UNIT ASSESSMENT SYSTEM
Revised 2005; April 2011; October 2011, April 2014
TABLE OF CONTENTS Page
GRAPHIC OF THE UNIT ASSESSMENT SYSTEM3
UNIT ASSESSMENT SYSTEM4 Focus and Development of the System 4
Chart 1, Unit Assessment System 5
PROGRAM ASSESSMENT6
Candidate Competencies 6
Standards of Specialty Professional Associations9
State Certification Tests9
Multiple Assessments- Internal and External10
CANDIDATE ASSESSMENT11
Formative Assessment Instrument11
Summative Assessment Instrument11
Oklahoma Teacher Work Sample11
Portfolio Assessment12
Certification Examination for Oklahoma Educators13 Transition Points Assessments 13
Graphic of Assessment at Transition Points14
At Entry into Program15
Before Clinical Practice (Student Teaching) Begins15
Before Program Completion16
Upon Entry into the Profession of Teaching16
FACULTY ASSESSMENT17
ASSESSMENT OF UNIT OPERATIONS17
Systematic Collection of Data17
Analysis and Summarization of Data17
Use of Data18
Use of Technology18
TIMELINE FOR DATA COLLECTION AND ANALYSIS19
APPENDICES
Appendix AAssessment of Candidates at Transition Points22
Appendix BSummary of Assessment Processes and Use of Data26
Appendix CSpecialty Professional Association Standards30
Early Childhood (NAEYC)30
Elementary Education (ACEI)30
English Education (NCTE)32
Mathematics (NCTM)34
Music (NASM)35 Science Education (NSTA) 38
Social Studies Education (NCSS)39
Appendix DIndex to the Assessment of Competencies42
Appendix E Professional and Character Excellence (PACE)43
1
1
UNIT ASSESSMENT SYSTEM
SCHOOL OFEDUCATION
OklahomaChristianUniversity
FOCUS AND DEVELOPMENT OF THE SYSTEM
In recent years there has been a heightened national interest in the professional preparation of educators with numerous and substantial mandates arising from both state and national levels of government. New emphasis has been placed on academic standards for
P-12 students. Institutions that prepare teachers must meet the challenge of preparing teachers who can teach all students well, accommodating for the diversity among students and capitalizing on this as a strength rather than viewing it as a negative determinant.
The School of Education, the unit responsible for the preparation of teachers, has collaborated with the school-based professional community to develop a comprehensive assessment system that links performance of its teacher candidates to national and state standards, including those of the Specialty Professional Associations, with a focus onpreparing teachers who positively impact student learning. The Unit Assessment System is aligned with the conceptual framework and uses assessments and assessment processes that are consistent with the new demands for greater accountability and emphasis on student learning. For example, the Teacher Work Sampleis now being used to focus the attention of the candidates on: systematic planning and delivering of instruction, assessing student performance before and after instruction, analyzing student learning, reflecting on their practice in light of current best practice and the progress that their students are making, and identifying areas of their practice that should be improved through additional analysis and study.
The purposes of assessment are to ensure that: (1) programs delivered by the unit are based on a well-articulated conceptual framework with knowledge bases that are aligned with state, national, and SPA standards,(2) the unit admits quality candidates to teacher education and closely monitors their progress from admission through the early years of practice,(3) all personnel involved in the preparation of teachers are qualified and effective, and (4)the unit responsible for teacher education programs functions under a well-defined governance system and has the resources, personnel, technology, and facilities needed to deliver effective programs.
The Unit Assessment System is designed to be a dynamic document which is continuously reviewed to ensure that it facilitates program and candidate improvement with attention given to accuracy, fairness, and consistencyin all assessments. Chart 1, page 2, and the graphic on the preceding page provide an overview of the Unit Assessment System.
Chart 1
UNIT ASSESSMENT SYSTEM
PROGRAMS / CANDIDATES / FACULTY / UNIT OPERATIONSLevel / Conceptual Framework / Reviews / Admission to
Completion / Unit / Off Campus / Resources / Governance
Early
Childhood (P-3)
Elementary (1-8)
K-12
-Music
Secondary
Education
(6-12)
-English
-Math
-Science
-Social
Studies / Knowledge Base
-Coherent
-Shared
Aligned with Unit and University Mission
Aligned with National, State and Specialty Professional Associations (SPA) Standards
Commitment To Diversity
-Supports Learning for All
Students
-Includes Diverse Field
and Clinical Experiences
-Integrated in Curriculum
& Assessment
Technology Integrated
Throughout Programs
Focused on Candidate
Competencies / Courses
-Gen Ed
-Major Field
-Pedagogy
Field & Clinical Experience
Program Reviewsby Specialty Professional Associations
State Portfolio Reviews
Accreditation Reviews by State and NCATE
Surveys of:
-Employers
-Recent
Graduates / Admission Criteria
Advising
Monitoring Progress at Transition Points
Preparation is Focused on:
1) Competency in
Knowledge
Skills
Dispositions
PACE
2) Effectiveness in
producinglearning
by P-12 students
Licensing
Entry Into Profession / Qualifications
Teaching
Scholarship
(Professional
Achievement)
Service
Collaboration
-On Campus
-Off Campus
Professional Engagement
Professional
Development
Evaluations / Qualifications
Involvement in Unit
-Program
Development
-Governance
-Assessment
of Programs
-Assessment
of Candidate
Competencies / Faculty
-Work Load
Policies
-Professional
Development
Support
Personnel
Facilities
-Adequacy
-Mainte-
nance
Technology
Support
Financial
Support
Library - Curricular, & Electronic Information Materials / Leadership
Authority
Accountability
INTERNAL PROCESSES
1. All Internal Requirements for Admission to Teacher Education
2. Candidate Portfolio – Using Rubric Assessments
3. Teacher Work Samples - Using Rubric Assessments
4. Assessment of Candidate Knowledge, Skills, and Dispositions for
Teaching in:
- Courses in Major and Pedagogy
- Formative and Summative Assessments of Field and Clinical
Experiences by University Faculty
- PACE assessment
5. All Internal Requirements for Admission to Clinical Practice
(Student Teaching)
6. Teacher Education Faculty Professional Growth Plans
7. Student Assessment of Faculty
8. Exit Survey of Senior Level Candidates
9. Follow-up Survey of Recent Graduates / EXTERNAL PROCESSES
1. State Tests (Title II Report Card)
Oklahoma General Education Test (OGET)
Oklahoma Subject Area Tests (OSAT)
Oklahoma Professional Teacher Exam (OPTE)
2. State Standards
3. CAEP Standards
4. Program Reviews by Specialty Professional
Associations (SPA)
5. International Society of Technology in Education
6. Employer Follow-up Survey of Recent
Graduates
7. Formative and Summative Assessment During
Clinical Practice by Clinical Faculty
8. SPA-specific Assessments
9. Teacher Education Advisory Committee
10. Public Forums
Results
1. Candidates admitted to the programs have the potential to become effective teachers.
2. Programs prepare candidates for success at various transition points in their programs.
3. The Unit functions effectively in delivering quality programs.
4. Candidates are effective teachers based upon their ability to produce learning among all their students.
PROGRAM ASSESSMENT
Program assessment is designed to ensure that all programs: (1) are aligned with the mission of the University and the Unit that is responsible for the preparation of teachers,(2) are supported by a coherent and shared Conceptual Framework which has been collaboratively developed with professionals in P-12 schools,(3) meet national, state, and specialty organization standards,(4) are competency based - focused on candidate proficiency to produce learning among all groups of students, (5) prepare teachers who are sensitive to the educational and social needs associated with a diverse student population and competent to modify the learning environment to address this diversity, and (6) incorporate technology routinely as both a management and an instructional tool. SPA-specific assessments are utilized along with Unit assessments.
CANDIDATE COMPETENCIES
Candidates are expected to achieve proficiency in a number of competencies by the completion of their programs (see Chart 2) whichprepare them to beEffective Teachers for All Learners. To ensure appropriateness of the competencies, the unit faculty collaborated with the professional community through the School of Education Teacher Education Advisory Committee.
CHART 2
CANDIDATE COMPETENCIES – New 2014
______
Learner Development
1. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. (INTASC 1)
Learning Differences
2. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (INTASC 2)
Learning Environments
3. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (INTASC 3)
Content Knowledge
4. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
(INTASC 4)
Application of Content
5. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (INTASC 5)
Assessment
6. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. (INTASC 6)
Planning for Instruction
7. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (INTASC 7)
Instructional Strategies
8. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (INTASC 8)
Professional Learning and Ethical Practice
9. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. (INTASC 9)
Leadership and Collaboration
10. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (INTASC 10)
Professional and Character Excellence (PACE)
11. The teacher approaches teaching with positive and enthusiastic participation (OC PACE)
12. The teacher meets deadlines and aims toward excellence (OC PACE)
13. The teacher demonstrates a Christian and professional attitude with stakeholders and university supervisors (OC PACE)
14. Exemplifies mature behavior and emotional stability (OC PACE)
15. Maintains punctual and regular attendance (OC PACE)
Personal Adequacy
16. Maintains appropriate grooming/dress (OC)
The additional standards included in the Candidate Competencies were added by the School of Education in collaboration with the Teacher Education Advisory Committee. A quick reference to the source of the Candidate Competencies is provided in Chart3. The full text of each competency and the reference numbers used to identify each competency are provided in Chart2.
Chart3
SOURCE OF COMPETENCY / COMPETENCY NUMBERS FROM LISTIN CHART 2
INTASC / 1-10
School of Education / 11-16
STANDARDS OF PROFESSIONAL ASSOCIATIONS
In addition to the competencies listed in Chart2, candidates are expected to meet the specific standards of the Specialty Professional Associations appropriate for their areas of specialization as cited below. See Appendix C for a complete listing of these standards.
Early ChildhoodNational Association for the Education of Young Children (NAEYC)
Elementary EducationAssociation for Childhood Education International (ACEI)
EnglishNational Council of Teachers of English (NCTE)
MathematicsNational Council of Teachers of Mathematics (NCTM)
MusicNational Association of Schools of Music (NASM)
ScienceNational Science Teachers Association (NSTA)Social Studies National Council for Social Studies (NCSS)
STATE CERTIFICATION TESTS
The Oklahoma Commission for Teacher Preparation has developed a competency-based assessment system consisting of the Certification Examinations for Oklahoma Educators, a three part exam. The three parts of this exam include the:
- Oklahoma General Education Test (OGET) – a test of core general education knowledge and skills, including critical thinking, computation, and communication
- Oklahoma Subject Areas Test (OSAT) – tests of subject matter knowledge and skills for each certification area
- Oklahoma Professional Teacher Examination (OPTE) – a test of professional knowledge and skills for entry-level educators
The three-part state test reflects the standards of state and national groups and organizations including the Oklahoma State Board of Education, the Interstate New Teacher Assessment and Support Consortium (INTASC), the Specialty Professional Associations cited above, and CAEP The work of the State Board of Education reflects its development of full subject matter competencies, the state’s core curriculum known as Priority Academic Student Skills (PASS), and the standards of National Learned Societies. This three-part test exceeds the requirement of H.R. 1, “No Child Left Behind.”
MULTIPLE ASSESSMENTS
Assessment of the unit, its programs, and the teacher education candidates incorporates multiple assessments. These include: internal and external assessments as identified below:
INTERNAL PROCESSES
1. All Internal Requirements for Admission to Teacher Education
2. Candidate Portfolio Development
3. Teacher Work Sample Process
4. Assessment of Candidate Knowledge, Skills, and Dispositions for Teaching in:
Courses in Content and Pedagogy
Formative and Summative Assessments of Field and Clinical Experiences by University Faculty
PACE Assessment
5. All Internal Requirements for Admission to Clinical Practice (Student Teaching)
6. Teacher Education Faculty Professional Growth Plans
7. Student Assessment of Faculty
8. Exit Survey of Senior Level Candidates
9. Follow-up Survey of Recent Graduates
EXTERNAL PROCESSES
1. State Tests
Oklahoma General Education Test (OGET)
Oklahoma Subject Area Tests (OSAT)
Oklahoma Professional Teacher Exam (OPTE)
2. State Standards from the Oklahoma Commission for Teacher Preparation
3. CAEP Standards
4. Program Reviews by Specialty Professional Associations (SPA)
5. International Society of Technology in Education
6. Employer Follow-up Survey of Recent Graduates
7. Formative and Summative Assessment DuringClinical Practice by Clinical Faculty
8. SPA-specific Assessments
9. Teacher Education Advisory Committee
10. Public Forum
CANDIDATE ASSESSMENT
The twenty-eight Candidate Competencies presented in Chart 2, page 3-5 and the standards of the Specialty Professional Associations presented in Appendix C form the basis for assessment of candidates. Multiple assessment instruments and processes are used to ensure that all candidates are Effective Teachers for All Learners.
Appendix D provides an index to the major assessments described below and the specific competencies assessed by each.
FORMATIVE ASSESSMENT INSTRUMENT - The Formative Assessment Instrument includes twenty-four (24) competencies (criteria). These competencies are aligned with the state’s former mandated assessment system, “Minimum Criteria for Effective Teaching,” by which all public school teachers are assessed annually. At OklahomaChristianUniversity, a rubric with range of 0–4 (four being the highest score and 3 being the target) is used to assess each of the competencies/criteria.
The Formative Assessment Instrument was developed for, and is used as, an assessment of the candidate’s ability to effectively plan and deliver a specific lesson or series of lessons with careful attention being given to the monitoring of student progress and adjusting teaching methods as needed to ensure that all students are progressing.
SUMMATIVE ASSESSMENT INSTRUMENT – The Summative Assessment Instrument includes sixteen (16) compentencies. These competencies are included in the unit’s Conceptual Framework and the Unit Assessment System. They are aligned with the standards of the Interstate New Teacher Assessment Consortium (INTASC). Each competency is assessed usinga rubric with range of 0–4 (four being the highest and 3 being the target).
The SummativeAssessments Instrumentwas developed for use as an overall assessment of clinical practice (student teaching). It is administered at the end of student teaching at each of two placement sites. While the instrument is used in some pre-student practicum, its use at these levels is as a formative instructional process.
OKLAHOMATEACHER WORK SAMPLE (TWS) - The Oklahoma Teacher Work Sample (TWS) assignment is used at OklahomaChristianUniversity for all candidates. The work sample is used as a formative learning process beginning in ECUC 3122, the first professional education class. This formative process continues in methods classes and culminates during clinical practice.
Upon entry into and during student teaching, the TWS is used as a summative assessment tool. Candidates are expected to be proficient in the development and use of the TWS. If they are found deficient in this skill they are given additional instruction and required to correct the deficiency.
Through use of the TWS teacher candidates are expected to demonstrate that they can prepare and deliver an effective instructional unit in their specialized academic discipline and grade level, employ meaningful classroom assessments and analyze and reflect on their experiences. They must demonstrate that they have an impact on student learning - their students should gain substantive knowledge and skills. The purpose of this assignment is to evaluate the degree of impact that candidates have on student learning by examining:
- Their ability to construct and deliver an instructional unit.
- Their ability to construct challenging, meaningful classroom assessments.
- Their students’ pre-test to post-test score learning gains.
- Their ability to analyze and reflect on their experience to promote their own professional growth.
As reflected in the Scoring Guide, the Teacher Work Sample is based on six factors
with clearly defined rubrics as follows:
Factor 1 – Contextual Information
Factor 2 – Unit Learning Goals and Objectives and Tables
Factor 3 – Assessment Plan
Factor 4 – Instruction Design
Factor 5 – Analysis of Learning Results
Factor 6 – Reflection on Teaching and Learning
Learning Gain Score – The Teacher Work Sample includes a mathematical formula for
Computing a learning gain score derived from the results of pre and post tests. The total class
average gain is computed after having first computed individual student gains.