1. Deconstructing Standard 2b
GAPSC Assessment Workshop
Georgia Gwinnett College
Susan Brandenburg-Ayres
Kathy Moody
North Georgia College and State University
May 16, 2012

2. Data Collection, Analysis and Evaluation
Systematic data collection, analysis and evaluation for:
Program Improvement
Monitoring individual student progress

3. Example:
Standards based portfolio data could demonstrate how teacher candidate performance is assessed against standards.
Aggregated data from common portfolio rubrics could show program and unit strengths and weaknesses

4. Triangulation
Multiple assessments from internal and external sources- particularly at transition points

5. Example:
Final internship evaluations can be conducted and comparisons drawn between evaluations by:
The teacher candidate
The mentor teacher
The supervising faculty member
Employers at the end of the first year of teaching

6. Key Questions:
Do we have multiple sources of data for each measure (knowledge, skills, dispositions)?
Do we have an archiving system (Livetext, TK20) that supports data collection and analysis?
Do we have a culture that routinely supports data analysis for program improvement?
Do we disaggregate data to examine alternate route, off campus and distance learning programs?
Do we archive student complaints and resolutions?

7. Georgia AFI Data Summary 2b
Sub- elements of 2b
# of Georgia AFI’s
Maintenance of a comprehensive Assessment System 1
Multiple assessments from internal and external systems
Candidate assessment data are regularly compiled and analyzed to improve candidate performance and unit operations 15
Records of formal candidate complaints and resolutions are maintained 5
The assessment system is maintained through utilization of appropriate types of information technology 9

8. Example #1:
Overview of an assessment system

9. Example #2:
Systematic routines for collection, analysis and use of data

10. Example #3:
The unit maintains its assessment system through the use of appropriate information technologies

11. Summary 2b Develop and utilize an electronic archiving systemDo
Don’t
Develop and utilize an electronic archiving system
Confuse archiving with effective assessment
Develop routines that engage faculty in analysis of data and related program improvements
Frame these routines as simply “hoops” leading to accreditation
Develop routines, such as common course assessments and course embedded portfolio reviews that support effective monitoring of student progress
Assume that the “key” assessments required by NCATE/CAEP are sufficient for monitoring of individual student progress