assessment & technology uh-m college of education coe outreach & technology
TRANSCRIPT
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Assessment & Technology
UH-M COLLEGE OF EDUCATION
COE Outreach & Technology
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Electronic Exhibit Room
• Systematic assessment of evidence of student learning at multiple points in program
• Program assessment data compiled to an internal website
• NCATE reviewers access at their leisure• Data remain available between reviews• Easy for program faculty to maintain
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Program Assessment
Assessed by:– Candidates (exit surveys, course evaluations)– Alumni (survey, focus groups)– Employers– Mentor Teachers– COPR Process– Learned Societies– Candidate Learning Outcomes Review
Assessing Programs by Assessing Candidates
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Candidate Assessment
Candidate Assessment– Evidence Collection = Portfolio
Grade Reports Exam Scores Work Samples Faculty Observation Summaries Students’ Work Samples
– Candidate Portfolio Tools PowerPoint (hyperlinks, external files,
branching) Task Stream – online CD-R
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Assessing Learning Outcomes
1. Define Program Objectives
2. Define Points of Measurement
3. Define Evidence for Objectives
4. Define Rubric for Assessing Evidence
5. Delineate Who Evaluates and When
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Example (part 1: Program defines Objectives)
ABC ProgramObjective 1: (Knowledge) Candidates know . . .
(Skill) Candidates are be able to …
(Disposition) Candidates exhibit…
Objective 2:
Objective 3:
Objective 4:
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Secondary Program Objectives
SECONDARYPROGRAMOBJECTIVES
EDUC 401 EDPSYC311/611
EDUC 402
EDUC 404
TECS 440
SPED 445
ETEC 414
EDUC405-6
Introduction to
SecondaryEducation
EducPsychology
Field Methods Multi-Cultural
SpecialEducation
EducTech- nology
Student Teaching
Professional Legal
Responsibilities
x x x X x X
Foundations ofSecondaryEducation
X x x x x
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Example (part 2: Program Chooses Points of Measurement)
Program will Assess Candidates
– Beginning (defined: immediately upon admission)
– Middle (defined: conclusion of EDUC XXXX course and/or prior to student teaching)
– End (defined: conclusion of field experience XXXX)
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Example (part 3: Program assigns evidence to objectives)
Objective 1: Professional Legal Responsibilities
The teacher candidate demonstrates an understanding of (knowledge) and ability to apply (skill) and model (disposition) legal responsibilities expected of professional educators.
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Sample artifacts
Program Objectives Suggested Artifact Evidence RubricScale
1. Professional Legal ResponsibilitiesThe teacher candidate demonstrates an understanding of and ability to apply and model legal responsibilities expected of professional educators.
Case study responsesReflective journals and logsPerformance evaluationEvidence of ability to maintain required reports, records, and legal documentsIEP from a case study report
1 2 3
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Example (part 4: Program defines rubric scale for evidence)
3 Target: Evidence reflects in-depth knowledge and understanding of standard; outstanding data and evidence of application
2 Acceptable: Evidence indicates knowledge and understanding of standard; satisfactory data and evidence of application
1 Unacceptable: Evidence shows little or inadequate knowledge of standard; limited data and evidence of application
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Example (part 5: Program states who will measure and when)
Candidate Outcomes Review Faculty assigned to review candidate
outcomes Review Committee determines program
completion for candidate Candidate outcomes aggregated Summary data provided to Associate Dean
on cohort
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Example (part 6: Composite candidate scores defined, measured)
Summarize each Candidate’s Assessment
Mid-Point Assessment:– e.g. Overall Unacceptable: 1 or more
unacceptables– e.g. Overall Acceptable: 0 unacceptables, <4
superiors– e.g. Overall Superior: 0 unacceptables, 5 or more
superior scores
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Example (part 7: Summary data submitted)
ABC ProgramMidpoint Assessment 2004
Incomplete Overall
Unacceptable
Overall
Acceptable
Overall
Superior
1 1 23 12
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NCATE Review Website (mock-up)
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Measurements: 5 year period
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Use of Technology
Candidate use to collect and present evidence
Program use to assess candidate learning
Program use of aggregated data for program review
College use to maintain data overtime for accreditation purposes
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Challenges
Requires a shift in thinking: from grades to authentic assessment of learning outcomes
Program objectives must be made explicit
Faculty agreement on rubrics and scales
Need to identify ways to manage the process
Technology must be helpful, not burdensome