaching, scholarship and

service to their professions• Graduate/alumni satisfaction• Employer perceptions

Page 22: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Faculty who supervise candidates assess

• Knowledge of content• Knowledge of pedagogy• Pedagogical skill• Dispositions• Readiness for next steps in licensure or degrees• Candidate work samples

Page 23: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Candidates assess• Student learning• Faculty proficiency in teaching• Graduate/alumni satisfaction

Page 24: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

Has the unit benefited from continuous

assessment? • Faculty as a unit are aware of candidate proficiencies and program content.

• Assessment is now a unit-wide enterprise because all faculty attend all assessment workshops and share assessment information.

• Skills, assessment language, and enthusiasm for assessment has increased.

• Time has been created to have cross-disciplinary discussions for the first time.

• Faculty in Higher Education and Human Sexuality Education are using the NCATE model to develop standards and assessment for their programs.

Page 25: Assessment System Overview Center for Education Overview for the NCATE BOE Team April 18-22, 2009

What are the next steps?

• Embedding large parts of the system within the Office of Certification

• Sustaining gains in collaboration throughout the unit and the PEU

• Refining our tools• Modifying assessments in line with recent

changes in PDE accountability mandates at all levels of certification

• Continuing the integration of the assessment of non-licensure programs

• Adapting our methods to the proposed Widener assessment database