B a c kn e x t h o m e Aligning Program Standards Expectations & Unit Assessment Systems Presenter...

b a c k n e x th o m e

Aligning Program Standards Expectations & Unit Assessment SystemsPresenter

Nancy Tanner Edwards, Ph.D. *NCTM Representative to NCATE

*NCATE Elementary Standards Committee *NCATE Assessment Coordinator~~

Missouri Western State College

© Edwards, 2002


What we learned so far…

NCATEStandards 6

SpecialtyAssociations Program Reviews 19 sets

P-12 StudentStandards

Preconditions

8

Donna

BoyceJulius, Mary, Sam, Gwen

Arts & Science Faculty

Emerson

Erskine

Kathe


Yesterday, you came feeling like this…


You now feel like this!

You’ve been turned upside down


Centering on What’s Important—It really DOES fit together

NCATEStandards 6

SpecialtyAssociations Program Reviews 19 sets

P-12 StudentStandards

Preconditions

8

Arts & Science Faculty

How can institutions address the call to performance evidence so candidates can prove that they empower P-12 students to do quality work?


How it works…

The Specialty Associations will tell the performances that are needed—

to be successful in their fields The institutions will tell…

– Their rubrics (scoring guides) to judge excellence in performances

– Their systematic results– How the results fit with the C.F.– How they all work together for a

superior program


How does a unit decide what to feature for a quality candidate performance?

You feature the important things that count for P-12 Student Success …within Conceptual

Time is Valuable…serve many

quality items with one assessment

Framework


Candidate Quality Performances enable…

P-12 Student Quality 4 Step Thinking Phases

Conceptual Framework of Entire Program Candidate Performance at the End

How Individual Courses Fit into the Plan & How Courses Use NCATE Specialty Area Standards to Get to the End

Performance How to Prove the End

Performance Leads to Successful P-12 Student Learning


We will go through each step with an example from a real program where it has worked

STEP #1

Conceptual Framework of Entire Program

Candidate Performance at the End


MWSC Conceptual Framework

Teachers learn to teach by teaching 3 field experiences + 1 with methods instructor

Hands-on learning…MUST perform with P-12 Students


FACULTY MUST BE WEDDED TO THEORY AND PRACTICE TOGETHER

Prior Experience with P-12 Education

All Ed Unit Faculty Supervise

Arts & Science Faculty Go Too…if candidate’s trouble is academically related

Graduated Exposure to P-12 Students through 4 in-school experiences



P-12 Student QualitySTEP #2 Candidate Performance at the End

How Individual Courses Fit into the Plan


STEP #3 How Individual Courses Fit with

the NCATE Specialty Area Standards to Get to the Expected

End Performance


P-12 Student QualityAll the specialty areas have performance-based standards that connect to P-12 student learning


Connecting to the New NCTM P-12 Student Program Standards

“Higher Standards for Our Students...

NCTM Presents

Higher Standards for Ourselves”

\Reprinted with permission from The Outreach Kit 2000 by the National Council of Teachers of Mathematics. All rights reserved.


Students should use representations that are meaningful to them in reasoning, equivalence, & computational fluency pages 140, 144


NCTM Presents




Teachers should understand students’ thinking when they listen carefully to students’ explanations

page 126


NCTM Presents




NCATE’s Program Review in the Elementary Standards in mathematics…

1) Main stem that actually lists the standard

2) Supporting Evidence

This is where the vision is described…action is seen

All Specialty Area Standards on the web at

www.ncate.org


2) Supporting Evidence

Look for common themes…

Candidates are able to teach elementary students to explore, conjecture, and reason logically using various methods of proof; to solve non-routine problems; to communicate about and through mathematics by writing and orally using everyday language and mathematical language, including symbols; to represent mathematical situations and relationships, and to connect ideas within mathematics and between mathematics and other intellectual activity. They help students understand and use measurement systems (including time, money, temperature, two and three dimensional objects using non-standard and standard customary and metric units); explore pre-numeration concepts, whole numbers, fractions, decimals, percents and their relationships; apply the four basic operations (addition, subtraction, multiplication, and division) with symbols and variables to solve problems and to model, explain, and develop computational algorithms; and use geometric concepts and relationships to describe and model mathematical ideas and real-world constructs, as well as formulate questions, collect, organize, represent, analyze, and interpret data by use of tables, graphs, and charts.

• Know misconceptions/error patterns• Correct the misconceptions a new way• Oral & Written Language• Calculators, Computers, Manipulatives


Connect to real P-12 student work with the P-12 student’s written explanation

Sample Performance-based Course Requirement…

Can the candidates understand how the P-12 student is thinking and plan teaching to help increase P-12 student understanding?


This is the student work on which the previous assessment was based.


Another example… one is always on fractions


Link to P-12 student work is stored as an electronic portfolio of candidate’s work

We will look at some electronic examples in different areas in a minute



P-12 Student Quality

STEP #4 How Courses Use NCATE Specialty

Area Standards to Get to the End

Performance How to Prove the End

Performance Leads to Successful P-12 Student Learning


Is this assessment hitting the mark?

If yes…

Candidates who pass the assessment at the HIGHER rubric levels should be the ones scoring BEST on

•the exit exams -- Praxis II

• the unit’s interview process

• teacher & principals’ evaluations after student teaching, first yr, second yr

• any other measures used by your unit


And the inverse should also be true…..

Candidates who pass the assessment at the LOWER rubric levels should be the ones scoring LEAST WELL on

• the exit exams -- Praxis II

• the unit’s interview process

• teacher & principals’ evaluations after student teaching, first yr, second yr

• any other measures used by your unit


A NCATE idea…aggregate data across candidates

Test for accuracy and consistency in measures to see if the assumptions are really true

When Missouri Western did this… Praxis II correlation

Interview correlation

3 or more course repeats in major

With principals in yr1 and yr2


Another thing to remember…

Evaluators of your Programwant to see how realistic you were in your grading of performance pieces…. Sooooo……..


Candidate work with P-12 student learning

seen in several electronic portfolios

www.education.mwsc.edu/spring02/each1368/~ach1368.html

1. Math Assessment—link from “My Ability to Teach Missouri’s Children”

2. Reading Assessment—link from “Positive Effect on Student Learning

www.education.mwsc.edu/spring02/ekrs Reading Assessment—link from “Positive

Effect on Student Learning

www.education.mwsc.edu/spring02/ekad5801/index.html

Links to reading and math assessments


www.education.mwsc.edu/Spring01/csb5701/template.html

Carol Brown1. Math Assessment—see Standard #12. Reading Assessment—see Standard #13. Parent-Teacher Conference

assessment—see Standard #104. Diversity of Student Needs—see

Standard #3


SOMETHING VERY POSITIVE HAPPENS WHEN FACULTY SEE TEACHER

CANDIDATE WORK AND SCORING DONE BY THEIR FELLOW

COLLEAGUES READILY AVAILABLE ON THE WEB

Every InstructorImproved !!!


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