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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.""
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Thousand Oaks :
SAGE Publications,
2007.
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| Subjects: | |
| Online Access: |
Full text (Wentworth users only) |
| Local Note: | ProQuest Ebook Central |
MARC
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| 100 | 1 | |a Wilkerson, Judy R. | |
| 245 | 1 | 0 | |a Assessing Teacher Competency : |b Five Standards-Based Steps to Valid Measurement Using the CAATS Model. |
| 260 | |a Thousand Oaks : |b SAGE Publications, |c 2007. | ||
| 300 | |a 1 online resource (409 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
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| 505 | 0 | |a 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! | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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? | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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. | |
| 520 | |a ""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."" | ||
| 588 | 0 | |a Print version record. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Teachers |x Certification |z United States. | |
| 650 | 0 | |a Teacher effectiveness |z United States. | |
| 700 | 1 | |a Lang, William S. (Steve) | |
| 758 | |i has work: |a Assessing teacher competency (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGtJWRFvtmPr6vbpKcjbwK |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Wilkerson, Judy R. |t Assessing Teacher Competency : Five Standards-Based Steps to Valid Measurement Using the CAATS Model. |d Thousand Oaks : SAGE Publications, ©2007 |z 9781412941198 |
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