February 2005Transition Services Preparation & Training Developing NCATE Assessment Rubrics: Modeling Best Practice For Our Students Pamela Luft Kent State University

February 2005Transition Services Preparation & Training Why Bother with NCATE? NCATE accomplishes several tasks: –Accreditation is used for CEC and CED –Universities are increasingly competitive –NCATE reflects external validation of quality

February 2005Transition Services Preparation & Training New NCATE Requirements –Outcomes-based measures Programs must evaluate their students using assessments. Assessment must address five proscribed areas, with a sixth area required but at the program’s discretion. –Must include assessments and scoring guides –Program data as evidence for meeting standards –Use of data to improve candidate and program performance An additional two areas also are at each program’s discretion

February 2005Transition Services Preparation & Training Required NCATE Assessments Content Knowledge –Data from licensure tests –Special Education content via a portfolio task Pedagogical and Professional Knowledge & Skills –Classroom-based differentiated unit of instruction including a classroom management plan –Assessment applied to practice in clinical experiences & internship

February 2005Transition Services Preparation & Training Required NCATE Assessments cont. Effects on Student Learning –Portfolio or case studies and employer surveys Assessments of Additional CEC Standards –One required, and up to 2 additional assessments allowed Field experiences, cast studies, portfolio tasks, licensure tests, follow- up students

February 2005Transition Services Preparation & Training CEC Standards: Must appear in documented program outcomes across the assessments Foundations Development and Characteristics of Learners Individual Learning Differences Instructional Strategies Learning Environments and Social Interactions

February 2005Transition Services Preparation & Training CEC Standards cont. Language Instructional Planning Assessment Professional and Ethical Practice Collaboration

February 2005Transition Services Preparation & Training KSU Assessments Praxis I & II Clinical and Field Experience Assessment and IEP Development Behavior Change Project Curriculum Based Measurement Classroom-Based Unit Plan Portfolio

February 2005Transition Services Preparation & Training Incorporating Existing Measures and Student Projects Praxis I & II Clinical Evaluations –Linked to Praxis –Add links to CEC Standards Assessment Class –Assessments used to develop IEP Classroom and Behavior Management II Class –Data collection and intervention Methods Classes –Curriculum unit with outcomes –Classroom based unit plan

February 2005Transition Services Preparation & Training Classroom Based Unit Plan: Using Existing Rubrics for Standards Dual use of Unit Development Rubric: –For guidance as students develop their units –For evaluation of the students’ understanding of the unit development process Thorough learning of rubric use and development through : –Their own teaching unit with D/HH students –Their own course project evaluation Course-based evaluation becomes NCATE portfolio evaluation –Data is accumulated across program

February 2005Transition Services Preparation & Training Curriculum Development Rubric Existing rubric and research-based process –Understanding by Design (Wiggins & McTighe, 1998) –Six Facets of Understanding to demonstrate breadth and depth of understanding (cf. Bloom’s Taxonomy) Preservice teachers learn how to develop units so that D/HH students can demonstrate these understandings Preservice teachers demonstrate understandings of research-based classroom-based unit design This meets CEC Standards of –Instructional Planning –Instructional Strategies

February 2005Transition Services Preparation & Training Unit Rubric The Six Facets of Understanding document both knowledge and skill aspects of unit design and instructional planning –Factual and declarative knowledge (Facets 1-2) –Procedural knowledge (Facet 3) –Abilities to synthesize and evaluate oneself and others (Facets 4-6) Implementation of NCATE rubric –Utilized the six assessment facets with a 3- point rubric –Special Education program chose this as a framework, pending implementation decisions throughout the College

February 2005Transition Services Preparation & Training Demonstrating Understanding Six Facets Facet 1: Explanation Facet 2: Interpretation Facet 3: Application Facet 4: Perspective Facet 5: Empathy Facet 6: Self- knowledge Facet Description 1. Sophisticated explanations and theories 2. Interpretations, narratives, and translations 3. Use knowledge in new situations and contexts 4. Critical and insightful points of view 5. Ability to get inside another person's feelings 6. To know one's ignorance, prejudice, and understanding

February 2005Transition Services Preparation & Training Performance Task: Classroom-Based Unit Plan Rubric: –3 = Exemplary –2 = Satisfactory –1 = Unsatisfactory Tasks : –Students will explain (Facet 1) and give examples or analogies (Facet 2) to show how use of the three steps of unit design, and the six facets help to ensure that students “truly understand” a unit. –Students will develop an integrated teaching unit (Facet 3), using the three stages of backward design, incorporating the six facets of understanding, with lesson plans that provide the skills each student will need (Facets 4 & 5) to successfully complete the facets and demonstrate understanding of key unit outcomes. –Student will reflect on strengths and needs initially perceived and later evidenced through the unit development process; will identify two areas for improvement prior to student teaching (Facet 6).

February 2005Transition Services Preparation & Training NCATE Assessment Documents Rubric Directions

February 2005Transition Services Preparation & Training Other KSU Special Education Assessment Protocol Assessment Curriculum Based MeasurementCurriculum Based Measurement

February 2005Transition Services Preparation & Training Implementing the Assessments Use of e-portfolios –Assignments loaded on college server and locked –Instructor uses e-rubric to grade –NCATE search accumulates individual assignments with grades across program Technical support –Undergraduate technology course assigns individual server space –Graduate workshops TBD

February 2005Transition Services Preparation & Training Issues Still Pending Student passes course but fails NCATE project Locating student files: –Must use exact assignment name— instructor cannot retrieve otherwise Student can revise own version but course and NCATE version are locked

February 2005Transition Services Preparation & Training More Information KSU Special Education NCATE website: /Files.htm /Files.htm Utilization of unit design rubric—Teaching Units: /fundedprojects/TSPT/grant.htm /fundedprojects/TSPT/grant.htm