1. 1 The Thinking Behind · PACT· abridged & amended (amendled) Performance Assessment for California Teachers Raymond Pecheone Raymond Pecheone Stanford University Stanford University April 16, 2008 April 16, 2008

2. 2 The PACT Assessment System A performance assessment for teacher candidates created in response to SB 2042, with new subject matter standards, new program standards, and new assessment standards A performance assessment for teacher candidates created in response to SB 2042, with new subject matter standards, new program standards, and new assessment standards Alternate assessments permitted must meet California Quality Standards for reliability/validity (i.e., AERA/APA test standards). Alternate assessments permitted must meet California Quality Standards for reliability/validity (i.e., AERA/APA test standards). Aligned with the California Teaching Performance Expectations (standards) and California Content Standards Aligned with the California Teaching Performance Expectations (standards) and California Content Standards High stakes assessment designed to initially license beginning teachers High stakes assessment designed to initially license beginning teachers 2

3. 3 PACT Institutions ‣ UC Berkeley ‣ UC Davis ‣ UC Irvine ‣ UCLA ‣ UC Riverside ‣ UC San Diego ‣ UC Santa Barbara ‣ UC Santa Cruz 3 ‣ Cal Poly — SLO ‣ CSU Channel Islands ‣ CSU Chico ‣ CSU Dominguez Hills ‣ CSU Monterey Bay ‣ CSU Northridge ‣ Humboldt State ‣ Sacramento State ‣ San Diego State ‣ San Francisco State ‣ San Jose State ‣ Sonoma State ‣ Stanford ‣ Holy Names University ‣ Mills College ‣ Notre Dame de Namur University ‣ Pepperdine University ‣ St. Mary’s College of California ‣ University of the Pacific ‣ University of San Diego ‣ Antioch University ‣ USC ‣ San Diego Intern

4. 4 Teaching Event Records of Practice* Instructional and Social Context 3 to 5 Days Planning Lesson Plans Lesson Plans Handouts, overheads, student work Handouts, overheads, student work Lesson Commentary Lesson CommentaryInstruction Video clip(s) Video clip(s) Teaching Commentary Teaching CommentaryAssessment Analysis of Whole Class Assessment Analysis of Whole Class Assessment Analysis of learning of 2 students Analysis of learning of 2 studentsReflection Daily Reflections Daily Reflections Reflective Commentary Reflective Commentary Evidence of Academic Language 4 * 24 Teaching Events in 13 credential areas

5. 5 Guiding Questions and Analytic Rubrics PLANNING PLANNING ‣ Establishing a Balanced Instructional Focus ‣ Making Content Accessible ‣ Designing Assessments INSTRUCTION INSTRUCTION ‣ Engaging Students in Learning ‣ Monitoring Student Learning During Instruction 5 ASSESSMENT ASSESSMENT ‣ Analyzing Student Work From an Assessment ‣ Using Assessment to Inform Teaching REFLECTION REFLECTION ‣ Monitoring Student Progress ‣ Reflecting on Teaching ACADEMIC LANGUAGE ACADEMIC LANGUAGE ‣ Understanding Language Demands ‣ Supporting Academic Language Development

6. BalanceBalance 6 Concepts & Understanding Skills & Procedures Problem Solving

7. 7 PACT Teaching Event · DNA Documents teaching of learning segment (3-5 lessons or hours of instruction) Documents teaching of learning segment (3-5 lessons or hours of instruction) Subject specific Subject specific Standardized tasks & core questions across programs Standardized tasks & core questions across programs Scored with common rubrics, passing standard Scored with common rubrics, passing standard During student teaching During student teaching 7

8. 8 California Teaching Performance Expectations ‣ TPE 1 · Specific Pedagog- ical Skills for Subject Matter Instruction ‣ TPE 2 · Monitoring Student Learning During Instruction ‣ TPE 3 · Interpretation and Use of Assessments ‣ TPE 4 · Making Content Accessible ‣ TPE 5 · Student Engagement ‣ TPE 6 · Developmentally Appropriate Teaching Practices 8 ‣ TPE 7 · Teaching English Learners ‣ TPE 8 · Learning about Students ‣ TPE 9 · Instructional Planning ‣ TPE 10 · Instructional Time ‣ TPE 11 · Social Environment ‣ TPE 12 · Professional, Legal, and Ethical Obligations ‣ TPE 13 · Professional Growth

9. 9 What is Subject Specific about the Teaching Event? Focus of learning segment & aligned to CA content standards Focus of learning segment & aligned to CA content standards Teaching/learning tasks on video clip(s) Teaching/learning tasks on video clip(s) Additional prompts in some content areas (e.g., misconceptions in science, dispositions in mathematics, description of text in English/language arts) Additional prompts in some content areas (e.g., misconceptions in science, dispositions in mathematics, description of text in English/language arts) Common and subject specific rubrics Common and subject specific rubrics Benchmarks within subject areas Benchmarks within subject areas 9

10. 10 ScoringScoring Trained and calibrated subject specific assessors Trained and calibrated subject specific assessors Campus based with central audits & regional scoring Campus based with central audits & regional scoring 10

11. Questions?Questions? More info on PACT Central web site, http://www.pacttpa.org/ More info on PACT Central web site, http://www.pacttpa.org/http://www.pacttpa.org/ More info on Al’s website, http://teachered.ucdavis.edu/alme ndle/pact.html More info on Al’s website, http://teachered.ucdavis.edu/alme ndle/pact.html http://teachered.ucdavis.edu/alme ndle/pact.html http://teachered.ucdavis.edu/alme ndle/pact.html Call or email me Call or email me ‣ 530 752-8784 ‣ ammendle@ucdavis.edu ammendle@ucdavis.edu 11