1. Common Standard 2:
Unit and Program Assessment and
Evaluation
Pacific Oaks College
School of Education
Presented by: Dr. Paul A.Rodriguez
2. The education unit implements an assessment and evaluation
system for ongoing program and unit evaluation and Improvement
Candidates in the teacher credential programs are assessed on Teacher PerformanceCandidates in the teacher credential programs are assessed on Teacher Performance
Expectations (TPE’s) and State Adopted Content (SAC’s) competencies through courseExpectations (TPE’s) and State Adopted Content (SAC’s) competencies through course
assignments, field experience activities, and clinical practice activities. Candidateassignments, field experience activities, and clinical practice activities. Candidate
competency is defined by the competencies found in the six (6) TPE domains. Candidatescompetency is defined by the competencies found in the six (6) TPE domains. Candidates
are assessed on TPE’s and SAC’s knowledge, skills, abilities, and dispositions. Theseare assessed on TPE’s and SAC’s knowledge, skills, abilities, and dispositions. These
areas are assessed at the program entrance ( ED 505, orientation and foundationsareas are assessed at the program entrance ( ED 505, orientation and foundations
course), through Signature Assignments found in each credential course, clinical practicecourse), through Signature Assignments found in each credential course, clinical practice
experiences ( Classroom Teaching Performance and Teaching Performance Assessmentexperiences ( Classroom Teaching Performance and Teaching Performance Assessment
forms), program exit (ePortfolio) , and program follow-up. Additionally, candidates areforms), program exit (ePortfolio) , and program follow-up. Additionally, candidates are
assessed by the CalTPA Model, Teacher Performance Assessment Tasks. Eachassessed by the CalTPA Model, Teacher Performance Assessment Tasks. Each
assessment measure, including TPA tasks, use the same rubric scoring levels andassessment measure, including TPA tasks, use the same rubric scoring levels and
language. As a result, candidates are assessed from program entrance through exit on thelanguage. As a result, candidates are assessed from program entrance through exit on the
same competencies (TPE), using a variety of assessment measures/instruments, using asame competencies (TPE), using a variety of assessment measures/instruments, using a
common rubric, and assessed by a variety of assessor’s ) course instructors, Collegecommon rubric, and assessed by a variety of assessor’s ) course instructors, College
Supervisors, Site Supervisors, Support Providers TPA Assessors)Supervisors, Site Supervisors, Support Providers TPA Assessors)
4. California Teaching Performance Expectations: Six Domains
Domain ADomain A:: Making Subject Matter Comprehensible to Students:Making Subject Matter Comprehensible to Students:
TPE 1:Specific pedagogical skill for Subject Matter InstructionTPE 1:Specific pedagogical skill for Subject Matter Instruction
Domain B:Domain B: Assessing StudentAssessing Student LearningLearning
TPE 2: Monitoring student learning during instructionTPE 2: Monitoring student learning during instruction
TPE 3: Intepretations and Use of AssessmentsTPE 3: Intepretations and Use of Assessments
Domain C:Domain C: Engaging and Supporting Students in LearningEngaging and Supporting Students in Learning
TPE 4: Making Content AccessibleTPE 4: Making Content Accessible
TPE 5: Student EngagementTPE 5: Student Engagement
5. The Six TPE Domains: Continued
Domain C: (continued)Domain C: (continued)
TPE 6: Developmentally Appropriate Teaching PracticesTPE 6: Developmentally Appropriate Teaching Practices
TPE 7: Teaching English LearnersTPE 7: Teaching English Learners
Domain DDomain D: Planning Instruction and Designing Learning Experiences for students: Planning Instruction and Designing Learning Experiences for students
TPE 8: Learning about StudentsTPE 8: Learning about Students
TPE 9: Instructional TimeTPE 9: Instructional Time
Domain EDomain E:: Creating and Maintaining Effective Environments for Student LearningCreating and Maintaining Effective Environments for Student Learning
TPE 10: Instructional TimeTPE 10: Instructional Time
TPE 11: Social EnvironmentTPE 11: Social Environment
6. TPE Domains (Continued)
Domain F:Domain F: Developing as a Professional EducatorDeveloping as a Professional Educator
TPE 12: professional, Legal, and Ethical ObligationsTPE 12: professional, Legal, and Ethical Obligations
TPE 13: professional GrowthTPE 13: professional Growth
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Additionally, candidate data are used for program evaluation purposes focused onAdditionally, candidate data are used for program evaluation purposes focused on
program improvement.program improvement.
7. The system collects, analyses, and utilizes data on candidate
and program completer performance and unit operations
At the core, the College’s institutional unit, and program assessment agenda focuses onAt the core, the College’s institutional unit, and program assessment agenda focuses on
an outcome-based model.an outcome-based model.
Due to the newness of the School of Education at Pacific Oaks College, programs sinceDue to the newness of the School of Education at Pacific Oaks College, programs since
May 2011 are in process of approval or have been revised, mainly to ensure meeting theMay 2011 are in process of approval or have been revised, mainly to ensure meeting the
CTC standards, We are incorporating national systems such as TaskStream to host ourCTC standards, We are incorporating national systems such as TaskStream to host our
four TPA assessments and our ePortfolios Assessment System to do our Annual Programfour TPA assessments and our ePortfolios Assessment System to do our Annual Program
Review and Five Year reviews. Our assessment work is based on the following:Review and Five Year reviews. Our assessment work is based on the following:
1. Professional competencies based on CTC standards.1. Professional competencies based on CTC standards.
2. Meaningful candidate Learning Outcomes (CLO’s) aligned to the professional2. Meaningful candidate Learning Outcomes (CLO’s) aligned to the professional
standards.standards.
3. Alignment of each program’s CLO’s to the Institutional Learning outcomes, and CTC3. Alignment of each program’s CLO’s to the Institutional Learning outcomes, and CTC
standards.standards.
8. Continued: assessment work is based on the
following
4. Quantitative instruments focused on direct (e.g., exams, performance4. Quantitative instruments focused on direct (e.g., exams, performance
observations, papers, activity logs) and indirect ( e.g., perception surveys,observations, papers, activity logs) and indirect ( e.g., perception surveys,
satisfaction surveys) assessment measures.satisfaction surveys) assessment measures.
5. Key rubrics for portfolios, candidate performance in the K-12 settings, and5. Key rubrics for portfolios, candidate performance in the K-12 settings, and
course assignments.course assignments.
Each credential program has 7-10 Candidate Learning Outcomes (CLO’s) aligned toEach credential program has 7-10 Candidate Learning Outcomes (CLO’s) aligned to
CTC standards. These standards identify required candidate competencies. TheCTC standards. These standards identify required candidate competencies. The
CLO’s are aligned to the following:CLO’s are aligned to the following:
• Institutional Learning Outcomes (ILO’s)Institutional Learning Outcomes (ILO’s)
• School of Education Conceptual FrameworkSchool of Education Conceptual Framework
• CTC StandardsCTC Standards
9. The Candidate Assessment Data Provides the following:
Multiple program evaluation points ( entrance, clinical practice, and exit)Multiple program evaluation points ( entrance, clinical practice, and exit)
Program effectiveness data collected throughout the program eventsProgram effectiveness data collected throughout the program events
Multiple data sources ( course instructors, candidate’s clinical practiceMultiple data sources ( course instructors, candidate’s clinical practice
supervisors, independent assessors).supervisors, independent assessors).
Multiple candidate assessment contexts ( course Signature assignments, teachingMultiple candidate assessment contexts ( course Signature assignments, teaching
performance, paper/pencil, online/blended format activities)performance, paper/pencil, online/blended format activities)
Finally, the candidate assessment data are used in the Student Teaching( takenFinally, the candidate assessment data are used in the Student Teaching( taken
concurrently with clinical practice experience) Signature Assignments. Theconcurrently with clinical practice experience) Signature Assignments. The
candidates analyze their assessment data in ways which connect the TPE Domainscandidates analyze their assessment data in ways which connect the TPE Domains
with the California Standards for the Teaching Profession (CSTP).with the California Standards for the Teaching Profession (CSTP).
10. Standard 2: Candidate Assessment/Performance and
Program Effectiveness
Each program assesses candidate qualificationsEach program assesses candidate qualifications
in a variety of program points:in a variety of program points:
• TPA ScoresTPA Scores
• Portfolio: Signature AssignmentsPortfolio: Signature Assignments
• Student Teaching EvaluationsStudent Teaching Evaluations
• RICA ScoresRICA Scores
11. Standard 2: Candidate Assessment / Performance & Program Effectiveness
for ALL credential programs: A FOUR FOLD PROCESS
