Portfolio Reflection Criteria ACEI Standards Multiple Instructional Strategies 3.1, 3.3, 3.4 Assessment of Learning 4 Writing & Conventions 5.

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1 Assessment 5-Measurement Project 1. Description This is a course embedded assessment in EDU 505: Measurement and Evaluation in Education. Candidates develop or select and administer a developmentally appropriate pre-and post assessment for the purpose of planning and evaluating student learning of the required curriculum. Candidates write a report that describes the assessment and its purpose, the implementation process, a statistical analysis of the data, and an interpretation of the data. The report also includes an interpretation of how the pre-assessment impacted instructional planning, how the post-assessment data aligns with the intended instructional outcomes, and includes a brief summary of individual student results for communication to students, families, teachers and other related school personnel. Prior to the creation of the Measurement Project, candidates submitted portfolio reflections that included an artifact, rational and reflection that evaluated candidates knowledge and understanding of multiple instructional strategies, assessment and professional development. 2. Alignment Prior to portfolio assignments were utilized in the program. This table shows the alignment between the former portfolio submission and the ACEI Standards. Portfolio Reflection Criteria ACEI Standards Multiple Instructional Strategies 3.1, 3.3, 3. Assessment of Learning Writing & Conventions The following alignment between this assignment and ACEI standards exits: Assessment Criterion Development Prior Knowledge Instructional Intervention Post Assessment Analysis of Learning Evaluation & Reflection Diversity-Disposition ACEI Standard(s) 1, 1,

2 Writing and Conventions Technology Disposition N/A 3. Data Analysis The portfolio evaluation of the assessment conducted for the academic year indicates that the 99 candidates completing the assignment passed it. Evaluation of the and of the assessment data indicates that 100% of the candidates scored satisfactory or exceptional on all areas of the assignment.. Interpretation of Data Prior to the academic year portfolio reflections were used to evaluate the candidates performance. Candidates were allowed to resubmit their reflections until they passed. Faculty analysis found that the data did not provide sufficient information to evaluate candidates specific understandings, skills, and knowledge. The faculty moved to common assignments that aligned with the ACEI standards was the first year that the Measurement Project was implemented. The and assessment data shows that our candidates are doing well in all areas of this assignment. This indicates candidates know and understand the goals, benefits, and uses of They were able to choose appropriate assessment tools, implement/use the tools, and evaluate the results (Standard : Assessment). Additionally, candidates reflected on using the assessment for planning and evaluating student learning and communicating to families (Standards and 5.2). Faculty noted that there is not a lot of variance in the data. This will be monitored to ensure the data is reflective of candidates performance and adjustments will be made if needed. 5. Assessment Documentation a) Description of the Measurement Project as it appears in the course syllabus: EDU 505 Educational Measurement Measurement Project The measurement project will involve candidates in an independent experience in the administration of an assessment for the purpose of planning for and evaluating student learning of the required curriculum. The project will include the selection, adaptation or creation of pre and post instruction assessment(s). The final report will include an introduction to the assessment(s) incorporating A) a description of the assessment(s) including a bibliographic reference if appropriate, B) the purpose(s) for which the candidate (as a school teacher) might use the results of the assessment(s), C) the characteristics of the assessment that make it appropriate for use with the students selected and the purposes identified, D) the implementation

3 procedures and tasks that students were required to perform to complete the assessment, and E) how the assessment was scored or recorded (technology). The following statistical information will be provided based on the results obtained from administering the assessment: A) a frequency distribution of each data set, B) a graph of each data set, C) measure of central tendency (mean, median, and mode) for each data set, D) a standard deviation as the measure of variability for each data set, E) an appropriate significance test to determine the difference between the pre and post assessments, and F) an interpretation of each of the results. The report will depict an evaluation of the results including A) how the pre-assessment informed instructional planning, B) how the post-assessment data align with the intended instructional outcome (how well the students learned the material), C) a description of the students that were most directly impacted by the planning interventions (low readers, accelerated students, average achievers), and D) a reflection on the utility of the assessment for the diverse group of students present in the classroom (is the assessment inappropriate for students with a particular need). A brief summary of individual student results is prepared for communication to students, families, teachers and other related school personnel. b) Scoring Rubric as it appears in the course syllabus: EDU 505 Measurement Project Grading Rubric Knowledge of Human Development and Learning Program Standards Unsatisfactory Satisfactory Exceptional Development are developmentally appropriate for students. ( ACEI.0) Prior Knowledge effectively measure students prior knowledge of a topic to be studied. ( ACEI.0) Instructional Intervention The candidate designs and differentiates instruction based on students prior understandings and experiences as identified through (ACEI 1.0, 3.1 ) Post Assessment effectively measure student learning following a unit of study. ( ACEI.0) Assessment of Learning Analysis of Learning The candidate conducts a comparison analysis between pre and post assessments to demonstrate personal impact on student learning. ( ACEI.0) The selected assessments are not appropriate to the developmental levels of the students in the classroom. assessment does not clearly connect to the topic of study or provide adequate information about students prior knowledge. No connections can be drawn between the instructional intervention and students prior knowledge as identified in the pre-instruction assessment(s) does not effectively measure students knowledge as it relates to the instructional intervention. Calculations are inaccurate and/or incomplete. Results are not clearly or accurately presented. assessments indicate that they are strongly aligned to the general developmental levels of the students in the classroom measure students prior knowledge of the topic of study. The instructional intervention is directly linked to the students prior knowledge as identified in the pre-instruction measures students knowledge as it relates to the instructional intervention. An appropriate statistical analysis is identified and conducted. The analysis demonstrates the level of student learning and the results are presented in a at least 2 user-friendly formats assessments indicate that they are strongly aligned to the developmental and ability levels of the students in the classroom measure students prior knowledge of, experiences with, and interest in the topic of study. The instructional intervention is directly linked to the students prior knowledge, experiences and interests as identified in the pre-instruction measure students knowledge, skill, and disposition as they relate to the instructional intervention. An appropriate statistical analysis is identified and conducted. The rationale for selecting the statistical measure is explained in accord with a strong researchbase. The analysis

4 Professional Development Evaluation and Reflection The candidate reflects upon the learning of students and makes recommendations for future instruction and supports based on ( ACEI ) The candidate communicates assessment results to families, teachers, and other school personnel. (ACEI 5.2) General Program Expectations Diversity Disposition implementing assessments that are sensitive to diverse learners, reflecting on specific issues of concern and possible bias in assessments, and maintaining student confidentiality. (ACEI ) Writing and Conventions reporting all findings using model writing conventions. (ACEI ) Evaluation of pre-assessment data does not provide evidence of reflective practice for planning. Evaluation of post-assessment data does not align with intended outcomes, and/or does not provide evidence of effective instruction Explanation of findings lack detail and clarity and do not provide a link between the analysis of the results and the course of future instruction. Student results are not summarized for families and teachers. The project fails to maintain the legal and human rights of the students by identifying the students in an inappropriate manner or fails to recognize the diversity of the students. The project does not follow standard writing conventions using appropriate grammar, spelling, syntax, and voice. including frequency distribution, graph, central tendency, standard deviation, or normative grading. Calculations are completely accurate and information is accurately presented. Reflection of pre-assessment data provides adequate evidences of reflective practice by aligning results with planning A reflection of postassessment data is adequately aligned with intended outcomes and depicts effective instruction. Reflection of findings is adequately detailed and provides a link between the analysis of the results and the course of future instruction. A summary of each student s results communicates learning and future recommendations to families and teachers. The project maintains the legal and human rights of the students by maintaining confidentiality and recognizes the diversity of the students. The project follows standard writing conventions using appropriate grammar, spelling, syntax, and voice. demonstrates the level of student learning and the results are presented in a variety of user-friendly formats including frequency distribution, graph, central tendency, standard deviation, and/or normative grading. Calculations are completely accurate, choice of present enhances data presentation and information is accurately presented. Reflection of pre-assessment data provides clear evidence of reflective practice and enhanced planning. Reflection of post-assessment data is aligned with intended outcomes and clearly depicts effective instruction. Reflection of findings is detailed, clearly explained, and provides a clear link between the analysis of the results and the course of future instruction, supports, and accommodations. A summary of each student s results communicates in userfriendly fashion learning and future recommendations to families, teachers and other school related personnel. The project maintains the legal and human rights of the students by maintaining confidentiality and recognizes and promotes the diversity of the students. The project demonstrates outstanding comprehension of standard writing conventions using appropriate grammar, spelling, syntax, and voice.

5 Technology The candidate effectively applies technologies to facilitate assessment and evaluation, and to enhance productivity and professional practice. Disposition appropriately referencing all materials selected or adapted within the project. (ACEI ) The report fails to demonstrate adequate implementation of technology or development of skill in using technology. There is little or no referencing or research base for the assessments. Appropriate technologies demonstrated within the course are used to analyze and depict data. The technologies implemented demonstrate continual growth in the candidate s skill in using current or emerging technologies. Appropriate referencing of all assessment materials is included. Appropriate technologies beyond those demonstrated in the course are used to analyze and depict data. The technologies implemented demonstrate exceptional growth in the candidate s skill in using current or emerging technologies. assessments is detailed and clearly explained in accord with a strong research base. c) Candidate Data Derived from Assessment Measurement Project Percentage of Candidates Scoring Within Each Range on Project Rubric N= N=10 Evaluation Criteria from Unsatisfactory Satisfactory Exceptional Unsatisfactory Satisfactory Exceptional Project Rubric Development 0% 22.6% 77.% 0.0% 92.9% 7.1% Prior Knowledge 0% 22.6% 77.% 0.0% 95.0% 5.0% Instructional Intervention 0% 22.6% 77.% 0.0% 95.0% 5.0% Post Assessment 0% 22.6% 77.% 0.0% 9.3% 5.7% Analysis of Learners 0% 22.6% 77.% 0.0% 90.7% 9.3% Evaluation and 0% 27.8% 72.2% 0.0% 95.0% 5.0% Reflection 0% 22.6% 77.% 0.0% 92.1% 7.9% Diversity-Disposition 0% 22.6% 77.% 0.0% 92.1% 7.9% Writing & Conventions 0% 22.6% 77.% 0.0% 88.6% 11.% Technology 0% 23.3% 76.7% 0.0% 90.7% 9.3% Disposition 0% 22.6% 77.% 0.0% 92.1% 7.9% EDU 505 Portfolio Evaluation for NAEYC N= 99 Multiple Instructional Strategies Assessment Of Learning Writing & Conventions 99 pass 99 pass 99 pass 0 fail 0 fail 0 fail