february 2005transition services preparation & training developing ncate assessment rubrics:...
TRANSCRIPT
February 2005 Transition Services Preparation & Training
Developing NCATE Assessment Rubrics: Modeling Best Practice For Our Students
Pamela LuftKent State University
February 2005 Transition Services Preparation & Training
Why Bother with NCATE?• NCATE accomplishes several
tasks:– Accreditation is used for CEC and
CED– Universities are increasingly
competitive– NCATE reflects external
validation of quality
February 2005 Transition Services Preparation & Training
New NCATE Requirements– Outcomes-based measures
• Programs must evaluate their students using 6 - 8 assessments.
• Assessment must address five proscribed areas, with a sixth area required but at the program’s discretion.
– Must include assessments and scoring guides
– Program data as evidence for meeting standards
– Use of data to improve candidate and program performance
• An additional two areas also are at each program’s discretion
February 2005 Transition Services Preparation & Training
Required NCATE Assessments• Content Knowledge
– Data from licensure tests– Special Education content via a
portfolio task
• Pedagogical and Professional Knowledge & Skills– Classroom-based differentiated
unit of instruction including a classroom management plan
– Assessment applied to practice in clinical experiences & internship
February 2005 Transition Services Preparation & Training
Required NCATE Assessments cont.
• Effects on Student Learning– Portfolio or case studies and
employer surveys
• Assessments of Additional CEC Standards– One required, and up to 2
additional assessments allowed• Field experiences, cast studies,
portfolio tasks, licensure tests, follow-up students
February 2005 Transition Services Preparation & Training
CEC Standards:Must appear in documented program outcomes across the assessments
• Foundations• Development and
Characteristics of Learners
• Individual Learning Differences
• Instructional Strategies• Learning Environments
and Social Interactions
February 2005 Transition Services Preparation & Training
CEC Standards cont.
• Language• Instructional Planning• Assessment• Professional and Ethical
Practice• Collaboration
February 2005 Transition Services Preparation & Training
KSU Assessments
• Praxis I & II• Clinical and Field
Experience • Assessment and IEP
Development• Behavior Change Project• Curriculum Based
Measurement• Classroom-Based Unit Plan• Portfolio
February 2005 Transition Services Preparation & Training
Incorporating Existing Measures and Student Projects• Praxis I & II• Clinical Evaluations
– Linked to Praxis – Add links to CEC Standards
• Assessment Class– Assessments used to develop IEP
• Classroom and Behavior Management II Class– Data collection and intervention
• Methods Classes– Curriculum unit with outcomes– Classroom based unit plan
February 2005 Transition Services Preparation & Training
Classroom Based Unit Plan: Using Existing Rubrics for Standards• Dual use of Unit Development
Rubric:– For guidance as students develop their
units– For evaluation of the students’
understanding of the unit development process
• Thorough learning of rubric use and development through:– Their own teaching unit with D/HH
students– Their own course project evaluation
• Course-based evaluation becomes NCATE portfolio evaluation– Data is accumulated across program
February 2005 Transition Services Preparation & Training
Curriculum Development Rubric
• Existing rubric and research-based process – Understanding by Design (Wiggins &
McTighe, 1998) – Six Facets of Understanding to
demonstrate breadth and depth of understanding (cf. Bloom’s Taxonomy)
• Preservice teachers learn how to develop units so that D/HH students can demonstrate these understandings
• Preservice teachers demonstrate understandings of research-based classroom-based unit design
• This meets CEC Standards of– Instructional Planning– Instructional Strategies
February 2005 Transition Services Preparation & Training
Unit Rubric• The Six Facets of Understanding
document both knowledge and skill aspects of unit design and instructional planning– Factual and declarative knowledge
(Facets 1-2)– Procedural knowledge (Facet 3)– Abilities to synthesize and evaluate
oneself and others (Facets 4-6)
• Implementation of NCATE rubric– Utilized the six assessment facets with a
3-point rubric – Special Education program chose this as a
framework, pending implementation decisions throughout the College
February 2005 Transition Services Preparation & Training
Demonstrating Understanding• Six Facets• Facet 1:
Explanation
• Facet 2: Interpretation
• Facet 3: Application
• Facet 4: Perspective
• Facet 5: Empathy
• Facet 6: Self-knowledge
• Facet Description• 1. Sophisticated
explanations and theories
• 2. Interpretations, narratives, and translations
• 3. Use knowledge in new situations and contexts
• 4. Critical and insightful points of view
• 5. Ability to get inside another person's feelings
• 6. To know one's ignorance, prejudice, and understanding
February 2005 Transition Services Preparation & Training
Performance Task: Classroom-Based Unit Plan
• Rubric: – 3 = Exemplary – 2 = Satisfactory– 1 = Unsatisfactory
• Tasks: – Students will explain (Facet 1) and give examples or
analogies (Facet 2) to show how use of the three steps of unit design, and the six facets help to ensure that students “truly understand” a unit.
– Students will develop an integrated teaching unit (Facet 3), using the three stages of backward design, incorporating the six facets of understanding, with lesson plans that provide the skills each student will need (Facets 4 & 5) to successfully complete the facets and demonstrate understanding of key unit outcomes.
– Student will reflect on strengths and needs initially perceived and later evidenced through the unit development process; will identify two areas for improvement prior to student teaching (Facet 6).
February 2005 Transition Services Preparation & Training
NCATE Assessment Documents
• Rubric
• Directions
February 2005 Transition Services Preparation & Training
Other KSU Special Education Assessment Protocol
• Assessment
• Curriculum Based Measurement
February 2005 Transition Services Preparation & Training
Implementing the Assessments• Use of e-portfolios
– Assignments loaded on college server and locked
– Instructor uses e-rubric to grade– NCATE search accumulates
individual assignments with grades across program
• Technical support– Undergraduate technology
course assigns individual server space
– Graduate workshops TBD
February 2005 Transition Services Preparation & Training
Issues Still Pending
• Student passes course but fails NCATE project
• Locating student files:– Must use exact assignment name—
instructor cannot retrieve otherwise
• Student can revise own version but course and NCATE version are locked
February 2005 Transition Services Preparation & Training
More Information
• KSU Special Education NCATE website: http://sped.educ.kent.edu/Files.htm
• Utilization of unit design rubric—Teaching Units: http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm