Enhancing Assessment Literacy in Educator Preparation Programs for P-12 Student Learning

1. Current Context • Policymakers/The Field of Education focused on educators ability to impact P12 student learning • All program areas are tasked with providing evidence our candidates can impact P12 student learning. • New SoE mission is focused on the impact of our graduates in the field • “….to promote the growth, education and development of all….” • In meeting our mission, we want our graduates to be able to hit the ground running to make an impact on all learners

2. Dr. Susan B. Nolen, CoE, University of Washington Assessment Literacy Assessment literacy is the knowledge and skills educators need to: ---identify, select, or create assessments optimally designed for different purposes ---analyze, evaluate, and use the evidence from different kinds of assessments to improve instruction - to impact P12 Student Learning

3. Take a few minutes to talk at your table… --What does a teacher and principal who is assessment literate look like? --What does a teacher or principal do to demonstrate assessment literacy on a daily, semester, year basis?

4. What can Educator Prep Programs do to ensure teachers and principal are assessment literate? Education programs can foster assessment literacy by: • encouraging/requiring separate course work in assessment, • embedding assessment topics in subject-specific curriculum and methods courses, • providing candidates with real-world opportunities to apply the assessment knowledge and skills they have acquired.

5. Programs can create assessment literacy objectives and learning targets to use in designing integrative, comprehensive and effective • curricula, • instructional materials, • practica/field experiences, • formative & summative performance measures, • graduation requirements.

6. ASSESSMENT LITERACY as part of a program continuum Example of 4 year teacher preparation program Intro to Education Content [Gen Ed] Child/Adolescent Development Learning & Motivation Socio/Historical Content Digital Media/Learning/Technology Literacy Methods Practicum Content Practicum Methods Literacy Student Teaching Content Can you visualize what this looks like for your program?

7. CLEMSON TEACHER DATA Candidate Feedback Principals Feedback Supervisor/ Cooperating Teacher Feedback • 2014 Candidate Exit Survey: • ---Ability to create & interpret assessments: 57% SA, 35% Agree, 8% Disagree • ---Ability to alter instruction after assessing/analyzing stud learning: • 62% SA, 36% Agree, 2% Disagree • ----Many open ended comments identifying desire for more in area of assessment literacy • 2014 Candidate Alumni Survey: • ---Ability to create, interpret assessments and alter instruction as result: 44% SA, 47% Agree, 9% Disagree • 2013 Principal Survey of Clemson Graduates: • ---Ability of graduates to create % interpret assessments: 47% SA, 47% Agree, 5% Disagree • Before - 2014 Theme of candidate weaknesses identified in comments by CT/US in surveys and meetings: • ---Creating assessments, evaluating assessments, use for data for planning instruction

8. More CLEMSON DATA Teacher Candidate Performance Leader Candidate Performance • Program SPA Assessment-Candidate Impact on Student Learning: • ---SPA reviewers indicate need for most programs to strengthen assessment of candidate impact on student learning • and 2014 • data show higher % of candidates scoring ‘developing’ or ‘meets’ in some programs • 2012-13, 2013-14 ADEPT State Teaching Standards final student teaching evaluation performance dimensions related to assessment literacy: • ---More candidates scoring ‘developing’ rather than ‘proficient’ than on other performance dimensions • 2012, -13, -14 In-service ADEPT formal evaldata 2nd year teachers: • ---Non-passers show pattern of ‘not met’ scores similar to ADEPT candidate exit scores lower scores • Program SPA Assessment-Candidate Impact on Student Learning: • ---SPA data show high percentage of principal candidates below ‘target’ for spring 2014 while all at ‘target’ for fall 2013

9. Are Clemson candidates prepared to meet our mission - “….to promote the growth, education and development of all….”? Are Clemson candidates assessment literate?

10. Student Learning Outcome Activity • Individually read through SLO example • Group discussion • Is this a good SLO? • Teacher Prep - Do you think your teacher candidates are currently being prepared to create a good SLO? • Leader Prep - Do you think your leader candidates are currently being prepared to know how SLOs are created and support teachers to create a good SLO? • Could this SLO template be used in course assignments? • Share out

11. What are We Currently Doing to Ensure our Candidates are Assessment Literate? Teacher Preparation Common Coursework across undergraduate programs • EDF 3020 • EDF 3080 (Elementary only) • Student Teaching Principal Preparation • EDL 7300, 7350, 7400

12. Program Activity Look at: common assignments -- EDF 302 and 308 (teacher prep); EDL courses (ed leadership) -- Student teaching/ internship lesson plans, unit plans, evals • Look at: data provided • -- ADEPT, SPA, survey feedback • Look at: other program specific assignments • -- SPA assmt. 5 - candidate impact on P12 student learning • -- other program courses/assignments (MAT foundations/literacy/methods/internships/ other)

13. Program Discussion Questions Electronic copy on flash drive Discussion Questions – please complete and turn in form --What are we currently doing to ensure graduate success in the Expanded Educator Evaluation System? --How well do these common assignments ensure that our candidates are assessment literate? --How is your program addressing and assessing candidate impact on student learning in program-specific assignments? --What improvements to common assignments and program specific assignments can be made to ensure our candidates are assessment literate? --Could your program collaborate with other programs - the foundations and literacy areas, or with educational leadership - to determine ways programs can ensure all graduates are assessment literate? --What place does/can digital applications/media have in common assignments and program specific assignments?

14. Remainder of Afternoon – Program Response Report Work Form Improvements • Within each 2013-14 objective an identification of where data is located in LiveText Exhibit Center • SPA assessments have been preloaded in the 2014-15 objectives • The reflection on SPA data each year can be copied/pasted to SPA report. This will cut down on work when SPA reporting cycle arrives. • Please align the three CU distributed competencies with a SPA assessment. (We are moving away from CF this year once replace with new core values and professional dispositions.) Form Addition • Midsection program area discussion questions that need to be addressed this year for accreditation and SoE mission-related activities. Notes • Form due October 1.