1. Eastern’s Assessment System
Eastern Connecticut State University
NCATE Legacy Visit
2016

2. Overview A. Assessment System
B. Data Collection, Analysis, and Evaluation
C. Use of Data for Program Improvement

3. Overview A. Assessment System
B. Data Collection, Analysis, and Evaluation
C. Use of Data for Program Improvement

4. A. Assessment System
1. Assessments
2. Use of Data
3. Unit

5. A. Assessment System
1. Assessments
2. Use of Data
3. Unit

6. 1a. Assessments Three Transition Points: Admission, Midpoint and Exit
Post graduation: Alumni Survey
Admission
Midpoint
Exit
Initial
CARE Entry Data
Clinical & Core Portfolios
Student teaching & End of program survey
Advanced
Professional recommendation
Clinical Evaluations
Capstone Portfolio
Multiple assessments and multiple points

7. 1b. Assessments Assessments are aligned to:
Conceptual Framework (which are, in turn, aligned to NCATE standards)
State Standards (CCCT, Connecticut Common Core of Teaching)
Professional Standards

8. 1c. Assessments Assessment procedures:
Shared with candidates, and other professional partners
Include assessment guidelines and scoring rubrics with performance indicators for various levels
Include various appropriate technologies for compilation and analyses:
TK20
Select survey/Question pro
Excel
SPSS

9. A. Assessment System
1. Assessments
2. Use of Data
3. Unit

10. 2a. Use of Data: Purpose
To determine candidate competencies and to evaluate progress
To evaluate our assessment system:
TK20
Data analyses
Data reporting
To examine the validity and utility of data
To evaluate program capacity and effectiveness
Capacity and effectiveness of the assessment system

11. 2a. Use of Data: Time CARE committee meetings
Candidate performance discussions with instructors, supervisors and/or cooperating teachers
Assessment meetings (if applicable)
SPA program review
Unit-wide Retreats

12. A. Assessment System
1. Assessments
2. Use of Data
3. Unit

13. 3a. Unit: Who Candidates Faculty Supervisors Cooperating Teachers
Students
District administrators
Capacity and effectiveness of the assessment system

14. 3b. Unit: Involvement During clinical evaluations Course evaluations
*Focus group discussions
*End of program survey
*Alumni Survey
Candidates
*Assessment meetings
*CARE meetings
*Retreats
*Other Discussions
Faculty
Validity and reliability
Scale should be 5, not 3
Unit conducts studies to establish fairness, accuracy and consistency

15. 3b. Unit: Involvement *Monthly supervisors’ meeting *Other Discussions
Triad and *dyad (supervisor and cooperating teacher) discussions
*Discussions with OECE
*Professional learning council
Cooperating Teachers
PLC: validate assessments; score Core I portfolio; offer other feedback

16. 3b. Unit: Involvement Candidates’ planning Candidates’ instruction
*Candidates’ assessment of student learning
Students
*Employer surveys
Other discussions
District administrators
Capacity and effectiveness of the assessment system

17. Overview A. Assessment System
B. Data Collection, Analysis, and Evaluation
C. Use of Data for Program Improvement

18. Overview A. Assessment System
B. Data Collection, Analysis, and Evaluation
C. Use of Data for Program Improvement

19. B1. Data Collection, Analysis, and Evaluation
Data comes from: Course instructors, supervisors, cooperating teachers, external agencies
Data is stored in: TK20 (moving to TK20 from excel)
Data analysis: Every semester
Data evaluation: Program discussions, candidate evaluations and the three unit-wide retreats

20. B2. Data: Program & Unit-wide
How effective are our programs?
How efficient are our unit operations?
How well do our candidates perform?

21. B2. System for candidate complaints & resolutions
Denials and dismissals documented in CARE folders, along with subsequent resolutions.
Professional development plan to support candidates’ improvement of weaker areas (documented and stored in CARE folders, and graduate office)
Test codes in Banner to document candidates in good standing, under probation, dismissed, denied, withdrawn, and other categories.
GPA and course grades monitored every beginning and end of semester by CARE through Banner reports

22. Overview A. Assessment System
B. Data Collection, Analysis, and Evaluation
C. Use of Data for Program Improvement

23. Overview A. Assessment System
B. Data Collection, Analysis, and Evaluation
C. Use of Data for Program Improvement

24. C1.Use of Data for Program Improvement (implemented)
Data from Student Teaching evaluations: Re-examination of our focus on differentiated instruction, designing academic and behavioral interventions and use of data for planning interventions for student development.
Reliability data from CARE interviews: Led to revision of CARE interview rubric and interview questions.
CARE entry GPA analyses: Resulted in phase in plan for CSUC candidates
Data from licensure test scores: Focused collaborations and support sought from content-area faculty and programs

25. C2.Use of Data for Program Improvement (planned)
Data on program vs. unit-wide assessments: Established the need for strong unit-wide assessments that address all elements of standard 1, hence the current work on the design and initiation of Core I, II, III portfolios
Formative data on Core I portfolio: Further established the need for the Professional Learning Council to both validate and support implementation.

26. C3: Use of data for avoidance of bias
CARE interview data, particularly on the question related to content knowledge: Led to revision and greater clarity in CARE interview questions.
Student teaching evaluation data: Led to clarity and expansion of specific performance expectations so that they are appropriate across age groups.

27. Lessons Learned and Goals
What’s next?
Lessons Learned and Goals

28. Lessons learned
Goals
Advanced program: Need more students to generate more data to determine program effectiveness
Professional community: P- 12 partners need to be more involved in design of assessments.
Advanced program: Re- design advanced program with enhanced content, flexibility & tracks
Professional Community: Develop a professional learning council, with annual members from P-12 system with focused goals

29. Questions?