Assessing Teacher Competency - Wilkerson, Judy R.

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Résumé :
A Step-by-Step Guide to the CAATS Model
Foreword by Richard Kunkel
Preface
Acknowledgments
About the Authors
1. Expectations and Options for Accountability and Teacher Assessment
What This Chapter Is About
The Challenge from the National Commission on Teaching and America's Future
Title II of the Higher Education Act Amendments of 1998
No Child Left Behind Legislation
National Research Council (2001) -- 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 Roadmap 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
AERA, APA, & NCME
INTASC Principles: Where NCATE and AERA, APA, & 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: What's Happening in Your State and School?
Activity #2: Questionnaire for Faculty Views on Competency Assessment
Activity #3: Assessment Belief Scale
Activity #4: Assessment Options
2. Portfolios - To Be or Not To Be?? That IS the Question!
What This Chapter Is About
The Portfolio: Panacea or Pandora's Box
Portfolios as Certification Tests: Lessons from Standards and History
Assessment Illiteracy, Paradigms Shifts, and Conflicting Purposes
The Conflict of Formative vs. Summative Evaluation
The Conflict of Program Approval vs. Accreditation
The Conflict of Business or Legislative Personal/Professional Perspectives vs. Accountability Through Title II Requirements
The Conflict of Academic 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 Assessment Aligned with Teacher Standards (CAATS) Model
CAATS Step 1: Define content, purpose, use, and other contextual
CAATS Step 2: Develop a valid sampling plan
CAATS Step 3: Create or update tasks aligned with standards and
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
Activities
Activity #1: Review Your Feelings
Activity #2: Thinking about Conflicting Paradigms
Activity #3: Getting Your Action Plan Started
3. CAATS Step 1: Assessment Design Inputs
Where We Have Been So Far
What This Chapter Is About
CAATS Step 1A: Define the Purposes and Uses 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 Contents of the System
So What Is Assessment Content?
Standards as the Link between Purpose, Use, and Content
CAATS ...

Biographie:
A Step-by-Step Guide to the CAATS Model
Foreword by Richard Kunkel
Preface
Acknowledgments
About the Authors
1. Expectations and Options for Accountability and Teacher Assessment
What This Chapter Is About
The Challenge from the National Commission on Teaching and America's Future
Title II of the Higher Education Act Amendments of 1998
No Child Left Behind Legislation
National Research Council (2001) -- 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 Roadmap 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
AERA, APA, & NCME
INTASC Principles: Where NCATE and AERA, APA, & 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: What's Happening in Your State and School?
Activity #2: Questionnaire for Faculty Views on Competency Assessment
Activity #3: Assessment Belief Scale
Activity #4: Assessment Options
2. Portfolios - To Be or Not To Be?? That IS the Question!
What This Chapter Is About
The Portfolio: Panacea or Pandora's Box
Portfolios as Certification Tests: Lessons from Standards and History
Assessment Illiteracy, Paradigms Shifts, and Conflicting Purposes
The Conflict of Formative vs. Summative Evaluation
The Conflict of Program Approval vs. Accreditation
The Conflict of Business or Legislative Personal/Professional Perspectives vs. Accountability Through Title II Requirements
The Conflict of Academic 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 Assessment Aligned with Teacher Standards (CAATS) Model
CAATS Step 1: Define content, purpose, use, and other contextual
CAATS Step 2: Develop a valid sampling plan
CAATS Step 3: Create or update tasks aligned with standards and
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
Activities
Activity #1: Review Your Feelings
Activity #2: Thinking about Conflicting Paradigms
Activity #3: Getting Your Action Plan Started
3. CAATS Step 1: Assessment Design Inputs
Where We Have Been So Far
What This Chapter Is About
CAATS Step 1A: Define the Purposes and Uses 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 Contents of the System
So What Is Assessment Content?
Standards as the Link between Purpose, Use, and Content
CAATS ...

Sommaire:
Judy R. Wilkerson is an Associate Professor of Research and Assessment at Florida Gulf Coast University, where she teaches graduate and undergraduate courses in measurement and evaluation. As in this book and all of her research, she focuses her efforts with students on providing a highly pragmatic approach, based in theory, with the goal of instilling a commitment in them to assess K-12 learning. Her Ph.D. is in Measurement and Research from the University of South Florida, where she served for 15 years as Director of Program Review, leading College and University efforts in accreditation. Her career has been dedicated to standards-based assessment of programs and teachers, beginning with the creation of an evaluation model for accreditation in 1987, which she implemented in several states. Beginning in 1990 for 15 years, she served as the primary consultant for higher education to the Florida Department of Education, where she drafted the standards for the initial approval of teacher education programs, designed the program approval process, and provided technical assistance to colleges of education in evaluation of teachers and programs statewide. She has consulted nationally on NCATE accreditation and worked with state associations of teacher educators on accreditation related issues. She has also consulted with school districts in Florida on assessment systems for teachers. She was lead designer of the assessment system for the Florida Alternative Certification Program, now used in over 40 of the 68 school districts in the State....