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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



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