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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.
*
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.
* Assessment faculty review feedback, NCATE and
ACEI Standards, and revise list of outcomes
*
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.
*
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.
*
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.
* Faculty pilot test the dispositions
assessment in CURR
304/305
Curriculum and Methods: Elementary/Curriculum and Methods:
Secondary and RDNG
314/311
(note that RDNG 314 has been split into RDNG
300 and
RDNG310 for W03) Teaching Reading in the Elementary School/Teaching
Reading in the Secondary
School.
* The Basic Programs Committee reviews the dispositions form.
* Revise student teaching form to align with standards and outcomes.
* Pilot test LITR
207 Introduction to Children’s Literature assessment.
*
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.
*
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.
*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
Winter, 2003
*Random
sample of each core assessment submits student data for analysis.
*All
student teachers complete revised unit/journal assignments including
assessment of student learning.
For
additional
information
on the
accreditation/approval
process,
please
contact
Jerry H. Robbins,
Dean, at
734.487.1414
or by e-mail
at jerry.robbins@emich.edu.
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