Assessing Teacher Competency : Five Standards-Based Steps to Valid Measurement Using the CAATS Model.

""Wilkerson and Lang provide readers a solid foundation and strong design to help them think through the use of data collected on teacher preparation program graduates that impact the national mosaic.""

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Wilkerson, Judy R.
Otros Autores: Lang, William S. (Steve)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Thousand Oaks : SAGE Publications, 2007.
Temas:
Teachers > Certification > United States.
Teacher effectiveness > United States.
Enseignants > Attestation de compétence > États-Unis.
Enseignants > Efficacité > États-Unis.
Teacher effectiveness
Teachers > Certification
United States
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Contents
  • List of Abbreviations and Acronyms
  • List of Tables, Figures, and Boxes
  • A Step-by-Step Guide to Competency Assessment Aligned with Teacher Standards-The CAATS Model for Improved Teacher Assessment
  • Foreword
  • Preface
  • Acknowledgments
  • About the Authors
  • Chapter 1
  • Expectations and Options for Accountability and Teacher Assessment
  • The Challenge f rom the National Commission on Teaching and America's Future
  • Title II of the Higher Education Act Amendments of 1998
  • No Child Left Behind (NCLB) Legislation
  • National Research Council-The Committee on Assessment and Teacher Quality
  • What a Few Others Have Said: A Brief Review of the Literature on Testing and Licensure
  • Standards: The Road Map to Accountability and Scientifically Based Performance Assessment
  • The Principal Sets of Standards Governing our Work
  • National and State Pedagogical and Content Standards
  • Unit Accreditation and Operational Standards
  • Technical Standards for Measurement of Teacher Competency
  • Some Major Threats to Validity in Most Current Assessment Systems
  • Conceptual Frameworks: Pulling it all Together
  • NCATE Standards
  • INTASC Principles: Where NCATE and AERA, APA, and NCME Standards Converge
  • Making Sense of Conceptual Frameworks
  • Our Conceptual Framework: What We Value
  • Assessment Options
  • Records of Training Completed
  • Tests and Exam Scores
  • Observations of Performance
  • Portfolios of Assessable Artifacts
  • Job-Related Tasks and Work Sample Products
  • K-12 Student Work Samples
  • Wrap-Up
  • Activity #1.1: What's Happening in Your State and School?
  • Activity #1.2: Questionnaire for Faculty Views on Competency Assessment
  • Activity #1.3: Assessment Belief Scale-Beliefs about Assessment
  • Activity #1.4: Assessment Options
  • Chapter 2
  • Portfolios-To Be or Not to Be? That is the Question!
  • The Portfolio: Panacea or Pandora's Box?
  • Portfolios as Certification "Tests": Lessons from Standards and History
  • Assessment Illiteracy, Paradigm Shifts, and Conflicting Purposes
  • The Conflict of Formative vs. Summative Assessment
  • The Conflict of Program Approval vs. Accreditation
  • The Conflict of Regulatory vs. Professional Perspectives
  • The Conflict of Freedom vs. Accountability
  • The Conflict of Constructivism vs. Positivism
  • Recommendations for Use of Portfolios in Accountability Contexts
  • Ten Recommendations for Assessment System Design
  • A Recommended, Standards-Based Model
  • Overview of Competency Assessments Aligned with Teacher Standards (CAATS) Model
  • CAATS Step 1: Define Purpose, Use, Propositions, Content, and Other Contextual Factors
  • CAATS Step 2: Develop a Valid Sampling Plan
  • CAATS Step 3: Create or Update Tasks Aligned with Standards and Consistent with the Sampling Plan
  • CAATS Step 4: Design and Implement Data Aggregation, Tracking, and Management Systems
  • CAATS Step 5: Ensure Credibility and Utility of Data
  • Wrap-Up
  • A Note about Chapters 8 and 9
  • Activity #2.1: Review Your Feelings
  • Activity #2.2: Thinking about Conflicting Paradigms
  • Activity #2.3: Getting Your Action Plan Started
  • Where We Have Been So Far
  • Chapter 3
  • CAATS Step 1: Assessment Design Inputs
  • CAATS Step 1A: Define the Purpose(s) and Use(s) of the System
  • The Importance of Purpose and Use
  • Different Strokes for Different Folks for Different Purposes
  • Purpose and Use in the Accountability Context
  • More on Accountability-Based Systems: State Program Approval
  • CAATS Step 1B: Define the Propositions or Principles That Guide the System
  • CAATS Step 1C: Define the Conceptual Framework or Content(s) of the System
  • So What is Assessment Content?
  • Standards as the Link Between Purpose, Use, and Content.
  • CAATS Step 1D: Review Local Factors That Impact the System
  • Wrap-Up
  • Worksheet #1.1: Purpose, Use, Propositions, Content, and Context Checksheet
  • Worksheet #1.2: Purpose, Use, and Content Draft
  • Worksheet #1.3: Propositions
  • Worksheet #1.4: Contextual Analysis
  • Where We Have Been So Far
  • Chapter 4
  • CAATS Step 2: Planning with a Continuing Eye on Valid Assessment Decisions
  • CAATS Step 2A: Organize Standards into Content Domains
  • All those Standards Sets
  • Organizing for Alignment
  • "A Rose is a Rose" or More of the same
  • Why Bother?
  • Crosswalks and Standards
  • CAATS Step 2B: Visualize the Competent Teacher Based on the Standards
  • CAATS Step 2C: Brainstorm a Set of Summative Tasks (Sampling Plan)
  • CAATS Step 2D: Sort Tasks into Formative and Summative Assessments
  • CAATS Step 2E: Build Assessment Frameworks
  • Framework Options
  • A Special Case: Aligning Tasks with NCATE Requirements
  • Wrap-Up
  • Worksheet #2.1: Organizing for Alignment (Version 1)
  • Worksheet #2.1: Organizing for Alignment (Version 2)
  • Worksheet #2.2: Our Critical Skills
  • Worksheet #2.3: Visualizing the Competent Teacher
  • Worksheet #2.4: Critical Task List
  • Worksheet #2.5: Sorting Formative and Summative Tasks
  • Worksheet #2.6: List of Summative Assessments by Competency Type
  • Worksheet #2.7: List of Summative Assessments by Levels of Inference
  • Worksheet #2.8: List of Summative Assessments by Points in Time
  • Worksheet #2.9: Matrix of Standards by Competency Type
  • Worksheet #2.10: Matrix of Critical Tasks by Competency Type and Benchmark
  • Worksheet #2.11: Aligning Tasks with NCATE Thematic Portfolios
  • Where We Have Been So Far
  • Chapter 5
  • CAATS Step 3: Writing Tasks Designed to Maximize Validity and Reliability
  • CAATS Step 3A: Determine the Task Format for Data Aggregation
  • What Happens When There is No Format?
  • Can I Use Percents and Total Points? No, They Don't Cut it!
  • Elements of a Common Task Format
  • CAATS Step 3B: Create New Tasks or Modify Existing Tasks
  • Basic Concepts about Tasks
  • Hints and Advice about Writing Tasks
  • Rubric Examples: A Rose is a Rose
  • CAATS Step 3C: Conduct First Validity Study
  • Ensuring Content Coverage
  • Fixing Gaps in Content Coverage of Standards
  • CAATS Step 3D: Align Tasks with Instruction
  • Wrap-Up
  • Worksheet #3.1: Proficiency Level Descriptions
  • Worksheet #3.2: Task Design
  • Worksheet #3.3: Standards and Indicators Coverage Report
  • Worksheet #3.4: Individual Task Review for Job-Relatedness
  • Worksheet #3.5: Checklist for Reviewing Individual Tasks
  • Worksheet #3.6: Instructional Alignment
  • Where We Have Been So Far
  • Chapter 6
  • CAATS Step 4: Decision Making and Data Management
  • CAATS Step 4A: Determine How Data Will Be Aggregated
  • So What is Data Aggregation?
  • The Relationship of Data Aggregation (Step 4A), Cut Scores (Step 4B), and Data Tracking-Use and Reporting (Step 4C)
  • An Approach to Decision Making without Using Points and Percents
  • CAATS Step 4B: Set Standards for Minimal Competency
  • Different Strokes for Different Folks-Déjà Vu, or Purpose Revisited
  • Is 100% Really Reasonable?
  • The Criticality Yardstick Approach (CYA) to Cut-Score Setting in Complex Performance Assessments
  • Working with Judges
  • An Example of What to Say to the Judges
  • CAATS Step 4C: Select and Develop a Tracking System
  • Sharing Information for Decision Making: The Big Challenge
  • Data Storage Option #1: Course Grades or Records of Participation/Attendance
  • Data Storage Option #2: Teacher Folders
  • Data Storage Option #3: Portfolios
  • Data Storage Option #4: Electronic Data Management System
  • Reporting Aggregated Data
  • CAATS Step 4D: Develop Implementation Procedures and Materials.
  • Advising and Due Process
  • Scoring Procedures
  • Implementation
  • Wrap-Up
  • Worksheet #4.1: Cut-Score Decisions
  • Worksheet #4.2: Sample Format for Candidate/Teacher Tracking form
  • Worksheet #4.3: Format for Data Aggregation
  • Worksheet #4.4: Management Plan
  • Worksheet #4.5: Rater Monitoring Record
  • Where We Have Been So Far
  • Chapter 7
  • CAATS Step 5: Credible Data
  • What is Psychometric Integrity and Why do We Have to Worry about it?
  • CAATS Step 5A: Create a Plan to Provide Evidence of Validity, Reliability, Fairness, and Utility
  • Elements of a Plan
  • Element #1: Purpose and Use
  • Element #2: Construct Measured
  • Element #3: Interpretation and Reporting of Scores
  • Element #4: Assessment Specifications and Content Map
  • Element #5: Assessor/Rater Selection and Training Procedures
  • Element #6: Analysis Methodology
  • Element #7: External Review Personnel and Methodology
  • Element #8: Evidence of Validity, Reliability, and Fairness (VRF)
  • CAATS Step 5B: Implement the Plan Conscientiously
  • Wrap-Up
  • Worksheet #5.1: Assessment Specifications
  • Worksheet #5.2: Analysis of Appropriateness of Decisions for Teacher Failures
  • Worksheet #5.3: Analysis of Rehire Data
  • Worksheet #5.4: Program Improvement Record
  • Worksheet #5.5: Expert Rescoring
  • Worksheet #5.6: Fairness Review
  • Worksheet #5.7: Analysis of Remediation Efforts and EO Impact
  • Worksheet #5.8: Psychometric Plan Format
  • Example #1: Logistic Ruler for Content Validity
  • Example #2: Computation of the Lawshe (1975) Content Validity Ratio
  • Example #3: Disparate Impact Analysis
  • Example #4: Computation of Cohen's Kappa (1960) for Inter-Rater Reliability
  • Example #5: Spearman Correlation Coefficient and Scatterplot: System Scores and GPA
  • Example #6: Pearson Correlation Coefficient and Scatterplot: System Scores and Praxis.

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