New Directions in Pupil Learning Assessment: Emerging Models from the Teachers for a New Era Initiative California State University, Northridge

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New Directions in Pupil Learning Assessment
Emerging Models from the Teachers for a New Era
Initiative California State University,
Northridge
Beverly Cabello Evidence Co-Leader, Teachers for
a New Era James David Ballard Evidence Research
Team, TNE
"Extending the Culture of Evidence Teacher Work
Samples and other Promising Practices" to be held
in Portland, Oregon, on July 19 - 21.  
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Evidence

• Goals
• To locate the connections between teacher
  education and pupil learning
• To create a permanent viable system of data
  gathering, data analysis, and data sharing.
• To inform our programs and improve teacher
  education, pupil learning, and program efficacy
• To develop and test a theory of teacher change
  and impact

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CSUNs Conceptual Framework of TNE Evidence
Components
Contextual Factors (including district
policies, school context, peers
Teacher Indicators Other than CSUN formal
education outside of CSUN, personal experiences,
personal characteristics, teaching experiences
(if Interns, or former paraprofessionals)
knowledge beliefs about teaching learning.
Indicators Related to Teaching Quality of CSUN
credential recipients teaching practices how
these are affected by district policies as well
as school policies context.
Pupil learning achievement (a subset of which
is measured by test scores)
Teacher Indicators within CSUN Formal University
Preparation Undergraduate preparation (at CSUN
or elsewhere), Pathway, credential coursework
fieldwork.
Individual Pupil Characteristics previous
educational experiences, English language
proficiency, disabilities, etc.)
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• What is involved
• Audit availably of data, quality of data,
  location of data, and access to data
• College level,
• University sources,
• System wide sources,
• and District sources.
• Lessons learned from these data sources
• What is there and not there
• Aggregate possibilities
• Types of variables, fields, and definitions
• Identifiers and confidentiality
• Various data programs, dirty data, and data
  conflicts
• Existing and needed data sharing agreements,
  Union issues, privacy, etc.

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CSUN Pilot StudyResearch Questions

1. Do significant differences exist between the
   reading and math achievement of pupils in grades
   K - 12 and the specific CSUN teacher preparation
   programs their teachers experienced?
2. Does a significant relationship exist between
   teacher preparation program indicators of
   candidates knowledge, skills dispositions
   (e.g. course grades) and pupil learning
   indicators?

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Quantitative StudyCategories of Variables

• Pupil
• Personal demographic
• Family demographic (parents)
• English Language fluency
• All test scores
• School context
• Participation in Title 1
• Participation in Meal Program
• Class size

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• Teachers (district information)
• Number of years teaching
• Number of years teaching in district
• Levels of education
• Type of credential
• Emergency or intern
• Demographics
• Teachers (CSUN Preparation Data)
• Pathway
• Credential awarded (Ed. Specialist, other)
• Level (elementary, secondary)
• Demographics
• Grades in professional courses

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CSUN PATHWAYS
Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Integrated Teacher Education Program (ITEP) Freshman
Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Integrated Teacher Education Program (ITEP) - Junior
Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Multiple Subjects Intern Program
Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Traditional Program
Multiple Subjects Credential Programs 1053 Candidates recommended in 2004/5 Accelerated Collaborative Teacher (ACT) Preparation Program
Single Subject Credential Programs 826 Candidates recommended in 2004/5 Single Subject Internship Program
Single Subject Credential Programs 826 Candidates recommended in 2004/5 Four Year Integrated in English or Mathematics
Single Subject Credential Programs 826 Candidates recommended in 2004/5 Traditional
Single Subject Credential Programs 826 Candidates recommended in 2004/5 ACT
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Estimated Marginal Means of CST Augmented Math
Total
Score
at Grade Level yrs1 2
PATH
B-MS
60
C-MS
C-SS
40
Estimated Marginal Means
20
2002
2001
2000
1999
FileYr
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Estimated Marginal Means of CST Augmented Math
Total
Score
at Grade Level yrs 3 4
PATH
B-MS
100
C-MS
C-SS
80
60
Estimated Marginal Means
40
20
2002
2001
2000
1999
FileYr
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Estimated Marginal Means of CST Augmented Math
Total
Score
at Grade Level yrs 5 6
PATH
B-MS
80
C-MS
C-SS
60
40
Estimated Marginal Means
20
0
2002
2001
2000
1999
FileYr
Non-estimable means are not plotted
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