1 / 13

Three Levels of Assessment: Portfolio Data, Curriculum Inventory, Standardized Assessment Results

Three Levels of Assessment: Portfolio Data, Curriculum Inventory, Standardized Assessment Results. Dr. Kathleen DaBoll-Lavoie, PhD Department of Inclusive Childhood/Early Childhood Education Dr. Ellen Contopidis, PhD Program Director of Graduate Inclusive Childhood/Early Childhood Education

pegeen
Download Presentation

Three Levels of Assessment: Portfolio Data, Curriculum Inventory, Standardized Assessment Results

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Three Levels of Assessment: Portfolio Data, Curriculum Inventory, Standardized Assessment Results Dr. Kathleen DaBoll-Lavoie, PhD Department of Inclusive Childhood/Early Childhood Education Dr. Ellen Contopidis, PhD Program Director of Graduate Inclusive Childhood/Early Childhood Education Nazareth College, Rochester, NY June 18, 2014 Conference on Emerging Evidence and Promising Practices cIcu IS Network ED

  2. Department of Inclusive Childhood Education Undergraduate Program Graduate Programs Inclusive early childhood and childhood initial, additional, and professional programs Individualized pacing of candidate program completion Large number of part time faculty • Leads to certifications in inclusive early childhood and childhood education • Candidate cohort model • Site-based coursework • 6 wk practicum prior to student teaching • Small group of collaborative faculty

  3. “Data needs to be manageable & meaningful.” Nazareth College TEAC Brief

  4. Culture of Assessment • Regulatory (TEAC, CAEP) • Departmental practice/habit – a component of curricular decision making • Instructional modelling (data driven instruction)

  5. Portfolio Data

  6. Data from Program Portfolios* Analysis:-which domains students scored highest on portfolio rubrics -frequency of which components were addressed Findings:no one was addressing the Planning Domain: Component 1f – Assessing student learning Action: revised two courses related to assessment INCH 503: Assessment for Planning for Inclusive Education INCH 520: Literacy Assessment & Program Planning Assessment: continued monitoring of student application Results:an increased in application to component 1f *Program Portfolio follows Danielson’s framework

  7. Curriculum Inventory

  8. Curriculum Mapping Analysis:How does the edTPA map to “current” programs? Findings: No current document allowed us to determine this Action: Developed Curriculum Mapping documents (see next slide) Engaged full and part time faculty in discussion Revised learning experiences and assessments Assessment: Continued monitoring within and across program Results: Revisit documents Summer and Fall 2014

  9. Curricular Inventory • Slide shot of graduate curr inventory

  10. Standardized Assessment Results

  11. Data from edTPA – Elementary Education(Undergraduate) Analysis: May 2014 graduates scores lower on edTPA Prompt 12 that focused on giving students feedback Findings:methods courses provided no opportunity for practice giving specific feedback to students to promote thinking around identified language function Action: redesign methods courses to include feedback practice on authentic student work Assessment:-multiple activities and assignments designed throughout methods courses to practice giving feedback Results: local evaluations will be conducted next summer after May 2015 graduates complete edTPA and our program CONTENT FOCUS

  12. Data from edTPA: Graduate Analysis: Implementation differences between different programs in the Department Findings:undergraduate program implemented curricular changes more quickly than graduate programs; very small N at graduate level Action: Analyze impact of program organization and time line on getting on board Assessment: Faculty feedback about strengths and challenges of different implementation processes (Close Read documents, Writing Boot Camp, separation of tasks, faculty/supervisor support) Results: Procedures and practice for supporting graduate students are still evolving PROCESS FOCUS

  13. Data from ALST Analysis: ALST scores of all candidates Spring 2014 (aggregated and disaggregated Findings:Candidates not as successful as LAST; technology challenges; not currently correlated with GPA, liberal arts and science major, writing courses. Action: Design professional development session with English Department, and ug and gr teacher education faculty to deepen understanding Assessment: Faculty feedback about requirements of the new exam, changes to be made, strategies to support candidates Results: Moodle course more overt, implementation of more writing on demand assignments, continued conversations with larger campus community (Core, Center for Student Success), implemente additional rdg and writ strategies across college

More Related