Assessment Showcase Bachelor of Arts in Special Education Sandra Beyda-Lorie
Bachelor of Arts in Special Education (BA-LBS I)
Accountability
Decisions about Program Goals • National Accreditation (NCATE) • ISBE Annual Report • Now called CAEP • Don ’ t change horses . . .
. . . when they’re still running!
Program Goals • CEC standards already aligned . . . • With everything!
• COE Conceptual Framework • (with its technology and diversity standards) • Illinois Professional Teaching Standards • Learning Behavior Specialist (LBS) I • Interstate Teacher Assessment and Support Consortium (inTASC)
Our CEC Standards 1 Learner Development & Individual Learning Differences 2 Learning Environments 3 Curricular Content Knowledge 4 Assessment 5 Instructional Planning & Strategies 6 Professional Learning & Ethical Practice 7 Collaboration
Program Goals & Learning Outcomes • CEC 4 Assessment – 4.1-Select and use technically sound formal and informal assessments that minimize bias
Baccalaureate Goals 1.5 Quantitative Literacy • CEC 4.1-Select and use technically sound formal and informal assessments that minimize bias
Program Goals & Learning Outcomes • CEC 5 Instructional Planning & Strategies – 5.1- Consider an individual’s abilities, interests, learning environments and cultural and linguistic factors in selection, development, and adaptation of learning experiences for individuals with exceptionalities
Baccalaureate Goals 1.2 Critical and creative thinking • CEC 5.1- Consider an individual’s abilities, interests, learning environments and cultural and linguistic factors in selection, development, and adaptation of learning experiences for individuals with exceptionalities
Intellectual & Program Goals & Learning SPED ELED 302 SPED 377 Practical Skills Outcomes 383 1.5 Quantitative CEC 4 X X Literacy CEC 4.1-Select and use technically sound formal and informal assessments that minimize bias
Intellectual & Program Goals & Learning SPED SPED 374 SPED 377 Practical Skills Outcomes 383 1.2 Critical and CEC 5 X X X creative thinking CEC 5.1-Considers an individual’s abilities, interests, learning environments and cultural and linguistic factors in selection, development, and adaptation of learning experiences for individuals with exceptionalities
Remain calm.
Curriculum Based Measurement Assignment (BG1.5--CEC 4.1) Demonstrates candidate’s ability to administer and interpret curriculum based measurement for progress monitoring of student performance
CBM Assignment • Administer three oral reading • Calculate the expected probes, 1 reading progress by the next comprehension probe and 1 benchmarking period math probe • Perform progress • Obtain benchmark score monitoring • Perform a gap analysis by • Calculate the actual calculating achievement Rate of Progress for the discrepancy for all areas child assessed • Calculate final • Identify one academic area for discrepancy intervention and progress monitoring
Sample Rubric: CBM Unacceptable Emerging Acceptable Unacceptable Emerging Acceptable Demonstrates Less than 4 4 probes are Administers all 5 Assessment Data is not clearly Create a clear visual Uses digital media ability to score probes administered OR 1 probes, each probe is Summary displayed or is display of pre- and to create a clear probes and gap administered OR probe is scored scored correctly and (2013 CEC 4.2, 5.2; confusing or post-assessment visual display of analysis (2013 more than 1 incorrectly OR probe score is presented in TECH 5, 6) summary is data; Provides pre- and post- CEC 4.1) probe is scored includes incorrect required format; inaccurate or general but assessment data; incorrectly OR wpm/error score Correct initial and final incomplete accurate summary Provides clear, probe includes median for all 3 oral gap analysis are of the results detailed and incorrect reading probes or performed by accurate summary wpm/error percentile; Initial and calculating discrepancy of the results score, median final gaps calculated following required for all 3 probes, but calculations have formula or percentiles; 1-2 errors one or more Points 0-2 4-5 5 gaps not calculated OR more than 2 errors present Points 0-3 4-7 8-10
Sample Rubric: CBM Unacceptable Emerging Acceptable Unacceptable Emerging Acceptable Demonstrates Two or more One progress Required data points Assessment Data is not clearly Create a clear visual Uses digital media ability to data monitoring monitoring point collected and stored Summary displayed or is display of pre- and to create a clear monitor points missing missing OR partial correctly in EasyCBM (2013 CEC 4.2, 5.2; confusing or post-assessment visual display of progress and OR non of data data is not stored system; Correct TECH 5, 6) summary is data; Provides pre- and post- calculate rate of is stored correctly in EasyCBM calculations of inaccurate or general but assessment data; progress (2013 correctly; Rate system; Rate of expected and actual incomplete accurate summary Provides clear, CEC 4.1) of progress not progress is calculated rate of progress are of the results detailed and calculated OR but calculated provided accurate summary calculated incorrectly with no of the results incorrectly with more than one error 2 or more errors Points 0-3 4-7 8-10 Points 0-2 4-5 5
Assessing Goal 1.5 ( Quantitative literacy) Across BA-LBS I Program Fall I Fall II Fall III SPED 383 -Curriculum Based Measurement Project ELED 310-Methods of Teaching Mathematics Spring I Spring II Spring III SPED 377 -Assessment of (SPED 381-Student Student Learning Project Teaching)- NO ASSESSMENT OF GOAL Summer I Summer II
Assessment of Student Learning Project (ASLP)- BG 1.2--CEC 5.1 Demonstrates the candidate’s ability to assess the impact of the candidate’s instruction on student learning
ASLP • Part I -Using • Part IV -Lesson Assessment to Inform Planning and Monitor Instruction • Part V -Using • Part II -Focus Learner Assessment to Inform Information Further Instruction • Part III -Supporting Learner’s Use of Expressive and Receptive Communication
Sample Rubric Unacceptable Emerging Acceptable Using Learning tasks Learning tasks reflect Learning tasks reflect Unacceptable Emerging Acceptable Knowledge of reflect focus focus learner’s prior focus learner’s prior Learner to learner’s prior learning including learning including Assessment Data is not clearly Create a clear visual Uses digital media Tailor learning, baseline data, baseline data, Summary displayed or is display of pre- and to create a clear Instruction experience and experience and needs experience, and (2013 CEC 4.2, 5.2; confusing or post-assessment visual display of (2013 CEC 5.1) needs and as well as draw on needs as well as draw TECH 5, 6) summary is data; Provides pre- and post- superficially learner’s strengths or on learner’s inaccurate or general but assessment data; address learner’s social/emotional strengths, incomplete accurate summary Provides clear, strengths and development or social/emotional of the results detailed and social/emotional interests to engage in development AND accurate summary development OR the learning tasks interests to engage in of the results tasks reflect the learning tasks general characteristics of Points 0-2 4-5 5 learner or are not appropriate for learner Points 0-2 4-5 5
Sample Rubric Unacceptable Emerging Acceptable Unacceptable Emerging Acceptable Levels of Instructional Instructional design Instructional design Assessment Data is not clearly Create a clear visual Uses digital media Support and design and and supports tie to and supports tie to the Summary displayed or is display of pre- and to create a clear Challenge supports do not the lesson objectives, lesson objectives, and (2013 CEC 4.2, 5.2; confusing or post-assessment visual display of (2013 CEC 5.1) tie to the lesson and provide provide appropriate TECH 5, 6) summary is data; Provides pre- and post- objectives OR appropriate levels of levels of support and inaccurate or general but assessment data; provide support relative to the challenge relative to incomplete accurate summary Provides clear, insufficient student’s learning the student’s learning of the results detailed and levels of support needs and the lesson needs and the lesson accurate summary relative to needs objectives objectives of the results or to lesson’s objectives Points Points 0-2 0-2 4-5 4-5 5 5
Assessing Goal 1.2 ( Critical and creative thinking) Across BA-LBS I Program Fall I Fall II Fall III EDFN 306-Education and SPED 383- Curriculum Individual Differences Based Measurement Project and Case Study SPED 374- Lesson Plans Spring I Spring II Spring III EDFN 307-Psychology of SPED 377 -Assessment of (SPED 381-Student Instruction and Learning Student Learning Project Teaching — Teacher Performance Assessment and Lesson Plans ) Summer I Summer II SPED 376- Instructional Design Project
It takes teamwork
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