• Policymakers/The Field of Education focused on educators ability to impact P12 student learning

• All program areas are tasked with providing evidence our candidates can impact P12 student learning.

• New SoE mission is focused on the impact of our graduates in the field

“….to promote the growth, education and development of all….”

• In meeting our mission, we want our graduates to be able to hit the ground running to make an impact on all learners

Current Context

Assessment literacy is the knowledge and skills educators need to: ---identify, select, or create assessments optimally designed for different purposes

---analyze, evaluate, and use the evidence from different kinds of assessments to improve instruction - to impact P12 Student Learning

Assessment Literacy

Dr. Susan B. Nolen, CoE, University of Washington

Take a few minutes to talk at your table…

--What does a teacher and principal who is assessment literate look like?

--What does a teacher or principal do to demonstrate assessment literacy on a daily, semester, year basis?

What can Educator Prep Programs do to ensure teachers and principal are assessment literate?

Education programs can foster assessment literacy by:

• encouraging/requiring separate course work in assessment,

• embedding assessment topics in subject-specific curriculum and methods courses,

• providing candidates with real-world opportunities to apply the assessment knowledge and skills they have acquired.

Programs can create assessment literacy objectives and learning targets to use in designing integrative, comprehensive and effective

• curricula, • instructional materials, • practica/field experiences, • formative & summative performance

measures, • graduation requirements.

ASSESSMENT LITERACY as part of a program continuum

Example of 4 year teacher preparation program

Intro to Education

Content

[Gen Ed]

Child/Adolescent Development

Learning & Motivation

Socio/Historical

Content

Digital Media/Learning/

Technology

Literacy

Methods

Practicum

Content

Practicum

Methods

Literacy

Student Teaching

Content

Can you visualize what this looks like for your program?

CLEMSON TEACHER DATA Candidate Feedback

2014 Candidate Alumni Survey:

---Ability to create,

interpret assessments

and alter instruction as

result: 44% SA, 47%

Agree, 9% Disagree

2014 Candidate Exit Survey:

---Ability to create & interpret assessments: 57% SA, 35% Agree, 8%

Disagree---Ability to alter instruction after

assessing/analyzing stud learning:

62% SA, 36% Agree, 2% Disagree

----Many open ended comments identifying desire for more in area of assessment literacy

2013 Principal Survey of Clemson Graduates:

---Ability of graduates to

create % interpret

assessments: 47% SA, 47%

Agree, 5% Disagree

Before - 2014 Theme of candidate weaknesses identified in comments by CT/US in surveys and meetings:

---Creating assessments,

evaluating assessments, use

for data for planning instruction

Supervisor/ Cooperating Teacher Feedback

Principals Feedback

2012-13, 2013-14 ADEPT State Teaching Standards final student teaching evaluation performance dimensions related to assessment literacy:---More candidates

scoring ‘developing’ rather

than ‘proficient’ than on other performance dimensions

2012, -13, -14 In-service ADEPT formal eval data 2nd year teachers:

---Non-passers show pattern of

‘not met’ scores similar

to ADEPT candidate exit scores lower

scores

Program SPA Assessment-Candidate Impact on Student Learning:

---SPA reviewers indicate need for most programs to

strengthen assessment of

candidate impact on student learning

and 2014data show higher %

of candidates scoring ‘developing’ or ‘meets’ in some

programs

More CLEMSON DATATeacher Candidate

PerformanceProgram SPA Assessment-Candidate Impact on Student Learning:

---SPA data show high percentage of

principal candidates below ‘target’ for spring 2014 while all at ‘target’ for fall

2013

Leader Candidate Performance

Are Clemson candidates prepared to meet our mission - “….to promote the growth, education and

development of all….”?

Are Clemson candidates assessment literate?

Student Learning Outcome Activity

• Individually read through SLO example• Group discussion

– Is this a good SLO? – Teacher Prep - Do you think your teacher candidates are

currently being prepared to create a good SLO? – Leader Prep - Do you think your leader candidates are

currently being prepared to know how SLOs are created and support teachers to create a good SLO?

– Could this SLO template be used in course assignments?• Share out

What are We Currently Doing to Ensure our Candidates are Assessment Literate?

Teacher Preparation Common Coursework across undergraduate programs

• EDF 3020• EDF 3080 (Elementary only)• Student Teaching

Principal Preparation• EDL 7300, 7350, 7400

Program ActivityLook at: common assignments

-- EDF 302 and 308 (teacher prep); EDL courses (ed leadership)-- Student teaching/ internship lesson plans, unit plans, evals

Look at: other program specific assignments -- SPA assmt. 5 - candidate impact on P12 student

learning -- other program courses/assignments (MAT

foundations/literacy/methods/internships/ other)

Look at: data provided -- ADEPT, SPA, survey feedback

Discussion Questions – please complete and turn in form

--What are we currently doing to ensure graduate success in the Expanded Educator Evaluation System?

--How well do these common assignments ensure that our candidates are assessment literate?

--How is your program addressing and assessing candidate impact on student learning in program-specific assignments?

--What improvements to common assignments and program specific assignments can be made to ensure our candidates are assessment literate?

--Could your program collaborate with other programs - the foundations and literacy areas, or with educational leadership - to determine ways programs can ensure all graduates are assessment literate?

--What place does/can digital applications/media have in common assignments and program specific assignments?

Program Discussion QuestionsElectronic copy on flash drive

Remainder of Afternoon –Program Response Report Work

Form Improvements• Within each 2013-14 objective an identification of where data is located in LiveText

Exhibit Center• SPA assessments have been preloaded in the 2014-15 objectives

• The reflection on SPA data each year can be copied/pasted to SPA report. This will cut down on work when SPA reporting cycle arrives.

• Please align the three CU distributed competencies with a SPA assessment. (We are moving away from CF this year once replace with new core values and professional dispositions.)

Form Addition• Midsection program area discussion questions that need to be addressed this year for

accreditation and SoE mission-related activities.Notes• Form due October 1.