1. 1/13/2019
New Directions in Pupil Learning Assessment: Emerging Models from the Teachers for a New Era Initiative California State University, Northridge
Beverly Cabello
Evidence Co-Leader, Teachers for a New Era
James David Ballard
Evidence Research Team, TNE
"Extending the Culture of Evidence: Teacher Work Samples and other Promising Practices" to be held in Portland, Oregon, on July  
Cabello 2006
Beverly Cabello Ph.D.

2. Evidence
Goals:
To locate the connections between teacher education and pupil learning
To create a permanent viable system of data gathering, data analysis, and data sharing.
To inform our programs and improve teacher education, pupil learning, and program efficacy
To develop and test a theory of teacher change and impact
Cabello 2006

3. CSUN’s Conceptual Framework of TNE Evidence Components
Contextual Factors: (including district policies, school context, peers
Teacher Indicators Other than CSUN:
formal education outside of CSUN, personal experiences, personal characteristics, & teaching experiences (if Interns, or former paraprofessionals); knowledge & beliefs about teaching & learning.
Indicators Related to Teaching Quality of CSUN credential recipients:
teaching practices & how these are affected by
district policies as well as school policies & context.
Pupil learning & achievement
(a subset of which is measured by test scores)
Teacher Indicators within CSUN Formal University Preparation: Undergraduate preparation (at CSUN or elsewhere), Pathway, credential coursework & fieldwork.
Individual Pupil Characteristics:
previous educational experiences, English language proficiency, disabilities, etc.)
Cabello 2006

4. What is there and not there Aggregate possibilities
What is involved:
Audit availably of data, quality of data, location of data, and access to data:
College level,
University sources,
System wide sources,
and District sources.
Lessons learned from these data sources:
What is there and not there
Aggregate possibilities
Types of variables, fields, and definitions
Identifiers and confidentiality
Various data programs, dirty data, and data conflicts
Existing and needed data sharing agreements, Union issues, privacy, etc.
Cabello 2006

5. CSUN Pilot Study Research Questions
Do significant differences exist between the reading and math achievement of pupils in grades K - 12 and the specific CSUN teacher preparation programs their teachers experienced?
Does a significant relationship exist between teacher preparation program indicators of candidates‘ knowledge, skills & dispositions (e.g. course grades) and pupil learning indicators?
Cabello 2006

6. Quantitative Study Categories of Variables
Pupil
Personal demographic
Family demographic (parents)
English Language fluency
All test scores
School context
Participation in Title 1
Participation in Meal Program
Class size
Cabello 2006

7. Teachers (district information) Number of years teaching
Number of years teaching in district
Levels of education
Type of credential
Emergency or intern
Demographics
Teachers (CSUN Preparation Data)
Pathway
Credential awarded (Ed. Specialist, other)
Level (elementary, secondary)
Grades in professional courses
Cabello 2006

8. CSUN PATHWAYS Multiple Subjects Credential Programs
1053 Candidates recommended in 2004/5
Integrated Teacher Education
Program – (ITEP) Freshman
Program (ITEP) - Junior
Multiple Subjects Intern Program
Traditional Program
Accelerated Collaborative Teacher (ACT) Preparation Program
Single
Subject
Credential
826 Candidates recommended in 2004/5
Single Subject Internship Program
Four Year Integrated in English or Mathematics
Traditional
ACT
Cabello 2006

9. Estimated Marginal Means of CST Augmented Math Total Score
at Grade Level = yrs1 & 2
PATH 60
B-MS
C-MS
C-SS 40
Estimated Marginal Means 20
1999
2000
2001
2002
FileYr
Cabello 2006

10. Estimated Marginal Means of CST Augmented Math Total Score
at Grade Level = yrs 3 & 4
PATH
100
B-MS
C-MS
C-SS 80 60
Estimated Marginal Means 40 20
1999
2000
2001
2002
FileYr
Cabello 2006

11. Estimated Marginal Means of CST Augmented Math Total Score
at Grade Level = yrs 5 & 6
PATH
B-MS 80
C-MS
C-SS 60 40
Estimated Marginal Means 20
1999
2000
2001
2002
FileYr
Non-estimable means are not plotted
Cabello 2006

12. Estimated Marginal Means of SAT9 Math NCE
2003
2002
2001
2000
1999
FileYr
55.0
50.0
45.0
40.0
35.0
Estimated Marginal Means
C-SS
C-MS
B-MS
PATH
at Grade Level = yrs1 & 2
Estimated Marginal Means of SAT9 Math NCE
Cabello 2006

13. Estimated Marginal Means of SAT9 Math NCE
2003
2002
2001
2000
1999
FileYr
55.0
50.0
45.0
40.0
35.0
30.0
25.0
Estimated Marginal Means
C-SS
C-MS
B-MS
PATH
at Grade Level = yrs 3 & 4
Estimated Marginal Means of SAT9 Math NCE
Cabello 2006

14. Estimated Marginal Means of SAT9 Math NCE
2003
2002
2001
2000
1999
FileYr
60.0
55.0
50.0
45.0
40.0
35.0
30.0
25.0
Estimated Marginal Means
C-SS
C-MS
B-MS
PATH
Non-estimable means are not plotted
at Grade Level = yrs 5 & 6
Estimated Marginal Means of SAT9 Math NCE
Cabello 2006