Collaboration Breakfast
The Education
Student Data/Assessment Committee,
College of Arts
& Sciences, and
Prep: We have (Fri
***Everyone presenting please meet at
Angie & Rachel:
Tent cards on tables with “A&S”, “CoT”, “CoE” mixed together at each table. Each tent has on back a colored dot (3 colors, mixed by college)
Folders with handouts (White Agenda, Green ESDAC + What mean by data?, yellow chart for EDPS 340 + 2 pages, pink NCATE Assess. Standard, Blue Final feedback form from Peggy)
Chris Foreman: relates last spring’s breakfast meeting to this one. This is a continuation of conversations about topics of interest to all those involved in preparing teachers at EMU. The next one will be in late Winter term.
The topic for this conversation is
“Education student assessment and database needs.”
Nelson discusses why the committee was formed, the goals, and the members (Slide & Green Handout)
--Nelson shares the Public Domain Data, gives e.g.s; then shares the Performance Assessment Data, gives e.g.s
(Slide and Green handout)
--Pat Pokay gives example of EDPS 340 data summary (Slide & yellow Handout)
Illustration of how performance data can inform programmatic discussions of student strengths and weaknesses and possible ways to address them.
--Peggy Liggit shows the chart of Assessments (yellow handout & slide) and shows where “methods” courses fit in….Tells her story of how in Science they needed both kinds of data (numbers/data AND Performance data) for accreditation.
IV.
Group Activity:
What Are Your Needs and Interests in Data and Assessment for Your Students?
We want your input for the committee on the 2 questions on the projector.
We know there are many issues (e.g., time, confidentiality) that may come up in your conversations, and we would like to keep track of those. So please write them on a yellow Post It and continue with the two questions. At the end we will share how our subcommittee is addressing these important issues.
(You’ll also have an opportunity to fill in a form to indicate how involved you would like to be in the work of the ESDAC.)
Two Questions:
1) What student data (in public databases) would be useful to you and your programs?
2) How
might you use student performance assessments in your courses and program development and curriculum development? OR ***HELP!!
How might you use student performance assessments to inform your examination of your courses and programs?
I like the
first sentence in #2 the best and I added more to it.
Roles:
Monitor (Keep group focused on both questions; if a concern comes up, ask person to write it on a Post-It and continue with the 2 questions. We will gather the Post Its as we go and address them at the end.
Recorder: Write the 2 questions on the sheet and record participants’ ideas on them.
Reporter: Be ready to report to the whole group 1-2 of the ideas related to the questions.
Pat P. acknowledges concerns & discusses her subcommittee. Invite folks to indicate their interest in participating on Feedback Sheet.
Joan Quinlin will be ready to
answer questions and comment about what she and COE have been doing with the
data available now.