Gathering Evidence of P12 Student Learning

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Gathering Evidence of P-12 Student Learning

• Darcy Miller, Christine Sodorff, and Cori
  Mantle-Bromley
• College of Education
• Washington State University
• Pullman, WA
• Contact darcymiller_at_wsu.edu

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WSU Teacher Education Assessment System

• One component of the Teacher Education Assessment
  System includes four signature assignments/assessm
  ents
• Technology Enhanced Lesson Plan
• Classroom Management Plan
• Integrated Unit Plan
• Positive Impact on Student Learning

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Descriptions of Signature Assignments/Assessments

• Rubrics for 4 Signature Assignments/Assessments

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Process of Data Collection and Analysis, and
Dissemination/Program Improvement

• Students submit assignments to electronic
  portfolio Chalk and Wire.
• Assessors evaluate electronic submissions.
• Data analysis conducted in Chalk and Wire.
• Reports written by Director of Teacher Education.

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• 5. Faculty relevant to each assignment (and
  assessors) meet to discuss outcomes.
• 6. Faculty/assessors generate program improvement
  suggestions (e.g., change rubric, change
  assignment, improve reliability, change course
  content, etc.).
• 7. Reports and suggestions are discussed (and
  voted on if necessary) at regular Department
  meetings.

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Signature Assignment 4 Positive Impact on
Student Learning

• At the conclusion of the student teaching or
  internship experience, students submit a CD with
  evidence of positive impact on P-12 learners.
  Students also include this evidence in their
  electronic portfolio.

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Assignment Directions(Spring 2009)

• 1. Classroom and Student Characteristics Form
  with identifiers removed
• 2. Series of Instructional Plans (minimum 3) or
  Unit Plan
• 3. Six Student Work Samples (including one pre-
  and one post-assessment from a high, middle, and
  low performeridentifiers removed
• 4. Written analysis/reflection
• 5. For elementary education student
  teachers/interns only Integration of Social
  Studies in another content lesson and the Arts
  integrated in another lesson, two student work
  samples for each integrated lesson (total of 4)
  and reflections

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Table of Contents for Positive Impact Assignment

• 1. Classroom/Student Characteristics
• 2. Lesson Plans or Unit Plan
• State the GLEs/EALRs/Benchmark Standards and
  lesson objectives.
• Indicate how the GLEs/EALRs/Benchmark Standards
  and lesson objectives are assessed.
• Indicate adaptations or modifications needed for
  student with disabilities, ELL/ESL students and
  other students in need of modifications.
• Indicate how the lessons or unit are culturally
  responsive and address the needs of diverse
  students (e.g., culture, socioeconomic, ability,
  racial, linguistic).

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• 3. Student Evidence
• (minimum of six work samples, assessments)
• Submit pre-assessments from a minimum of three
  work samples that reflect low, medium and high
  performance. Submit post-assessment work samples
  from the same learners.
• Clearly label each sample.
• Include copies of assessments used (e.g., pre-
  and post-tests, formative, summative).
• Include an analysis (narrative) of the assessment
  data collected describing the data, the students
  performance and how this information influenced
  your teaching decisions.
•  

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• 4. Written Analysis and Reflection
• What did the students learn? Describe.
• How do you know the students learned?
  (Reflection and analysis based on student work
  samples submitted.)
• What future teaching/assessment steps are needed
  for each student whose work you selected? From
  the information you have gathered, how would you
  adjust your instruction plans/unit for future
  use?
• How is diversity addressed throughout the
  lessons/unit plan?

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• 5. Elementary Student Teachers/Interns Only
  Lessons Integrating Social Studies and the Arts
• Copy of instructional plan with Social Studies
  integration, reflection and two samples of
  student work.
• Copy of instructional plan with the Arts
  integration, reflection and two samples of
  student work.
•  
• If you have used the integrated Social Studies or
  the integrated Arts lesson in one of the lessons
  showing positive impact (above) you would include
  it again in this section. You will NOT need to
  include again the six student papers selected
  above, but will include two student samples that
  show the Social Studies or Arts integration.

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Process of Evaluation and Program Improvement

• Faculty from areas of focus, supervisors and
  teachers from the field, and others such as PEAB
  members and graduate assistants come together in
  Pullman for a one-day evaluation of evidence of
  positive impact.
• Reliability checks are performed by having two
  evaluators read a sample of the assignments.
• Discussion about issues, challenges, program
  improvement conducted at the end of the day.

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Process of Evaluation and Program Improvement

• Scores from evaluators are entered and analyzed.
• Report is written and disseminated to Department
  faculty.
• Discussion of program improvement and voting if
  necessary conducted at Department meetings.

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Review of Sample Evidence of Positive Impact on
Student Learning
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Discussion/Suggestions

• Any suggestions for improving the a) assessment
  products b) process we used to collect, analyze,
  disseminate and use the data and/or, c) rubric
  used to evaluate the evidence?
• Any suggestions for incorporating student-based
  evidence (Standard V) into the signature
  assessments?