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Using Assessment Data. Helen Thumann Department of Education. Some Background. The Dept of Ed has 8 accredited programs 7 Undergraduate 1 Graduate Each accredited by its own professional association Each professional association has its own standards

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using assessment data

Using Assessment Data

Helen Thumann

Department of Education

some background
Some Background
  • The Dept of Ed has 8 accredited programs
    • 7 Undergraduate
    • 1 Graduate
  • Each accredited by its own professional association
  • Each professional association has its own standards
  • Each program has 6 to 8 required assessments that we use for our accreditation review
dept of ed assessments
Dept of Ed Assessments
  • These include
    • Praxis exams (1 and 2)
    • Teacher Work Samples
    • Content assessments
    • Planning Rubric
    • Student Teaching Evaluation
    • Disposition Assessment
the process
The Process
  • We have 4 transition points where each student must submit a portfolio and/or complete performance assessments
  • Acceptance to program
  • Acceptance to practicum
  • Acceptance to student teaching
  • Completion of program
the process1
The Process
  • Each candidate is reviewed and evaluated by at least 2 (usually 3) faculty members at each point
  • Cut scores for each assessment are set for each transition point
  • Students who meet the cut scores move on
  • Students who don’t are usually allowed a chance to re-do
  • Students can be dismissed from the program or graduate with out recommendation for teaching license
the process2
The Process
  • At least once a year we review the scores for all assessments at the transition points to look for trends and/or problems
  • We use this information to make program revisions
  • Two Examples:
    • The Praxis exams
    • Teacher Work Samples
the praxis exams
The Praxis Exams
  • Praxis 1 exams – Pre-professional Skills Test
    • Reading
    • Writing
    • Mathematics
  • Our accrediting groups require 80% pass rate on each of the three exams
  • In 2001-2002 academic year our pass rate was 47%
what we did
What we did
  • Began requiring students to take the exam
  • Began providing support for students
    • Workshops on preparing for praxis
    • Study groups
    • Tutoring
  • We aggregated and analyzed the scores
    • Found that students who scored below a specific range did not usually pass by graduation
what we did1
What we did
  • We began requiring students to have above that score on at least 2 exams to enter the program
  • We began requiring students to pass at least 2 of the Praxis 1 exams before student teaching
  • In 2006-2007 our Praxis 1 pass rate was 82%
  • This spring our pass rate for student teachers
    • Reading 80%
    • Writing 100%
    • Math 100%
next steps
Next Steps
  • We are working to get support for students in Praxis preparation BEFORE they get into the program
  • Focusing on the Praxis 2 pass rates and working with Content areas
teacher work sample tws
Teacher Work Sample (TWS)
  • Students must complete a Teacher Work Sample based on an assess – teach – assess cycle in their internship site
  • The TWS has 7 factors
    • Contextual Factors
    • Goals & Objectives
    • Assessment Plan
    • Design for Instruction
    • Instructional Decision Making
    • Analysis of Learner Progress
    • Reflection & Self Evaluation
tws continued
TWS (continued)
  • We began piloting the TWS with student teachers in 2006.
    • That year our data was incomplete
  • In fall 2006 we began including pre-TWS be completed in courses prior to student teaching
    • At least 3 to 4 semesters prior
    • Students must complete at least 2 pre TWS before Student Teaching
  • We required students to attend a workshop about the TWS
tws continued1
TWS (Continued)
  • In Summer 2008 TWS scores were compiled and analyzed based on 19 students
  • Average scores ranged from 74% to 90% on all factors.
    • Factors with lowest scores –
      • Factor 3 (Assessment Plan)
      • Factor 6 (Analysis of student learning)
    • Factors with highest scores-
      • Factor 1 – Contextual Factor
      • Factor 2 – Goals and Objectives
tws continued2
TWS (continued)
  • Did an analysis of who scored what by grad/undergrad status, hearing status, major, program, evaluator and a few other categories
  • Found that
    • Graduate students did better than UG students
    • Deaf Faculty scored harder than hearing faculty
    • One program had 100% inter-rater reliability
next steps1
Next Steps
  • Continue to address struggles with Factor 3 and 6
  • Work on inter-rater reliability for assessments
  • Keep monitoring all data for future program changes
ad