pedagogy fig presentation 2 8_11

Pedagogy Claim Pedagogy Claim Connections & Moving Forward

TEAC

The Claim

The MAT Program graduates teachers who design and teach effective lessons, including assessments.

Evidence to Support the Claim

ATSW Scores Teaching & Curriculum-Final Grade COR-Pedagogical Knowledge

- Mentoring - Assessment

Convergence & Triangulationto Indicate Student Learning

Two Internal Sources: Teaching & Curriculum Final

Grade COR categories:

Pedagogical Knowledge Mentoring Appropriate & Effective AssessmentsOne External Source: ATS-W score

Analysis

ATS-WResultsPassing Score: 220 out of 300 pts.MAT Students’ 2006-2010 mean scores range: 265.04-272.34 (SD11.91-16.38)

-2006-07 [N 19], 2007-08 [N 25], 2008-09 [N 33] 100% student pass rate

-2009-10: 98.9% of cohort passed [N 88] 1 student failed and retook the test

ATS-WAnalysis

Graduates who scored between 260 and 299: - Rated higher on COR criteria related to pedagogy - Had higher scores in TC than graduates who scored between 220 and 259

Graduates scoring higher on ATS-W: - Had higher ratings on the COR criteria unrelated to pedagogy - Difference between groups greater for pedagogy

Graduates scoring higher on the ATS-W:- Had higher grades in the Content Area Study - The difference between groups more pronounced for TC

Teaching & CurriculumResultsCut score ‘C’ as required by MAT program policy‘C’ is the lowest passing grade allowed by the School for Graduate Studies

2006-2010: - 174 MAT students completed the

course- 4 earned less than a ‘B-’ - 3 earned a ‘C+’ -1 earned a ‘C-’ and retook the course

Teaching & CurriculumAnalysis

Differences between students earning an ‘A’ and those earning less than an ‘A’ in TC: - Those earning an ‘A’ scored higher on assessments related to demonstrating content knowledge than caring teaching skills

-Differences between the groups more pronounced in assessments related to pedagogy

This might be an indicator that measures related to pedagogy are closely aligned. Table 17

CORResultsPedagogical Knowledge, Mentoring, Appropriate and Effective Assessments

2007-2008, 2008-2009, 2009-2010 cohorts

Based on 2 spring observations in MATP

Cut off: 3.0-3.09, Applying

CORResults

Pedagogical Knowledge: Spring 2008 mean 3.54 out of 5 Spring 2009 mean 4.36 out of 5 Spring 2010 mean 4.04 out of 5

Rating scale:1.0-1.9=Beginning2.0-2.9= Emerging3.0-3.9= Applying4.0-4.9= Integrating5.0 = Innovating

CORResults

Mentoring: Spring 2008 mean 3.59 Spring 2009 mean 4.34 Spring 2010 mean 4.18

CORResults

Appropriate & Effective Assessment: Spring 2008 mean 3.61 Spring 2009 mean 4.25 Spring 2010 mean 3.92

CORAnalysis

Internal consistency of COR: -In terms of the three performance criteria of the COR related to pedagogy, there is a good internal

consistency (0.939). Reliability calculation:

-Based on data from 2008-09 & 2009-10 -TEAC Guide for Accreditation- reliability coefficients 0.80 > - Pedagogical knowledge: 0.771 - Mentoring: 0.864 - Assessments: 0.842

Relationship of results to other measures: Graduates who scored between 260 and 299

on the ATS-W rated higher on the COR criteria related to pedagogy and also had higher grades in TC

Conclusions

Potential Influences on components of analysis: Faculty grading procedures Course attendance/discussion posts Potential grade inflation

Pedagogy FIG Response: Chance of variation within TC courses is minimized by:▪ Course taught & designed by full-time faculty with

pedagogical expertise

Final grades in TC as well as on identified areas of COR, are consistent and correlated with ATS-W scores [external measure]

Conclusion

Pedagogy FIG closing statement: “Based on the fact that graduates of the

ESC-MAT program are well above the cut score for each of the pieces of evidence related to the pedagogy claim, the faculty have determined that the evidence supports the claim: The MAT program graduates teachers who teach effective lessons and assessments in their classes.”

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