Exhibit
2.10
A
Brief History of Development of EMU Mid-Program
Assessments
The following timeline provides a brief description of faculty alternative assessment as indicated.
Activities leading to the development of core course assessments.
Faculty have been engaged in seven types of activities:
1) Selecting and finalizing EMU Teacher Preparation Outcomes.
2) Aligning outcomes with course assessments.
3) Identifying and evaluating important dispositions.
4) Pilot testing all program assessments and revising the assessments.
5) Creating and pilot testing assessments that require teacher candidates to measure their effect on student achievement in the classroom.
6) Meeting with the Advisory Board, lecturers, and faculty representing other disciplines to provide assistance and feedback on program development.
7) Establishing shared expectations regarding what is valued in a candidate's response to an assessment.
Assessments have been developed and piloted over a four-year period. The calendar also includes development of the culminating assessments. The calendar parallels work on a five-year federally funded Teacher Quality (TQ) Grant investigating the use of teacher work samples. Our work in the TQ grant allowed us to identify potential problems in the original work-sample design and challenges in bringing it to our scale. The TQ calendar paralleled that of the course evaluations, coming together in Winter 2002 with the development of the new student teaching unit requirement, an adaptation of the TQ work sample process.
Fall, 1999
* Faculty program areas in the Department of Teacher Education develop assessments and rubrics aligned with EMU Teacher Preparation outcomes.
* Groups meet with 1-2 lecturers to explain assessments to be piloted Winter, 2000. This process is designed to see if assessments are clear to those who were not part of the initial development.
Winter, 2000
* All faculty and selected lecturers pilot test the assessments.
* Outcomes are checked against new NCATE Standards.
* Teacher Education Advisory Board (superintendents, curriculum specialists, teacher educators and teachers) are invited to examine and provide feedback on EMU teacher preparation outcomes and assessments.
* Department head and EDPS faculty collect exemplary, average, and below average examples of student work across all courses.
* Faculty reexamine outcomes to determine which courses should take the major responsibility for assessing them, share assessment problems, and gather feedback from lecturers.
Spring, 2000
* Assessment faculty review feedback, NCATE and ACEI Standards, and revise list of outcomes
Fall, 2000
* Revise and repeat assessments, including all lecturers.
* Faculty approves revised list of outcomes.
* Begin discussions with the Special Education Department; the Department of Health, Physical Education, Recreation and Dance; and Director of Student Teaching regarding integration across the College.
* Examine "dispositions assessment" created by secondary content methods professors.
* Begin discussing how to identify and measure dispositions at Teacher Education faculty meeting.
* Writing task Force examines the effectiveness of Basic Skills Test versus PPST.
* Field coordinators and program coordinators examine FETE (Field Experience) course outcomes.
* Begin to develop process assessments and rubrics for field experience courses, FETE 301/2 Field Experience II: Elementary/Field Experience II: Secondary, FETE 401/2 Field Experience III: Elementary/Field Experience III: Secondary.
* Begin to discuss teacher work sample to demonstrate student learning in student teaching.
Winter, 2001
* Individual program areas revise assessments for each course.
* Teacher Education Advisory Board identifies important dispositions for entry level teachers.
* Course release time is provided for a faculty member to conduct literature reviews on the evaluation of dispositions.
* Disposition Task Force develops dispositions evaluation form for use in designated classes (based upon the form developed by secondary content methods faculty).
* Plan portfolio notebook for entering students which includes description of the Teacher Education Program, outcomes, major assessments, and use of the portfolio.
* Coordinate outcomes and assessments in EDPS 340: Introduction to Assessment and Evaluation for Elementary Students and EDPS 341: Assessment of the Young Child (Early Childhood Ed. Program).
* Final draft of dispositions evaluation forms (red flag form, faculty form, cooperating teacher form) are created.
* Feedback on form provided by faculty at April faculty meeting. Feedback from the University lawyer provided.
* Pilot-test Renaissance Teacher Work Sample to document impact of teacher candidates' instruction on K-12 student learning.
Spring/Summer, 2001
* Review FETE 301 Field Experience assignments, revise pre-assessment assignment, develop FETE 401 rubric.
* Create draft of entering student information packet and portfolio about program outcomes, assessments, dispositions.
* Develop information packets for lecturers concerning the evaluation of dispositions.
Fall, 2001
* Faculty pilot test the dispositions assessment in CURR 304/305 Curriculum and Methods: Elementary/Curriculum and Methods: Secondary and RDNG 314/311 Teaching Reading in the Elementary School/Teaching Reading in the Secondary School.
* The Basic Programs Committee reviews the dispositions form.
* Pilot test FETE 401 rubrics and CURR 304/305 changes in assignments.
* Revise student teaching form to align with standards and outcomes.
* Pilot test LITR 207 Introduction to Children’s Literature assessment.
Winter, 2002
* Revise disposition evaluation forms for students that are consistent with EMU outcomes.
* Disseminate work on disposition evaluation forms to other departments.
* Meet with LITR faculty to discuss assessment pilot.
* Examine revised FETE 201 for assessment options.
Design new student teaching unit that demonstrates knowledge of planning and teacher candidate's ability to impact learning though use of pre/post measures.
Revise student teaching evaluation form to align with outcomes.
Spring/Summer, 2002
* Designate an assessment coordinator for each core course.
* Collect 3 work samples (one exemplary, one satisfactory, and one unsatisfactory sample) from each faculty member and lecturer who teaches each core course.
* Conduct work sample evaluation meetings between assessment coordinators and faculty who teach the core courses, determine strengths and weaknesses of student work samples and make recommendations for revision of course content, assignments, and assessments.
Other departments (Special Education, HPERD, etc.) work on alternative assessments for students who do not take core courses.
Create CPED2S booklet for students and faculty describing the assessment system.
Meet with student teaching supervisors first implementing new student teaching unit assignments, including modified work sample. Prepare examples of assessments and directions.
Fall, 2002
*Disseminate CPED2S booklet to maximum number of students in teacher preparation programs. Begin regular dissemination in SPGN 251 (pre-admission course) in Winter term.
*First 125 student teachers complete modified student teaching unit and journal assignments.
*All student teachers are evaluated using revised evaluation forms.
*Analyze pilot data from disposition forms
*Random sample of each core assessment submits student data for analysis.
*All student teachers complete revised unit/journal assignments including assessment of student learning.