assessing dispositions

8/10/2019 Assessing Dispositions

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Assessing Dispositions

Strategies/Challenges


2/22

What are dispositions?

NCATEs definition: Professional attitudes,

values, and beliefsdemonstrated throughboth verbal and nonverbal behaviors as

educators interact with students, families,

colleagues, and communities These

!ositive behaviors su!!ort student learningand develo!ment


3/22

What does NCATE require?

"nclusion of two s!ecific dis!ositions:

fairnessand the belief that all studentscan learn.

Assessment based on observable behaviors

in educational settings

"nstitutions can add additional dis!ositions

based on their mission and conce!tual

framewor#


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NCATEs definition of fairness

The commitment demonstrated in striving to

meet the educational needs of all students ina caring, non$discriminator%, and e&uitable

manner


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!teps in the "rocess

'efining the dis!ositions %ou value

Clarif%ing the connections among the dis!ositions,%our conce!tual framewor#, and unit/!rogram

standards

'evelo!ing facult% bu%$in( reaching consensus

'evelo!ing and !iloting an instrument )earning from the data: revisiting consensus building


6/22

'evelo!ing and im!lementing a !olic% and

!rocedure for using the data and addressingconcerns

)earning from the data: revisiting consensus

building $$ again


7/22

Defining the Dispositions #ou $alue

*hat we did +

+ Assessment Committee drafted alist of dis!ositionsconsistent with the Colleges

Conce!tual ramewor#

+ )ist was correlated with the dis!ositions from

"NTASC -correlation matri.+ )ist was revised, combining some, adding a new

one -revised list
http://1.%20original%20draft%20of%20dispositions%20from%20assessment%20committee.doc/http://2.%20original%20dispositions%20intasc%20alignment.doc/http://3.%20dispositions%20list%20revised%2005.doc/http://3.%20dispositions%20list%20revised%2005.doc/http://2.%20original%20dispositions%20intasc%20alignment.doc/http://1.%20original%20draft%20of%20dispositions%20from%20assessment%20committee.doc/


8/22

Dispositions% Conceptual &ra'e(or)%

and !tandards

0ur list was consistent with #e% conce!ts onthe C, but dis!ositions were not addresseds!ecificall% in the C

C Committee revised the C documenttoclearl% articulate e.!ectations for dis!ositions

The C Elements were revised to reflect theinclusion of dis!ositions and the integratedrelationshi! among the !rinci!les, !rocesses,characteristics, and dis!ositions of the C
http://www2.mercer.edu/Education/ConceptualFramework/default.htmhttp://www2.mercer.edu/Education/ConceptualFramework/default.htm


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"roposal to the &acult*

Pro!osed list of dis!ositions, with defining indicators

Pro!osed !rocess: dis!ositions to be assessed

ever% semester in ever% course re&uiring )iveTe.t

No 1high sta#es2 at this !oint + 3ust feedbac#

4e&uired, but no connection to grade

5se the same rating scale facult% chose for !ortfolioassessment -Proficient, 'evelo!ing, 5nacce!table,

Not Able to 4ate


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What We Told the !tudents

0ne of %our re&uirements in this class is to submit a'is!ositions Assessment Permission in )iveTe.t to

me At the end of the course, " will !rovide %ou withformative feedbac# on %our develo!ment anddemonstration of the !rofessional dis!ositions thatare im!ortant for Transforming Practitioners Nograde or score from the dis!ositions assessment will

affect %our course grade, but the submission of %our!ermission form is re&uired before %our grade will be!osted "nstructions on the submission !rocess willbe !rovided and we will discuss in class the s!ecificdis!ositions that will be assessed


11/22

+o( We Defined the ,ating !cale

Proficient: The candidate demonstrates the

!rofessional dis!osition at the level e.!ectedof a new teacher

'evelo!ing: The candidate is in the

beginning stages of develo!ing the described

dis!osition but does not %et demonstrate it atthe level e.!ected


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5nacce!table: The candidate has not

demonstrated the e.!ected !rofessionaldis!osition( %ou have substantial concerns

about this area of the candidates

develo!ment

N/0: 6ou do not have enough information tobe able to rate the candidate


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Assessment committee charged with

develo!ing a com!lete !olic% related todis!ositions assessment

5nit would ada!t the !rocess as necessar%,

informed b% the initial semesters

e.!eriences and the data


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What (e learned fro' the data-

There was a wide range of facult%

inter!retations of the rating scaleConflicts became evident when the facult%

were as#ed to ado!t a !olic%


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Ad +oc Co''ittee Charge-

4eview !rocess and !ro!osed !olicies

urther anal%7e data to identif% !atterns4ead the AACTE monogra!h on 'is!ositions

Assessment -Soc#ett, 899

4ecommend !ossible revisions to full facult%


16/22

E'erging ssues-

;rowth model vs deficit model, =8, =?


18/22

"rocess for ,e/ie(ing Assess'ent

Data

Assessment Committees !rocess

recommendation "ndividual "m!rovement Plan form

orm used for first review


19/22

What (e learned this ti'e-

Still on different !ages about rating scale -one

instructors 1unacce!table2 was another ones

1develo!ing2

'is!ositions most dis!aratel% understood:

Commitment to )ife$long )earning -advanced onl%


20/22

Ne0t !teps

Consider new terms for the ratings scale + im!ortant touse different terms than those for !ortfolio assessment

4evise indicators/descri!tors to be much more detailedand behavioral -this will !robabl% ma#e the instrument +or at least its accom!an%ing rubric + longer and morecumbersome

ave two sets of indicators: one for use b% classroominstructor( one for use in field wor# 4each consensus that, while the !rocess is

develo!mental, it needs to be !ossible for candidates tomeet the e.!ectations while the% are still !re$service

teachers


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Those are ourissues 1 *oull find *our

o(n.

Ta#e s%stematic ste!s to ensure a fair,

e&uitable, and meaningful assessment!rocess

Assume that dis!arate values and

understandings lie beneath a common

language and ta#e ste!s to uncover,e.amine, and wor# through the different

!ers!ectives held b% facult%


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Contact nfo-

Susan Balone

Bercer 5niversit%malonescDmerceredu
mailto:[email protected]:[email protected]

assessing dispositions

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