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VI. Assessment
Assessment of candidates, programs, and faculty is
continuous and infused into each teacher education program. In general,
the purposes of assessment are to: 1) monitor candidate development toward
the competency required of effective beginning teachers/consistent with
New Teacher Standards, 2) monitor faculty members’ effectiveness
as facilitators of this development, 3) provide specific feedback that
will allow for development of individualized instructional and professional
development activities, and 4) provide institutional feedback for program
refinement and reporting documentation.
Student Assessment
Consistent with the pedagogical ideology expressed in the “Educator
as Architect” theme, both traditional academic assessments and more
authentic assessments are used throughout teacher education programs.
In addition to a wide variety of individual course assessments, the initial
teacher preparation program assesses candidates at four transition points:
1) Admission to the Teacher Education Program, 2) Prior to Student Teaching,
3) Throughout the Student Teaching Semester, and 4) Program Completion.
The Undergraduate Teacher Educator Transition Points document has been
inserted to clarify the types of assessment data collected and considered
at each transition point, the person(s) or group responsible for evaluating
the data and making a decision about each candidate’s eligibility
for continuation in the program, and the system used to inform candidates
about their status. A review of this document will demonstrate that candidate’s
knowledge, skills and dispositions are assessed throughout the preparation
program.
Assessment of Dispositions: Dispositions
are the “non-academic” attributes of professionals – including
attitudes and values that ultimately manifest themselves in behavioral
tendencies. Research indicates that such dispositions strongly influence
candidate learning and development (Richardson, 1996; Reiman, 1999). The
Teacher Education Council has approved a process for assessing eight specific
dispositionsfor candidates seeking initial certification. Prospective
teachers, we believe, should be 1) passionate about learning, 2) enthusiastic
about teaching, 3) committed to teaching responsibilities, 4) self-reflective,
5) hardworking, 6) resourceful problem solvers, 7) sensitive to individual
differences, and 8) able to establish rapport. In addition to assessing
candidates dispositions using a rubric faculty members can submit a disposition
“Reporting Form” whenever she/he believes that a behavior warrants
acknowledgement or review. In addition, all pre-service candidates are
required to complete the state mandated criminal check prior to their
work in public schools.
Candidate dispositions are assessed as part of each
advanced program; however, the instrument, process, timing, and implications
of results vary. The School Counselor candidates are assessed as part
of the “Clinical Practice Progress Report”. The dispositions
essential to the development of good clinical skill are assessed as part
of each course. Failure to demonstrate these course requirements, if not
remedied, results is dismissal from the program. Two final formal evaluations
of clinical skills occur during the pre-practicum and practicum experiences.
Candidates seeking degrees in School Administration dispositions are assessed
as part of their “Portfolio Evaluation.” The rubric used to
evaluate candidate performance articulated dispositions essential to effective
administration. Candidates must select samples of coursework to document
performance in relation to the dispositions clearly articulated in the
rubric that has been developed by the department. The knowledge, skills
and dispositions that are assessed parallel the ISSLC standards. Candidates
must score a minimum of 12 points on the portfolio to be recommended for
certification.
Since advanced teacher candidates are already certified
classroom teachers, the dispositions that are assessed are: 1) The candidate
is a life long learner who values continuous evaluation of his/her performance
and engages in professional development and 2) The candidate is an action
researcher who values continuous student assessment, communicates results
to students and others, and uses findings to improves the teaching learning
component. Dispositions are assessed, using a five tiered rubric, in a
faculty member selected course (one for each degree or Rank II program).
Program Assessment
Program quality is monitored annually through a university designed reporting
system that parallels the Nichols’ Five Column Method of Program
Evaluation. Each program is required to develop an assessment plan that:
1) identifies explicit links with the university vision, mission, and
goals, 2) states explicit links to program goals, 3) articulates assessment
measures and criteria for acceptable levels of performance, 4) includes
actual performance data (aggregate when possible) used to determine if
performance fulfills the stated criteria, and 5) addresses needs and methods
for change, where appropriate, to improve performance. This emphasis on
the assessment of programs use of candidate performance data, as opposed
to teacher behavior data, is consistent with the constructivist focus
on candidate work. Each programs faculty can however use considerable
discretion in deciding what kinds of student work most accurately reflect
program success. A revised computer database has been developed and is
used to track student demographic, assessment, and performance information.
Each fall semester, data is shared with faculty or the directors of each
educator preparation program to be used to document candidate performance.
Data is considered by the faculty and used to evaluate program strengths
and weaknesses and ultimately to drive decision making in regard to program
changes, thereby completing the assessment loop. The Annual Assessment
Report is submitted to the Dean and Provost for review.
Faculty Evaluation
Faculty members are evaluated annually using the College of Education’s
Faculty Evaluation Plan (FEP). Each faculty member must submit a vitae
and portfolio demonstrating success in teaching, service, and professional
achievement. The FEP is designed to provide faculty members with an opportunity
to create authentic assessments and to use a variety of artifacts for
examining performance. In addition, the faculty member has the opportunity
to select the documentation to be used to make his or her case. This approach
is consistent with both the architect metaphor and constructivist theme,
leaving teachers artistic room to construct not only their candidates’
learning environment; but also to shape their own professional environments
Ultimately, department faculty members and or the chairs evaluate portfolios
and make a recommendation on each faculty member’s performance (department
merit shares) which is sent to the Dean of the College of Education. The
Dean is responsible for determining a faculty member’s eligibility
for consideration of an additional college merit share. Eligible faculty
member’s portfolios are evaluated by the college department chairs
and recommendations for an additional merit share are forwarded to the
Dean. The Dean communicates faculty performance recommendations to the
Provost.
All aspects of assessment are addressed more explicitly in the College
of Educations Continuous Assessment Plan.
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