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Orientation for P1-3 Assessment
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Orientation for P1-3 Assessment

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Phase 1-3 Instruction and Evaluation Reform Process …

Phase 1-3 Instruction and Evaluation Reform Process
College of Education at Texas Tech University

Published in: Education, Technology

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  • 1. Student Orientation Phase 1-3 Instruction and Evaluation Reform Process
  • 2. Why Reform? • The College of Education will graduate the measurably best educators. • We have identified a trademark outcome for each graduate program that represents a decisive skill to set our graduates apart from others in the field. Texas Tech University wants to produce national leaders!
  • 3. Trademark Outcomes The selection of the trademark outcome (TO) was based on 3 factors: Key findings identified by employers Critical standards and objectives recognized by professional organizations Valuable results pinpointed through faculty expertise
  • 4. Why Have Trademark Outcomes? The trademark outcome (TO) represents a decisive skill that sets our graduates apart from others in the field.  Performance-ready upon graduation  In-depth knowledge and practical implementation experience throughout the program  You don’t just learn about it, you practice it until perfecting it with faculty guidance
  • 5. What is a Phase? The graduate curriculum in the College of Education is divided into 3 interrelated phases that assess mastery of the TO. Phase 1 The acquisition of knowledge. Phase 2 Applying the knowledge and skills you have learned. Phase 3 Designing, implementing and evaluating the information in real life settings.
  • 6. Three Phase Evaluation Sequence Phase 1 Learning new or more in-depth information about particular competency-based set of skills. Phase 2 Skill development to be able to demonstrate an deep, performancebased understanding. Phase 3 Practical application of the skill by performing it in a real-world setting.
  • 7. Scope and Sequence  Scope and sequence chart shows the 3 Phases  Helps you to know if you are taking courses in appropriate phases  Provides clues about your preparation when you need remediation  Allows you to know what to expect from course assignments
  • 8. Performance Based Assessment As you are moving through the 3 phases of coursework, you will be evaluated through 2 methods Apply and Evaluate course assignments (A&Es) P1, P2, and P3 end of phase assessments Information about how to complete A&Es is provided in the course syllabi
  • 9. Apply and Evaluate Assignments A&E A&Es are specific to the content of the course but assess progress towards mastery of the TO Progress on individual A&Es provides you and your professor with opportunities for both remediation and enrichment Feedback on A&Es occurs before the course is completed Rubrics are used to document your performance Each course has an A&E
  • 10. Phase 1-2 End of Phase Assessments • Reflects mastery of all P1-P2 knowledge and skills • Will reflect your ability to actually perform the skills you have learned • Allows for opportunities for remediation if necessary Occurs towards the end of your P1-P2 courses
  • 11. P3-End of Phase Assessment • Incorporates a performance-based demonstration of what you have learned • Occurs at the end of the program Signals mastery of the trademark outcome
  • 12. Rubric-Based Evaluation Rubrics will be – Used to evaluate student progress on both A&E assignments and end of phase assessments – Included in each course syllabus – Available before the assignment or assessment is due – Provided to the student after evaluation – Form the basis for remediation or enrichment
  • 13. Questions • Look for the Frequently Asked Questions page for more information • Orientations on Lync are available on a scheduled basis and upon request. Send your questions to pam.smith@ttu.edu