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Transcript of National Conference of State · PDF fileSummative assessment of teaching practice ......
National Conference of State Legislators
New Approaches to Teacher
Licensure and Certification
Linda McKeeSenior Director for
Performance Measurement and Assessment Policy, AACTE
American Association of Colleges for Teacher Education
New Approaches to Teacher Licensure and Certification: edTPA
• What is edTPA?
• Brief History of edTPA development
• Momentum is Building – Updates
• Policy Discussion – edTPA as a Support
System
American Association of Colleges for Teacher Education
What is edTPA?
The Teacher Performance Assessment (edTPA) is a student centered, subject specific, multiple measure
assessment of teaching.
It is designed to be educative and predictive of effective
teaching and student learning
American Association of Colleges for Teacher Education
Summative assessment of teaching practice
• Common Architecture across 27 fields
• Subject Specific “Learning Segment” of 3-5 days
• Plans based on context and knowledge about
what students bring…
o Academic, social emotional, and language development
o Prior academic learning, lived experiences, family, community
and cultural assets
• Collection of artifacts and commentaries
American Association of Colleges for Teacher Education
edTPA Development Process
• Developed by the profession for the profession
• Followed both technical standards
(AERA,APA, NCME, 1999) standards and
industry standards for validating an high
stakes assessment
• Early try outs of tasks 2009-10
• Pilot year with large participation 2010-11
American Association of Colleges for Teacher Education
edTPA Development Process
• Large field test to inform revision of tasks, rubrics, scoring training, scoring, reportingsystems – 2011-12
• Second field test of revised systems to establish reliability and validity for the assessment – 2012-13
• Hold system in place for operational year –2013-14
American Association of Colleges for Teacher Education
edTPA Development
• Reflects substantive advice from teachers and teacher educators—built by the profession for the profession
• Input from design and review team members comprised of university faculty, national subject matter organization representatives and K-12 teachers
American Association of Colleges for Teacher Education
Where edTPA fits in
A scalable assessment that:
Provides evidence of teaching quality – readiness to teach
• Used for teacher licensure
Supports program accreditation
• Informs programs & policy makers about qualities of teaching associated with student learning
Guides program improvement and renewal
• Supports teacher preparation program approval
American Association of Colleges for Teacher Education
Building a Profession From the Grass Roots: edTPA by the Numbers
States = 35
Institutions = 618 Content Validation reviewers = 100+
Total portfolios scored = 30,000+ Benchmarkers & Scoring Trainers = 150+
Scorers hired (IHE 50% and K-12 50%) = 6200+
Bias Review Members = 10
Subject Specific design/review team members = 160+
edTPA Online Community Members = 7000+
American Association of Colleges for Teacher Education
States Adopting edTPA Policy
American Association of Colleges for Teacher Education
State Policies at a Glance
http://edtpa.aacte.org/state-policy
Interactive map with informational links.
American Association of Colleges for Teacher Education
edTPA Support
• Handbooks Access
• Program Support website at edTPA.aacte.org– Resource Library– Online Community
• Candidate Registration at edtpa.com
• Summary Report athttps://scale.stanford.edu/teaching/edtpa
American Association of Colleges for Teacher Education
SCALE/AACTE Resources
Resources
Orienting Program LeadersWebinar
Guidelines for AcceptableSupport
Formative Candidate Support Retake Guidelines
Getting Ready for edTPAWebinar series
edTPA and TeacherEducation Curriculum
Academic Language Overview Mythbusters
Local Evaluation Protocols Review of Low ScoringPortfolios for Retakes
Making Good Choices Understanding Rubric LevelProgressions
Video Tips and Guidelines
New Approaches to Teacher Licensure
and Certification: PPAT and NOTE
NOTENational ObservationalTeaching Exam
American Association of Colleges for Teacher Education
PPAT and NOTE Topics
• Placing PPAT and NOTE on the licensure continuum
• What is PPAT?
• Overview of PPAT
• What is NOTE?
• Overview of NOTE
E D U C A T O R P R E P A R A T I O N
P R O G R A M
STUDENTTEACHING
NOTEInitial licensure
Program completion
PPAT
Content knowledge for teaching (CKT) tests taken on computer
Performance assessments: on the spot demonstration of high leverage teaching practices performed in a secure testing center
A portfolio-based performance assessment with tasks embedded in the work of student teaching
Placing the assessments
American Association of Colleges for Teacher Education
What is PPAT?
A portfolio performance assessment completed in tandem with a teacher candidate’s clinical experience
--based upon the process of planning instruction, executing the plan, analyzing the outcome, and reflecting upon the whole experience (for rationale and lit review of undergirding structure, see Gary Sykes: Research Basis of Overall PPAT Architecture)
--composed of four tasks, each consisting of task prompts and requiring the submission of artifacts, and a professional growth plan
--task prompts are organized into steps that reflect the paradigm of planning, executing, analyzing, and reflecting
--reflects InTASC Standards and Indicators
--developed using and Evidence-Centered Design approach with committee of 26 educators (EPP faculty and cooperating teachers) from 17 states
American Association of Colleges for Teacher Education
What is PPAT?
• Passing score signals successful completion of clinical experience, typically a requirement for program completion and, often, licensure
• Supports and helps organize the clinical experience (the tasks are completed sequentially throughout student teaching rather than all at the end of student teaching)
• Although PPAT provides a summative score, the tasks are meant to connect to formative activities, including coursework, observations, and professional interactions with university faculty and cooperating teachers
American Association of Colleges for Teacher Education
Overview of PPAT: the Tasks
• Task 1: Knowledge of Students and the Learning Environment. Formative task, locally evaluated; does not contribute to final score
• Task 2: Assessment and Data Collection to Measure Student Learning. Centrally scored; 5 artifacts required
• Task 3: Designing Instruction for Student Learning. Centrally scored; 6 artifacts required
• Task 4: Implementing and Analyzing Instruction to Promote Student Learning. Culminating task. Centrally scored; 4 artifacts, one of which is a 15-minute, unedited video of the candidate teaching a lesson.
American Association of Colleges for Teacher Education
Overview of PPAT: Professional Growth Plan (PGP)
• Inaugurates process of professional development and integrates that process with reflection
• Completed by candidate with his/her mentor professor after scores for all tasks and the final score on the test have been received
• PGP template invites candidate to:
– Choose tasks steps where he/she and the faculty mentor feel improvement is desirable
– Correlate the tasks steps chosen with InTASC standards/indicators and frameworks used for in-service evaluation of teachers
– Specify improvement goals
– Devise schedule of milestones and metrics for measuring progress
• PGP is not scored. It is recommended that EPPs require it because it is a natural outgrowth of the reflective practice encouraged by PPAT and functions as a bridge between pre-service and in-service professional development. PPAT handbooks provide detailed guidance on its use
American Association of Colleges for Teacher Education
Overview of PPAT: Development
• Tasks, rubrics, and ancillaries developed in 2013 (Development Committee met in May and October)
• First pilot: spring semester, 2014; pilot evaluation in August of 2014
• Tasks, rubrics, ancillaries finalized during fall of 2014
• Pilot of final form: fall, 2014 and winter, 2015; pilot evaluation in April of 2015; rater training exemplars chosen
• Standard-setting study: June of 2015
• Operational launch: fall semester, 2015
American Association of Colleges for Teacher Education
Overview of PPAT: Scoring
• Trained raters who meet criteria for selection (EPP faculty; cooperating teachers, recently retired faculty or teachers.)
• Content-specific scoring/grade-span specific scoring
• Scoring at each step of each task (planning, executing, analyzing, reflecting)
• Each task is scored by two different raters
• Candidates get feedback within two weeks of submitting a task
• Ongoing calibration to ensure inter-rater reliability
American Association of Colleges for Teacher Education
Overview of PPAT: Piloting Opportunities
• Mass piloting with centralized, face-to-face training, scoring, and evaluation is over
• Once operational, piloting is still available for interested states and EPPs
– Pilot submissions will be processed and scored with operational submissions
– Debrief and data review with piloting institutions and state departments/boards can be arranged
American Association of Colleges for Teacher Education
What is NOTE?
An innovative series of assessments designed to evaluate prospective teachers’ ability to translate their knowledge of content and teaching into effective practice
– Grounded in research on K-12 teaching combined with advances in assessment technology
– Created in a collaboration between Educational Testing Service and TeachingWorks at the University of Michigan
Assessments will include• performance assessments: tests of critical teaching skills based on video
recorded candidate performances and
• content knowledge for teaching (CKT) assessments: tests of the special ways teachers need to know content in the core subject areas
American Association of Colleges for Teacher Education
What is NOTE: What is TeachingWorks?
– A national organization housed at the University of Michigan School of Education
– Focused on ensuring that every child gets skillful teaching every year by building strong professional infrastructure for the training, development, and assessment of teaching practice
– Based on work done at the University of Michigan in their own programs and also in partnership with other programs and organizations
http://www.teachingworks.org
American Association of Colleges for Teacher Education
What is NOTE? Focus of the Assessment
• The focus of NOTE is on
– High Leverage Practices• practices that are useful across a broad range of subject areas, grade
levels and teaching contexts.
• managing differences among pupils, that will increase effectiveness of teaching
– High-Leverage Content• Content topics where the difference between effective teaching and
ineffective teaching is believed to be most likely to affect student learning
• Ideas and skills that are foundational to content, that are fundamental to student learning, and are sources of student difficulties when not well taught.
Overview of NOTE: Assessments in Development
Performance tests assessing
1. Modeling and explaining content
2. Leading a classroom content discussion
3. Eliciting and interpreting individual students’ thinking
4. Communicating about a student with a guardian
E
─ Science
─ Social Studies
─ Mathematics
─ English Language Arts
Computer-
delivered
innovative
assessments
Content tests assessing
Content Knowledge for Teaching
Overview of NOTE: Assessments in development
Performance tests assessing
1. Modeling and explaining content: Candidate is alone in front of a white
board
2. Leading a classroom content discussion
3. Eliciting and interpreting individual students’ thinking
4. Communicating about a student with a guardian
F
─ Science
─ Social Studies
─ Mathematics
─ English Language Arts
Content tests assessing
Content Knowledge for Teaching
Overview of NOTE: Assessments in development
Performance tests assessing
1. Modeling and explaining content
2. Leading a classroom content discussion
3. Eliciting and interpreting individual students’ thinking
4. Communicating about a student with a guardian
F
─ Science
─ Social Studies
─ Mathematics
─ English Language Arts
Content tests assessing
Content Knowledge for Teaching
Three interactive performance assessments using avatars
Use of virtual avatar classrooms
allows for assessment of interactive
practices while
respecting student privacy and
learning time
providing candidates a level playing
field.
The behavior, participation patterns,
language, etc. of avatars will be
produced by trained, calibrated
human “interactors” using
standardized protocols.
31E
Overview of NOTE: Avatars
American Association of Colleges for Teacher Education
Overview of NOTE: Where is it in Development?
CKT assessment content is being developed by ETS and TeachingWorks with review from external content experts.
Prototyping of interactive performance tasks.
Piloting with students in preparation programs of “whiteboard performance” tasks assessing Modeling and explaining content.
American Association of Colleges for Teacher Education
Overview of NOTE: Opportunities for Collaboration
– Teacher educators will be on NOTE development teams reviewing tests and assessment tasks
– Prototyping and piloting is being done in collaboration with educator preparation programs, with EPP students as pilot participants
www.aacte.org