Transcript What are candidate dispositions?

Measuring Dispositions
Dr. Sallie Averitt Miller, Associate Dean
Office for Assessment and Accreditation
Columbus State University
GaPSC Regional Assessment Workshops
May 17, 2012, 1:30 – 3:00 p.m.
Paine College, Augusta, Georgia
Workshop Participant Anticipation Guide
1. What are candidate dispositions?
2. What is the purpose of the disposition evaluation?
3. Why do institutions use a disposition evaluation?
4. Is the disposition evaluation a requirement?
5. Who has access to the data generated by the disposition
evaluation?
6. How are the disposition data used?
7. Is the disposition evaluation reliable? Sample University Reports
8. Is the disposition evaluation valid?
Sample University Reports
Participant Anticipation Guide Question 1
What are candidate
dispositions?
Professional Dispositions
Professional attitudes, values,
and beliefs demonstrated
through both verbal and nonverbal behaviors as educators
interact with students, families,
colleagues, and communities.
NCATE:
http://www.ncate.org/Standards/NCATEUnitStandards/NCATEGlossary/tabi
d/477/Default.aspx
Group Participation
University Examples
--Interacts appropriately
and positively with others.
--Displays the ability to
work with diverse
individuals.
…
Participant Anticipation Guide Question 2
Purpose for Assessing Dispositions
To help ensure successful classroom
instruction.
The required Knowledge and Skills are
essential, but do not guarantee successful
classroom instruction.
Research supports that a strong correlation
exists between the teacher’s dispositions and
the quality of his/her students’ learning.
Participant Anticipation Guide Question 3
Why do institutions use disposition statements?
Content
Knowledge
Professional
Dispositions
Requisite Skills
Although teachers must have appropriate content
knowledge, they must also have the requisite skills and
professional dispositions to help all students learn.
Participant Anticipation Guide Question 4
• National Council for the Accreditation of
Teacher Educators
• Southern Association of Colleges and
Schools –Major Field Assessments
• Georgia Professional Standards Commission
–Program Approval Annual Report
• Aligned with the Unit’s Conceptual
Framework
• Online Fact Book
• Assessment System
Participant Anticipation Guide Question 4 continued
NCATE expects institutions to assess
teacher candidate dispositions based
on observable behavior in the
classroom.
Both NCATE and the states believe that
dispositions are an essential element in
teacher preparation and licensing
standards.
Participant Anticipation Guide Question 4 continued
Participant Anticipation Guide Question 4 continued
Initial Program Transition Points
Gates 1-4
Advance Program Transition Points
Gates 5-6
Gate 1
Entry to Teacher Education
GPA at Entry, EDUC 2130 or EDUF 2215
Gate 2
Entry to Student Teaching
GPA, Content Course Grades, MAP,
Dispositions
Gate 3
Exit from Initial Program
GPA, MAP, Dispositions, GACE Scores
Gate 4
Induction for Graduate Initial Certification
Alumni Survey, Employer Survey
Gate 5
Entry to Advance Degree Program
Undergraduate GPA, GRE Scores, Candidate
Interview, Writing Sample, and Reference Letters
Gate 6
Exit from Advance Degree Program
GPA, Grades in Graduate Courses, GMAP,
Dispositions, Exit Exam or Research Project,
Alumni Survey, and Employer Survey
Participant Anticipation Guide Question 4 continued
Doctorate Transition Points
Gates 7-10
Gate 7
Entry to Ed.D. Education
GRE Scores, Interview and Writing Sample
Gate 8
Coursework completion / Admission to Candidacy
GPA and Ed.D. Course Grades, E-Portfolio, Performance Evaluations
(Dispositions and Leadership Assessments), and Comprehensive Examination
Gate 9
Dissertation Proposal
Written Dissertation Proposal and Oral Defense of Proposal
Gate 10
Exit from Ed.D. Program
Written Dissertation and Oral Defense of Dissertation
Participant Anticipation Guide Questions 5 & 6
Disposition Assessment Data Access and Use
Who has access to the
candidate disposition data?
Dean
Department Chairs
Program Coordinators
Assessment Director
Program Faculty
NCATE Coordinator
…
How are the data used?
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Major Field Assessment Reports
National Reports
State Reports
Local / Internal Reports
Fall Faculty Planning Retreat
Online Fact Book
Program Improvement
Candidate Improvement [See next slide]
Participant Anticipation Guide Question 6 continued
Disposition Assessment Data Access and Use
Candidate Improvement
What action is taken if a student does not meet
expectations on the disposition evaluation?
Sample
Actions
• The student may go under a Contract of
Understanding during that same
semester and/or the next semester.
• In some cases, depending on the
disposition situation a student can be
removed from a program/student
teaching. Decisions are made by
program coordinators and department
chairs.
Participant Anticipation Guide Questions 7 & 8
Reliability
Validity
The degree to which
an assessment tool
produces stable and
consistent results.
How well an
assessment tool
measures what it is
purported to
measure.
Reliability of an assessment tool does
not warranty its validity.
Participant Anticipation Guide Questions 7 & 8
continued
Reliability
How can the unit ensure
that its disposition
evaluation is reliable?
Validity
How can the unit ensure
that its disposition
evaluation is valid?
Participant Anticipation Guide Questions 7 & 8
continued
Reliability
Candidate disposition evaluation
is administered by university
supervisors, program faculty,
cooperating teachers, selfevaluations.
Validity
Face validity is concerned with
how a measure or procedure
appears. Does it seem like a
reasonable way to gain the
information? Does it seem well
designed? Does it seem as
though it will work reliably? Face
validity does not depend on
established theories for support
(Fink, 1995).
Participant Anticipation Guide Questions 7 & 8
continued
Columbus State University –Dispositions Measure
Review, share, and
discuss your institution’s
disposition evaluation. Is
the assessment valid?
Reliable?
Questions, Comments, Discussion
Reliable
Valid