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Unit Assessment System. Teacher Education at Purdue. What is our assessment p hilosophy ?. CONTINUOUS IMPROVEMENT. All components of teacher education at Purdue engage in continuous improvement by gathering and analyzing relevant data and making decisions based on data. BALANCE. - PowerPoint PPT Presentation
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Unit Assessment System
Teacher Education at Purdue
March 4, 2012
What is our assessment philosophy ?
CONTINUOUS IMPROVEMENT
3
All components of teacher education at Purdue engage in continuous improvement by gathering and analyzing relevant data and making decisions based on data.
BALANCE
4
The unit balances central coordination of the overall assessment system with encouraging individual offices and programs to develop flexible, creative, assessment system components that fit their mission and foster continuous improvement.
What have we done since the last visit to improve our UAS?
6
THE FIRST THREE YEARS• CI Focus: Initial licensure program
candidate assessment system– Reviewed the literature and state systems to
identify clear criteria for instructional performance
– Created the Gate C & D rubrics to measure those performances using the identified criteria
– Worked with program faculty to align program key assessments with the unit rubrics
7
THE GATE D RUBRIC• FOUR SECTIONS PLUS A HOLISTIC SUMMATIVE ASSESSMENT
I. PLANNING INSTRUCTION (also used for Gate C)II. TEACHING AND LEARNING EXPERIENCESIII. ASSESSING LEARNERSIV. REFLECTING ON LEARNING AND TEACHING
• EACH SECTION HAS…– 3-5 unit items– Items to assess impact on P-12 student learning– Encouragement to programs to add discipline-specific programs
• FOUR POINT SCALE FOR PERFORMANCE RATINGS– Clear descriptions of target behaviors in the cells
• PROGRAMS ALIGN TO THE UNIT RUBRIC IN VARIOUS WAYS
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THE GATE D RUBRICEngineering/Technology
EducationRubric Criteria #1 #2 #3 #4
Subject Matter Focus (I.3) 0 3 10 1
Sound Instructional Strategies (I.4, II.1) 0 6 8 0
Student Communication Opportunities (II.3)
0 6 8 0
Communicating Performance Expectations and Assessment Criteria (III.1)
0 8 6 0
Focus of Student Assessments (I.5)
0 3 10 1
Summative Assessment of Student Performance (III.1)
0 3 10 1
Rubric Criteria
Beginning
Developing
Proficient
Expert
I.1 Knowledge of Students’ Learning Needs and Interests 0 4 17 34
I.2 Knowledge of Community, School, and Classroom Factors NCTE Standards 1 (1.3), 3.0 (3.1.3)
0 6 14 34
I.3 Subject Matter Focus of the Unit/Lesson(s) NCTE Standards 3.0 (3.1.4, 3.1.5, and/or 3.1.7), 3.5 (3.5.1, 3.5.2, 3.5.3, and/or 3.5.4)
0 4 13 34
I.4 Strategies and Resources, Including Technology, to Support Student Learning NCTE Standards 2.0 (2.4, 2.5, and/or 2.6), 3.3 (3.3.1, 3.3.2, and/or 3.3.3) 4.0 (4.2, 4.3, and/or 4.6)
0 3 19 34
I.5 Focus of Student Assessments NCTE Standards 4.0 (4.10) 0 1 20 34
English Education
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ACCURACY, FAIRNESS, & CONSISTENCY• CI Focus: Initial licensure program
candidate assessment system– Use the Gate C&D rubrics for all initial
programs– Define and use key assessments for all
programs– Audit transition points– Coordination
• Programs– Program convener• Multiple Section Courses – Course coordinator
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THE PAST FOUR YEARS• CI Focus: The operational assessment/decision
system– Created to specify the decision system– Created a UAS annual report template – Implemented TEC change decisions
• CI Focus: Advanced programs for teachers– Reviewed and categorized all graduate programs (TEC)– Created task force to design a unit framework, providing
clear criteria for performance (TEC)– Currently, advanced programs for teachers are being
redesigned to the new unit framework (Programs)
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CURRENT• CI Focus: Program Assessment Systems (Standard
2)
– March 2011: First SPA program reports in 20 years• Results comparable to national averages• Most concerns related to the assessment systems
– December 2011: First state program reports in 20 years• Two approved, one approved with conditions• Most concerns related to the assessment systems
– Fall 2011: TEC established Standard 2 at the program level as the continuous improvement focus (2011-12)
• Assessment Coordinator met with all TE Program Conveners • Program faculty are currently working to improve their assessment
systems
What are the features of our current unit assessment system?
OPERATIONAL DECISION SYSTEM
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Purdue University Teacher Education Operational Assessment/Decision System Data Sources Office & Program Management Analysis Decision Makers
Registrar
Praxis (ETS)
Applicants
Program Completers
Candidate Information
Employers
Cooperating Teachers
Cooperating School Administrators
Instructor Data
Graduate Office
Office of Professional Preparation & Licensure
Office of Field Experiences
Business Office
Program Conveners
Office of Advising & Recruiting
Purdue Student Education Council
DATA
CO
LLEC
TIO
N &
AN
ALYS
IS
Office of Strategic
Assessment
UAS Annual Report
Teacher Education
Administration (ADLE,
NCATE Coordinator)
Teacher Education
Council
Dean of College of Education
DATA
CO
LLEC
TIO
N
COE Leadership Team
Program Convener
Council
Dean’s Advisory Council
Data Types Decision support data gathered include: stakeholder perceptions, candidate performances, demographic information, operational process information, etc. Data Gathering Methods Methods used to collect and store this data include: surveys, course evaluation forms, portfolio assessments, operational performance metrics, grades, etc. Data Storage This information is stored in office and departmental data repositories, both electronic and paper.
Key Reporting and information sharing Information/Consultation upon request Post-decision feedback and influence ETS: Educational Testing Services ADLE: Associate Dean for Learning & Engagement This chart depicts the way data is used to improve the Purdue Teacher Education Program.
Decisions are made and enacted by entities in green.
DATA SOURCES DECISION MAKERS ANALYSIS OFFICE & PROGRAM MANAGEMENT
Teacher Education
Deans
Provost
CANDIDATE ASSESSMENT SYSTEM
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Unit and Program LevelsUnit Level includes the conceptual framework and related standards, systems for assessing and managing critical transitions, and aggregated performance data from unit wide rubrics
Program Level (a) applicable program standards; (b) program assessment systems based on program and unit guidelines for transitions and key assessments; (c) national or state program review
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CANDIDATE ASSESSMENT SYSTEMOnePurdue Transition to Banner
– Facilitated grade reports for content assessment – Facilitated some aspects of Gate audits– DegreeWorks… coming soon…
Performance-based Assessment Technology– P3T3 grant (before 2005)– TaskStream, an outsourced solution (2006-present)– We are currently researching alternatives
• Inexpensive• Integrated with Banner, DegreeWorks, and BlackBoard• Excellent capabilities
Questions?