AACTE Reactions
January 30, 2002
David Bell
Byra Ramsey
Gwen Morgan
Michele Linch
Tim Leggett
Tim Carter
Sammie Stephenson
·
Portfolios are not the assessment
·
Ingersoll/Cartwright
book
·
What we have to do is demonstrate the process that we
are regularly monitoring what we do and that it ethically matches what we
believe
·
What impact will this have on P-12 learning
·
Chambliss – CD on assessment docs
·
Poster sessions on NCATE visit
o
Needs to be documented via videotape
o
Clarify with BOE
·
Links to state
standards
·
Students present the poster sessions
·
Assessment
o
Problem with 5 point rubric
o
Honest use of data on each standard
o
Several difficult issues to measure
·
Similar to science fairs
·
Substitute for the formal dinner on Sunday night
·
Each program would have a separate session
·
Need to be more systematic about each link to and
between standards
·
Multiple links from one item back to other
·
Conceptual framework – more emphasis on nature of
knowledge
·
Unit’s belief about the nature of knowledge.
·
Vision on the purposes of school
·
Nature of knowledge
·
Unit assessment
o
Criteria
·
Conceptual framework needs implementation
·
Pass Rates / Data
·
All elements must be compelling in terms of pass rates
of state required exams
·
Compelling evidence for one way or another is needed.
·
85% pass rate for first time institutions
·
55 revisited institutions, 8 were in serious trouble.
·
7 year accreditation cycle starts with your next
visit.
·
Dispositions – all struggling with definitions,
specific plan of actions are needed
·
Candidate placement – systematic approach
·
Diversity
·
Program matrix for assessment similar to ours
·
Demonstrations, assessments, use of findings
·
New plan, and looking at the results of the plan
·
Issues – Where to place this information, and for what
purpose?
·
Preconditions – for NCATE visits, this year has formed
a new committee to examined preconditions
·
Faculty – generally not enough scholarship, some of
the things can be used as scholarship, books, chapters,
·
Continuing accreditation people have dropped the ball
on conceptual frameworks
·
Standards are INTERRELATED
·
Faculty loads will be an issue
·
Much dialog on performance based evidence and
dispositions
·
Behavioral assessment of dispositions as a part of
admissions
·
Organized on INTASC principles
·
Along with related disposition and behavioral
assessment
·
A students nature of knowledge is related to this
behavioral assessment
·
Consensus is needed on the nature of knowledge and the
type of research
·
Systematic selection and following action
·
Validity, reliability, judgmental-ness, definitions
·
Frequency, duration, intensity, conditions,
·
Clear understanding came thru repeatedly of many
factors
·
Cautions re: portfolio assessment that it is not 100%
·
What do you do with them who reviews it where does it
go
·
Exit gate
o
6 items
o
No faculty member has to be involved
o
Application, course completion, GPA, student
self-assessment, pass comp exam, portfolio, - elements have to be acceptable
·
Not looking for complex, but a simple approach to
clearly understand the issues
·
Gwen reported data from paper given by her and Sammie
·
We have incorporated dispositions, but need to
identify the placement of dispositions in courses
·
Standards drive it, assessment should be tied to
standards
·
Content areas should be involved with portfolio
assessment
·
Help content areas design a content based rubric
·
Scoring guides could be varied
·
Reach decision about candidate performance, programs,
courses, and unit
·
Technology
o
For each standard, how is technology used in each
standard
o
Can the students select software that can be used in
the classroom
o
Assessment system
o
Information technology coordinated
o
Diversity, used to help students learn about diversity
and interact with diverse groups
o
Modeling by faculty – presentation, course
assignments,
o
Personnel
o
Front end data assessment program that links all data
generated through the program
o
Longitudinal database to allow for disaggregation of
data
Graduate programs links to conceptual framework
·
Case studies approach / pre- and post- consideration of
dispositions
·
Case studies
o
Students write their own cases from their own field
experiences
o
Growth needed in the use of case studies in courses
·
Course scenarios make good cases
·
Dispositions
o
Interview
·
NAEYC
o
Charts of content showing standards alignment
o
Contact information
o
Web research
o
Facts listed on the web
·
Data storage
o
Cutoff point for data
o
Backups
·
How does the program know what the candidate knows and
how the candidate can teach?
·
Less is more
·
Find bigger things that show meeting standards
·
We are in as good a shape as many institutions or
better
·
We are in better shape or as good as many others
·
This is a university job. It is everyone’s job.
·
Different system than prior
·
Honor where you have been
·
Examine what foundationally we consider to be key
·
Knowledge base needs consideration
Ideas to Research/Consider
·
What is the nature of knowledge?
·
Where to place this information, and for what purpose?
·
Informational ways of aggregating disaggregated data
into informational and enlightening forms
·
Level of Tech meeting preconditions for NCATE visits
·
Longitudinal database to allow for disaggregation of
data
·