DISPOSITIONS ASSESSMENT

A Presentation

byRuby L. Thompson, Ph.D.

Guiding Questions forDispositions Assessment

1. What dispositions, broadly conceived, should our candidates possess to support an equitable school environment and effect high levels of academic achievement and positive development for diverse learners?

2. How do we recognize the attainment of these dispositions in our candidates (and ourselves)?

3. How do we develop candidates’ dispositions?4. What strategies and tools might we use to assess

candidates’ dispositions?5. How can we use dispositions assessment

outcomes?

Selecting Dispositions

Sources:– Institution’s/Unit’s Mission and Unit Philosophy– Conceptual Framework Theme/Vision of Candidate– World of Practice– Educational Demographics/Socio-political

Landscape– National/International Trends– SPA Standards

Recognizing Dispositions in Candidates

We are able to recognize selected dispositions through behaviors identified in indicator statements that we derive from:

– Academic Handbooks – Professional Journals– Professional Texts– Discipline Dictionaries– World of Practice

Findings in all these sources enable us to know that we are, in fact, developing the dispositions that we say we are developing.

Dispositions Indicators

• D2. Cultural Sensitivity: Demonstrates respect for learners’ communities and cultural norms and sees the learning potential in all students.

• Indicators:2.1 Takes responsibility for understanding values, cultural norms, taboos, concepts of self, and other elements of deep culture.2.2 Appreciates and accepts students dialects as important dimensions of communication.2.3 Models esteem for diverse learners and their families.

2.4 Articulates high expectations for all learners2.5 Values students’ culture as a basis for learning2.6 Critiques personal biases, prejudices, and

intolerance in working with diverse learners

Dispositions Indicators

Development of Candidate Dispositions

• Course Activities• Extracurricular Activities (student organizations,

symposia, conferences, volunteering)• Mentoring/Advising• Practice

Development in Courses

• Align indicator statements with course objectivesCEDC 408 – Multicultural and Global Education

• Develop learning experiences for each indicator

• Indicator: 2.1 Takes responsibility for understanding values, cultural norms, taboos, etc.

Learning Activities1. Deep Culture Element StudyCandidates choose a cultural group from the local

school community (field placement) and through a variety of strategies (interviews, observations, reports, informal interactions, conferences, community center visits, community newspapers and other media sources, church visits, etc.) collect data on at least 20 deep culture elements.

• Critiques personal prejudices and stereotypes

Learning Activities:1. “My Cultural Eye”Candidates list several factors (heterosexuality,

ethnicity, gender, socio-economic status, religion, race, etc.) that influence how he/she perceives members of other cultural groups

2. “Stereotyping Exercise”Candidates list stereotypes they hold for any of the

cultural groups on a chart and then discuss with peers how these stereotypes were likely formed. Stereotypes are contrasted with factual information.

• 2.2 Appreciates and accommodates students’ linguistic diversity

CECE 415– Methods of Teaching Reading and Writing K-5

Learning Activity: Candidates conduct a Language Experience Lesson

and pay special attention to children’s language. Candidates accept this language and use it to help learners develop a wardrobe of language skills.

ASSESSING CANDIDATES’ DISPOSITIONS

How do we assess candidates’ dispositions?

We design instruments to assess indicator behaviors

• Candidate Self Assessment • Faculty/Advisor Perceptions and Ratings • Supervising/Clinical Teacher Perceptions and

Ratings

Candidate Self Assessment Instruments• Questionnaires• Checklists

Faculty (all) Assessment of Candidates’ Dispositions– Informal Observations: checklists, running records– Performance Observations: rubric – Interviews: rubric– Artifact analysis: rubric– Constructed Responses: rubric

Use of Assessment Findings

How do we use the findings from assessments ofcandidates’ dispositions?

IMPROVEMENT OF INDIVIDUAL CANDIDATES• Change attitudes• Develop new perspectives• Affirm cultural strengths

IMPROVEMENT OF ADVISEMENT• Support candidate development of dispositions

as a part of advisement/mentoring process–Reflecting on choices (personal and

academic)–Clarifying issues –Documenting growth–Raising consciousness of candidates

regarding their dispositions challenges–Assisting in interventions when necessary

IMPROVEMENT OF INSTRUCTION

• Improve dispositions development activities and experiences

• Create greater coherence between all courses and experiences that treat dispositions

• Strengthen candidates’ perception of the importance of dispositions in teaching and learning

IMPROVEMENT OFFIELD EXPERIENCES

• Strengthen candidates’ dispositions in action• Enhance ongoing monitoring of candidates’

dispositions attainment• Work with departmental faculty and clinical

faculty to intervene in and remediate situations in which candidates’ dispositions are unacceptable

• Provide specific dispositions information to departmental faculty for course and program improvement

DISPOSITIONS ASSESSMENT DECISION POINTS

• Decision Point1: Major declaration/Freshman Seminar• Decision Point 2: Admission to Teacher Education• Decision Point 3: Matriculation in Major Courses and

Practica• Decision Point 4: Admission to Student Teaching

FINAL WORDS

Dispositions Assessment is…

• Daunting• Debatable• Developmental• Dynamic, and…• Doable!