are assessments utilized to monitor candidate performance and inform decision making. (Note that throughout this document, university students are referred to as while “candidates,” individuals in pre-school through 12th grade are called “students.”) Multiple Assessments of Candidate Performance 1. Apply and Evaluate Assignments (A&E) Each educator preparation course has an A&E assignment, which provide opportunities for candidates to practice and develop instructional skills. These skills are first taught and modeled in the college classroom. Then candidates practice those strategies in the safety of the college classroom to improve competency. Finally, candidates apply those strategies in real-world, clinical settings to further refine and demonstrate competency. Candidates use a video-capture device to record their instruction, and then submit the video for evaluations, including self, peer, and instructor evaluation. This evaluation provides important feedback to candidates about their competency. Dashboard 1 uses the principal certification program as an example to illustrate A&E assessments. The dashboard has numerous filters (year, semester, program specialization, etc.), which allow for varied and detailed analysis of data—all in support of program improvement and better trained candidates. 2. End of Phase Assessments (EOP) All educator programs and courses are hierarchically organized into three levels or phases, each reflecting increasing performance expectations. These expectations are reflected in corresponding end-of-phase performance assessments. Phase One (P1) assessments emphasize the foundational knowledge and reasoning required in the discipline. Phase Two (P2) assessments incorporate the knowledge, reasoning from P1 and assimilate them into practice, or skill, that takes place in guided and hypothetical settings, such as case studies and controlled clinical experiences. Phase Three (P3) assessments integrate the knowledge, reasoning and skills from Phase 1 with the simulated application from Phase 2, and then employ them in authentic real world settings. The results from end-of-phase assessments are developed into dashboards, which are analyzed by faculty members to monitor candidate progress and to evaluate program quality. If a candidate does not meet the proscribed level of competency, remediation is undertaken in order to advance individuals to the next Phase, or to guide them to consider other career options. Dashboard 1 is also an example of End of Phase Assessments. Dashboard 1
are assessments utilized to monitor candidate performance and inform decision making. (Note that throughout this document, university students are referred to as “candidates,” while individuals in pre-school through 12th grade are called “students.”) Multiple Assessments of Candidate Performance 1. Apply and Evaluate Assignments (A&E) Each educator preparation course has an A&E assignment, which provide opportunities for candidates to practice and develop instructional skills. These skills are first taught and modeled in the college classroom. Then candidates practice those strategies in the safety of the college classroom to improve competency. Finally, candidates apply those strategies in real-world, clinical settings to further refine and demonstrate competency. Candidates use a video-capture device to record their instruction, and then submit the video for evaluations, including self, peer, and instructor evaluation. This evaluation provides important feedback to candidates about their competency. Dashboard 1 uses the principal certification program as an example to illustrate A&E assessments. The dashboard has numerous filters (year, semester, program specialization, etc.), which allow for varied and detailed analysis of data—all in support of program improvement and better trained candidates. 2. End of Phase Assessments (EOP) All educator programs and courses are hierarchically organized into three levels or phases, each reflecting increasing performance expectations. These expectations are reflected in corresponding end-of-phase performance assessments. Phase One (P1) assessments emphasize the foundational knowledge and reasoning required in the discipline. Phase Two (P2) assessments incorporate the knowledge, reasoning from P1 and assimilate them into practice, or skill, that takes place in guided and hypothetical settings, such as case studies and controlled clinical experiences. Phase Three (P3) assessments integrate the knowledge, reasoning and skills from Phase 1 with the simulated application from Phase 2, and then employ them in authentic real world settings. The results from end-of-phase assessments are developed into dashboards, which are analyzed by faculty members to monitor candidate progress and to evaluate program quality. If a candidate does not meet the proscribed level of competency, remediation is undertaken in order to advance individuals to the next Phase, or to guide them to consider other career options. Dashboard 1 is also an example of End of Phase Assessments. Dashboard 1
Pub-Accountability-3-14-2017.docx