Student Orientation
Phase 1-3 Instruction and Evaluation Reform Process
Why Reform?
• The College of Education will graduate the
measurably best educators.
• We have identified a trademark outco...
Trademark Outcomes
The selection of the trademark outcome (TO) was based on 3 factors:

Key findings identified by employe...
Why Have Trademark Outcomes?
The trademark
outcome (TO)
represents a
decisive skill that
sets our graduates
apart from oth...
What is a Phase?
The graduate curriculum in the College of Education is divided into 3 interrelated
phases that assess mas...
Three Phase Evaluation Sequence
Phase
1

Learning new or more in-depth
information about particular
competency-based set o...
Scope and Sequence
 Scope and sequence chart shows the 3
Phases
 Helps you to know if you are taking
courses in appropri...
Performance Based Assessment
As you are moving through the 3 phases of coursework, you will be evaluated
through 2 methods...
Apply and Evaluate Assignments

A&E

A&Es are specific to the content of
the course but assess progress
towards mastery of...
Phase 1-2 End of Phase Assessments
• Reflects mastery of
all P1-P2 knowledge
and skills
• Will reflect your
ability to act...
P3-End of Phase Assessment
• Incorporates a performance-based
demonstration of what you have learned
• Occurs at the end o...
Rubric-Based Evaluation
Rubrics will be

– Used to evaluate student progress on both
A&E assignments and end of phase
asse...
Questions
• Look for the Frequently Asked Questions
page for more information
• Orientations on Lync are available on a
sc...
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Orientation for P1-3 Assessment

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

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Orientation for P1-3 Assessment

  1. 1. Student Orientation Phase 1-3 Instruction and Evaluation Reform Process
  2. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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