Ihe elem ed_pilot_overview_teacheredforum2012
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This document summarizes the results of a statewide pilot review of elementary education programs in North Carolina. It provides statistics on the number of reviewers and reviews conducted. It then shows the percentage of candidates who met or did not meet each evidence requirement. Most candidates met Evidence 2 but fewer met Evidence 3, 5 and 6. The document recommends increasing opportunities for candidates in content knowledge, instructional design, impact on student learning and leadership. It also discusses upcoming IHE reporting requirements.
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There are some situations where assessment may not be appropriate:
1) Asking elementary students sensitive personal questions without parental consent.
2) Using tests to evaluate students' mental abilities when the validity and reliability of the instrument are unknown.
3) Requiring students to disclose private sexual fantasies.
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The document discusses the TESTA methodology for improving assessment and feedback practices. It summarizes findings from auditing 75 degree programs that found high variation in assessment patterns, with most having high summative and low formative assessment. Students reported focusing only on assignments and feeling feedback was too late or disconnected across modules. The TESTA methodology addresses these problems by encouraging a program-level approach, balancing summative and formative assessment, and improving feedback quality and continuity. Case studies showed positive impacts, like improved NSS scores, when universities adopted the TESTA paradigm of collaborative curriculum design focused on student experience.
Evidence to action: Why TESTA works
The document discusses the TESTA methodology for improving assessment and feedback practices. It summarizes findings from auditing 75 degree programs that found high variation in assessment patterns, with most having high summative and low formative assessment. Students reported focusing only on assignments and feeling feedback was too late or disconnected across modules. The TESTA methodology addresses these problems by encouraging a program-level approach to rebalancing assessment, increasing formative practices, and providing iterative feedback. Case studies showed these changes led to upward trends in student satisfaction scores and enhanced curriculum design.
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This document summarizes an interactive masterclass on improving student learning through programme assessment using the TESTA framework. The masterclass covered:
1. Discussing participants' highs and lows of assessment and feedback.
2. Explaining the TESTA approach which takes a holistic view of assessment across a degree programme.
3. The benefits of a programme approach over individual modules, including improved student perceptions of assessment and feedback and a better staff experience.
Basic quantitative research
This document outlines the key aspects of conducting quantitative research, including:
1. Defining quantitative research and comparing it to qualitative research. Quantitative research relies on mathematical/statistical models and analysis of numeric data.
2. Describing common quantitative research designs such as descriptive, correlational, quasi-experimental, and true experimental designs.
3. Explaining the steps in the quantitative research process from defining the problem, designing the study, collecting and analyzing data, and interpreting results. Statistical software and appropriate statistical tests are important tools for analysis.
Fostering a culture change in assessment and feedback through TESTA
This document summarizes a presentation about fostering culture change in assessment and feedback through TESTA (Transforming the Experience of Students Through Assessment). The presentation addresses four main problems: 1) uncertainty about why assessment methods are used, 2) curriculum design privileging content over complex learning, 3) challenges with educational change initiatives, and 4) disconnect between feedback and future work. It outlines TESTA principles and themes identified from its use, including high summative/low formative assessment ratios, disconnected feedback, and lack of clarity about goals and standards. Case studies demonstrate successful formative assessment practices and principles. The presentation emphasizes engaging students in assessment through co-creating criteria, calibration exercises, and exemplars to internalize goals and standards
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- 1. 2012 Statewide Pilot: Elementary Education Evidences NC-TEAN Session NC-ACTE Annual Meeting September 19, 2012
- 2. Review Process Statistics • 62 trained reviewers from 28 public and private IHEs • Teams of 3-4 reviewers; independent and consensus reviews • Average of 65 reviews per evidence
- 3. Summary of Statewide Evidence Findings 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% Met 40.00% Not Met 30.00% 20.00% 10.00% 0.00% Evidence 2 Evidence 3 Evidence 5 Evidence 6
- 4. Summary of Statewide Evidence Findings
- 5. Evidence 2 Candidates demonstrates depth of understanding and application of content knowledge (Evidence 2; n=69) Not Met 35% Met 65%
- 6. Evidence 3 Candidates demonstrate design of classroom instruction based on research-verified practice. (Evidence 3; n=50) Not Met 48% Met 52%
- 7. Evidence 3
- 8. Evidence 3
- 9. Evidence 5 Candidates demonstrate impact on student learning. (Evidence 5; n=72) Met 35% Not Met 65%
- 10. Evidence 5
- 11. Evidence 6 Candidates demonstrate leadership and collaboration. (Evidence 6; n=68) Met 34% Not Met 66%
- 12. Evidence 6
- 13. Recommendations • Complete Elementary Education review again in Summer 2013 with a larger sample. • Increase exposure, rigor, and depth of the content area (EE 2). • Increase opportunities for candidates to design effective instruction to meet diverse learning needs.
- 14. Recommendations • Require more opportunities for candidates to demonstrate impact on student learning. • Increase opportunities for candidates to demonstrate leadership and collaboration.
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- 17. Contact Information • Rachel McBroom, Ph.D. rachel.mcbroom@dpi.nc.gov • Lynne Johnson, Ed.D. lynne.johnson@dpi.nc.gov