Deconstructing Standard 2b GAPSC Assessment Workshop Georgia Gwinnett College Susan Brandenburg-Ayres (sayres@northgeorgia.edu) Kathy Moody (kmoody@northgeorgia.edu) North Georgia College and State University May 16, 2012

Data Collection, Analysis and Evaluation Systematic data collection, analysis and evaluation for: Program Improvement Monitoring individual student progress

Example: Standards based portfolio data could demonstrate how teacher candidate performance is assessed against standards. Aggregated data from common portfolio rubrics could show program and unit strengths and weaknesses

Triangulation Multiple assessments from internal and external sources- particularly at transition points

Example: Final internship evaluations can be conducted and comparisons drawn between evaluations by: The teacher candidate The mentor teacher The supervising faculty member Employers at the end of the first year of teaching

Key Questions: Do we have multiple sources of data for each measure (knowledge, skills, dispositions)? Do we have an archiving system (Livetext, TK20) that supports data collection and analysis? Do we have a culture that routinely supports data analysis for program improvement? Do we disaggregate data to examine alternate route, off campus and distance learning programs? Do we archive student complaints and resolutions?

Georgia AFI Data Summary 2b Sub- elements of 2b # of Georgia AFI’s Maintenance of a comprehensive Assessment System 1 Multiple assessments from internal and external systems Candidate assessment data are regularly compiled and analyzed to improve candidate performance and unit operations 15 Records of formal candidate complaints and resolutions are maintained 5 The assessment system is maintained through utilization of appropriate types of information technology 9

Example #1: Overview of an assessment system

Example #2: Systematic routines for collection, analysis and use of data

Example #3: The unit maintains its assessment system through the use of appropriate information technologies

Summary 2b Develop and utilize an electronic archiving system Do Don’t Develop and utilize an electronic archiving system Confuse archiving with effective assessment Develop routines that engage faculty in analysis of data and related program improvements Frame these routines as simply “hoops” leading to accreditation Develop routines, such as common course assessments and course embedded portfolio reviews that support effective monitoring of student progress Assume that the “key” assessments required by NCATE/CAEP are sufficient for monitoring of individual student progress