Chemistry Education Eight Key Assessments

Eight key assessments are being submitted as evidence for meeting the NSTA Standards. For each assessment, the type or form of the assessment and when it is administered in the program are indicated. The competencies on each assessment are introduced at stage I, reinforced at stage II and mastered at stage III of the Chemistry Education Program.

Name of Assessment / Type or
Form of Assessment / When the Assessment
Is Administered
1 / [Licensure assessment]
PRAXIS II / Chemistry, Physics, and General Science (0070) / Prior to student teaching and stage II of the admission and monitoring process.
2 / Content knowledge in Chemistry Education / Content Observation Rubric / During stage II and stage III-Student Teaching and Capstone Course.
3 / [Assessment of candidate ability to plan Instruction]
Lesson Plans are aligned with NSTA Standards. / Candidates develop four culturally sensitive lesson plans in the area of concentration/discipline. Instruction in technology and the principles of teaching and learning are integrated throughout each lesson. / In required methods courses
4 / [Assessment of student teaching] Student Teaching Observation Report aligned with NSTA Standards. / Candidates are observed by both an on-site supervising cooperating teacher and a program supervisor during the student teaching semester. All points of focus in the observation report are aligned with NSTA Standards. / Student Teaching semester: either fall or spring of the senior year
5 / [Assessment of candidate effect on student learning] Teacher Work Sample aligned with NSTA Standards.
/ Similar to a unit of study in a content area, candidates are assessed on contextual factors (learning goals, an assessment plan, a design for instruction, Instructional decision making, and self evaluation and reflection. Candidates teach a portion of the unit in a classroom. / ED 425: Application and Assessment in Specialized Methods (This course is required in the semester prior to student teaching.)
6 / Portfolio Summative Evaluation / The Portfolio is designed to be comprehensive in nature and the artifacts are developed around all of the NSTA Standards. They are collected in key courses at stages I, II, III, and IV of the Admissions and Monitoring Process. / Student Teaching semester: either fall or spring of the senior year in ED 430 where the competencies are mastered.
7 /
Additional assessment that addresses NSTA standards (required) Dispositional Survey aligned with NSTA standards, communication Additional / ED 425 and ED 430
/ Dispositions are mastered at stage III and are assessed during student teaching.
8 / Alumni-Follow-up Survey and the Senior Exit Survey / The Alumni-Follow-up survey and the Senior Exit Survey are aligned to the Units Conceptual Framework and the NSTA Standards. / The senior exit survey is administered either fall or spring of the senior year in ED 430 where the competencies are mastered.

CHEMISTRY EDUCATION

ASSESSMENT 1-PRAXIS 11

1. Description of Assessment

The Chemistry, Physics, and General Science test measures the subject-area knowledge of prospective teachers in chemistry, physics, and/or general science at the junior or senior high school level. Examinees are expected to have completed or nearly completed a bachelor’s degree.

The 120 multiple-choice questions concern topics specific to the fields of chemistry and physics as well as major ideas common to both fields, including the nature of matter and interactions of energy and matter. The questions also cover topics drawn from Earth and Space Science and Life Science. There are also some questions concerning environmental issues. Approximately three-quarters of the questions deal with chemistry and physics, with equal numbers devoted to each. Of the remaining questions, about half are based on biology, and about half deal with the earth and space sciences.

2. Alignment with NSTA Standards

Praxis II Test Categories / NSTA Standards
Major Ideas of Chemistry and Physics / 1a, 1b, 4a & 4b
Chemistry / 4c & 4d
Physics / 1b, 1c & 4b
Earth and Space Science / 2a, 2b, 2c & 4a
Life Science / 3a, 3b, 3c & 3d

3. Summary and interpretation of data

Chemistry candidates pass the required licensure tests prior to engaging in the student teaching experience. Typically there is a 100% pass rate since the examinations are used for entrance and exit from the program. Candidates who are concerned about passing any of the tests choose to participate in a variety of preparation sessions conducted by the faculty and college staff.

Chemistry, Physics, and General Science 2006-2008
Test Category / 1st Quartile
(lowest) / 2nd Quartile / 3rd Quartile / 4th Quartile (highest) / TOTAL
Major Ideas of Chemistry and Physics / 0 / 0% / 0 /0% / 1/ 100% / 0/0% / 1/ 100%
Chemistry / 0 /0% / 0 /0% / 1/ 100% / 0 /0% / 1/100%
Physics / 0 /0% / 0 /0% / 1/ 100% / 0/0% / 1/100%
Earth and Space Science / 0/0% / 0/ 0% / 1 /100% / 0 /0% / 1/ 100%

4. Interpretation of how the data provides evidence for meeting standards

The PRAXIS II is aligned to the NSTA Standards and provides information on the Chemistry education candidates’ content knowledge and skills. Only one initial candidate completed the Chemistry Program in the (Fall 2007-Spring 2008). The candidate has taken the Praxis II and completed the program. She scored 540, which is the state required score.

ASSESSMENT 2 – CONTENT KNOWLEDGE RUBRIC

1. Description of Assessment

University supervisors and cooperating teachers use a rubric to assess the candidates’ content knowledge during their student teaching experience. The items in this rubric are based on NSTA Standards. Standards place emphasis on the fact that candidates understand the importance of each content area in children’s learning. Candidates must know the key concepts, inquiry tools, and structure of each content area according to NSTA Standards. Additionally, NSTA Standards highlights the importance of candidates having the ability to identify resources to expand their understanding of content.

2. Alignment with NSTA Standards (See rubric below)

Assessment 2 – Attachment A

Content Observation Rubric with DATA

CHEMISTRY EDUCATION CONTENT OBSERVATION RUBRIC


Candidate: ______School: ______Subject/leve1(s): ______

Evaluator: ______Dates covered: From______To: ______

For each observation, evaluate the intern for each NSTA standard to indicate (a) evidence in planning, (b) evidence in teaching, and (c) evidence in producing intended student learning. Record your evaluation by checking the appropriate box. Use the following scale:

1= Needs Improvement 2= Developing Competency 3= Competent No= Not Observed

Association for Science Education International Standards / Linked to EP, RD and HP and ADEPT / Evidence in Planning / Evidence in Teaching / Evidence in Producing the Intended Student Learning
Standard 1: Content - Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations. / EP, RD, HP and APS 1, 2, 3 & 4 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
1.1 Understand and can successfully convey to students the major concepts, principles, theories, laws, and interrelationships of their fields of licensure and supporting fields as recommended by the National Science Teachers Association.
1.2 Understand and can successfully convey to students the unifying concepts of science delineated by the National Science Education Standards. / EP, RD, HP and APS 1, 2, 3 & 4 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
1.3 Understand and can successfully convey to students important personal and technological applications of science in their fields of licensure. / EP, RD, HP and APS 1, 2, 3 & 4 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
1.4 Understand research and can successfully design, conduct, report and evaluate investigations in science. / EP, RD, HP and APS 1, 2, 3 & 4 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
1.5 Understand and can successfully use mathematics to process and report data, and solve problems, in their field(s) of licensure. / EP, RD, HP and APS 1, 2, 3 & 4 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
Standard 2. Nature of Science – Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable students to distinguish science from non-science, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science. / EP, RD, HP and APS 1, 2, 3 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
2.1 Understand the historical and cultural development of science and the evolution of knowledge in their discipline.
2.2 Understand the philosophical tenets, assumptions, goals, and values that distinguish science from technology and from other ways of knowing the world. / EP, RD, HP and APS 1, 2, 3 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
2.3 Engage students successfully in studies of the nature of science including, when possible, the critical analysis of false or doubtful assertions made in the name of science. / EP, RD, HP and APS 4, 5, 6, 7 & 8 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
Standard 3. Inquiry - Teachers of science engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences. / EP, RD, HP and APS 3,4, 5, 6, 7, 8 & 9 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
3.1 Understand the processes, tenets, and assumptions of multiple methods of inquiry leading to scientific knowledge.
3.2 Engage students successfully in developmentally appropriate inquiries that require them to develop concepts and relationships from their observations, data, and inferences in a scientific manner. / EP, RD, HP and APS 3,4, 5, 6, &7 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
Standard 4.0: Issues - Teachers of science recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values. / EP, RD, HP and APS 10 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
4.1 Understand socially important issues related to science and technology in their field of licensure, as well as processes used to analyze and make decisions on such issues.
4.2 Engage students successfully in the analysis of problems, including considerations of risks, costs, and benefits of alternative solutions; relating these to the knowledge, goals and values of the students. / EP, RD, HP and APS 10 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
Standard 5: General Skills of Teaching - Teachers of science create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies. / EP, RD, HP and APS 10 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
5.1 Vary their teaching actions, strategies, and methods to promote the development of multiple student skills and levels of understanding. / EP, RD, HP and APS 10 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
5.2 Successfully promote the learning of science by students with different abilities, needs, interests, and backgrounds. / EP, RD, HP and APS 10 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
5.3 Successfully organize and engage students in collaborative learning using different student group learning strategies. / EP, RD, HP and APS 10 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
5.4 Successfully use technological tools, including but not limited to computer technology, to access resources, collect and process data, and facilitate the learning of science. / EP, RD, HP and APS 10 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
5.5 Understand and build effectively upon the prior beliefs, knowledge, experiences, and interests of students. / EP, RD, HP and APS 10 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
5.6 Create and maintain a psychologically and socially safe and supportive learning environment. / EP, RD, HP and APS 10 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
Standard 6: Curriculum - Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards. They begin with the end in mind and effectively incorporate contemporary practices and resources into their planning and teaching. / EP, RD, HP and APS 6 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
6.1 Understand the curricular recommendations of the National Science Education Standards, and can identify, access, and/or create resources and activities for science education that are consistent with the standards.
6.2 Plan and implement internally consistent units of study that address the diverse goals of the National Science Education Standards and the needs and abilities of students. / EP, RD, HP and APS 6 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
Standard 7: Science in the Community - Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. They actively engage students in science-related studies or activities related to locally important issues. / EP, RD, HP and APS 7 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No
7.1 Identify ways to relate science to the community, involve stakeholders, and use community resources to promote the learning of science. / EP, RD, HP and APS 7 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
x 3 □ No / □ 1 □ 2
x 3 □ No
7.2 Involve students successfully in activities that relate science to resources and stakeholders in the community or to the resolution of issues important to the community. / EP, RD, HP and APS 7 / □ 1 □ 2
x 3 □ No / □ 1 □ 2
□x 3 □ No / □ 1 □ 2
x 3 □ No

3. Summary of Data Findings