a new model for the assessment and evaluation of student learning in a university teacher education...
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A New Model for the Assessment and Evaluation of Student Learning in a
University Teacher Education Program:The Role of the Regis Gate System
Suzanne Perry Ph.D.Bob Spagnola Ph.D.
With Contributions from Sandra L. Foster, Ph.D., Carole Hruskocy, Ph.D.
Maureen Simms, M.A.
Regis UniversityDenver, CO
History and Background
The Electronic Portfolio
People & Process
Benefits & Limitations
Next Steps
The Regis GATE System
History and Background
Portfolio prior to 2007
Created during Student Teaching/Professionalism Class
Lack of Standardization
History and Background
Information from accreditation report and self study
Needed a new means to collect evidence on student learning and
growth
Means of evaluating the effectiveness based upon a
universal standard
Development of A-Team
Accreditation Team
The A-Team met at least monthly for full day
sessions. It was at this time that rather than
trying to fix an inadequate and
outdated system, a completely new system
was warranted
A cross-section of support staff,
administrators, undergraduate
faculty, and graduate faculty were selected to
serve on the team
Result of A-Team’s Efforts
New evaluation system was created:
To identify early, students who:• may fail in their program remediation
• should not be teachers counsel out
To provide accrediting bodies with evidence that our students meet standards and are ready to teach.
Significant re-design of the
portfolio development and review process via
an electronic portfolio and Gates
system.
Students contribute specific
course-based artifacts to their
electronic portfolios that
address required proficiencies.
New Process
Contents of Electronic Portfolio
GATE 1 GATE 2 GATE 3
Student artifacts evaluated at three gates during the course of their program
Gate Contents
Gate 2
Gate 3
Gate 1
Course 1
Course 2
Course 3
Prerequisites
Transcripts
PLACE or PRAXIS
Professional Dispositions
Course 1Course 2Course 3Course 4Course 5Course 6
Professional Dispositions
Student Teaching Professional Dispositions
Professional Disposition Report (PDR)
Professional
Disposition
The PDR is used to document outstanding or unprofessional behavior
The PDR is completed for all licensure students
at each gate in the Education program
Artifacts
• During the course of their programs, students submit identified assignments (artifacts) to their electronic portfolios.
• The artifacts address the nine Regis universal proficiencies as well as professional dispositions.
• Each proficiency is assessed through artifacts from two different courses.
People
• People– Gatekeeper: an affiliate faculty member
selected to review students’ portfolios
– Gate Coordinator: staff member dedicated to the administration of the Gate rubrics, Gate emails, etc.
– Gatekeeper Trainers: members of the Assessment team and faculty who prepare the Gatekeepers for their role
Instructor evaluates artifacts
Student uploads
artifacts and rubrics and emails GATE Coordinator
GATE Coordinator
assigns artifacts to a Gatekeeper who evaluates
and returns them to GATE Coordinator
Student is notified of
results by GATE Coordinator
Process
Passing Through the GATES
Pass a GATE
If a student successfully passes a GATE, they move to
the next GATE
Fail a GATE
If a student fails a GATE, the student
meets with Advisor to discuss Growth
Plan
Fail a Gate a 2nd Time
If a student fails a GATE a 2nd time, the
case goes to Faculty Committee
How is the system working?
Adjustments
Benefits
Limitations
Adjustments
• Number of artifacts has been narrowed to reflect meeting each proficiency twice.
• Support documents have been revised and created for instructors of Gate courses.
• Revised remediation plan to a growth plan to allow students to improve their skills and then attempt the gate a second (and final) time.
Benefits
• additional student data to support evaluation
• students complete missing pre-requisites before student teaching
• students can be remediated or counseled into an alternative professional track.
Limitations
• Instructors:• need to provide descriptive
feedback• need to submit artifacts
promptly• need further faculty
development• Gatekeepers:
• are difficult to recruit• are not providing sufficient
feedback• Students:
• confused by process• delay submitting gate materials
Next Steps
Address
Limitations
Simplify
Process
Evaluate System
for Efficacy