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Deciphering SPA Requirements

Join us for a comprehensive workshop led by experts, including Kathy Hildebrand, Ph.D., Cynthia Conn, Ph.D., and Paul Alley. Participants will gain insights into the NCATE process, learn strategies to interpret SPA requirements, and begin drafting their program’s SPA/Assessment Plan. Attendees will discover how to align program-level assessments with unit-level expectations and will receive personalized consultation on their academic efforts. This session aims to enhance your understanding of assessment in education and help ensure compliance with state licensure and accreditation standards.

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Deciphering SPA Requirements

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  1. Deciphering SPA Requirements Kathy Hildebrand, Ph.D., Assistant Dean of Assessment & Continuous Improvement, College of Education Cynthia Conn, Ph.D., Associate Director, Office of Academic Assessment; Instructor, College of Education Paul Alley, Project Director, College of Education

  2. Workshop Objectives • Gain a better understanding of the NCATE process • Get tips on how to decipher the Specialized Professional Association (SPA) requirements and report template • Begin writing your program’s SPA/Assessment Plan • Learn how to create/align program level assessment items with unit level requirements • Receive direct consultation regarding specific program and academic area efforts

  3. NCATE Overview • FOCUS: Assessment of Student Learning! • Connects to institutional assessment processes and ABOR 7 year Program Review • NCATE web site: • http://www.ncate.org • SPA Standards & Report Forms • http://www.ncate.org/public/programStandards.asp?ch=4

  4. Deciphering SPA Requirements • General Directions • Overarching questions your report should answer: • Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they will perform? • Do candidates meet state licensure requirements? • Do candidates understand teaching and learning and can they plan their teaching or fulfill other professional education responsibilities? • Can candidates apply their knowledge in classrooms and schools? • Do candidates focus on student learning?

  5. Deciphering SPA Requirements • General Directions • Be aware of: • formatting and page limits for narrative sections and attachments (see p. 2-3) • report errors/typos • NCATE template items vs. SPA language (ISTE Technology Leaders SPA Report)

  6. Deciphering SPA Requirements • General Directions • Connect the brief directions regarding each report section on page 2 with the detailed instructions for each section described later in the report • NOTE: Review examples listed in Section IV BEFORE selecting assessments for Section II (ISTE Technology Leaders SPA Report)

  7. Deciphering SPA Requirements • Specific Instructions • Look here for specific information regarding: • which programs are eligible for review • SPA specific decision rules • if grades can be used for assessment purposes (ISTE Technology Leaders SPA Report) (NCSS SPA Report) (CEC SPA Report)

  8. Don’t Delay…Start Writing • Sections I, II, III, and IV (except item 3 and 5.c.) and Attachments A and B should be drafted NOW as part of your assessment planning efforts • Program Assessment PLAN • Sections IV 3, 5.c., and V are the ONLY items that require data and analysis • Program Assessment REPORT February 2008!

  9. Curriculum Mapping • Program Assessment Planning STARTS with curriculum mapping! • Step 1: Map discipline standards to courses/ program activities. • Step 2: Revise course curricula as needed to ensure standards are being addressed.

  10. Curriculum Mapping (cont.) • Step 3: Determine how standards align with SPA Assessments 1-8 as well as Unit level transition points and required assessments.

  11. Aligning Program Assessments with Unit Level Requirements

  12. Aligning Program Assessments with Unit Level Requirements (cont.)

  13. Aligning Program Assessments with Unit Level Requirements (cont.)

  14. Curriculum Mapping (cont.) • Step 4: Given the information from Step 3, identify, create, and/or revise summative assessments that meet standards aligned to course as well as SPA Assessment 1-8 and Unit level assessment requirements. • Step 5: Determine scoring procedures for summative assessments identified in Step 4. (ISTE Technology Leaders Chart)

  15. What’s Next? • Action Items: Complete Section II • Map or confirm mapping of standards to courses/program activities. • Create, select or revise summative assignments that align with SPA identified assessments. • Begin development of scoring guides/rubrics that include criteria aligned to standards. • Attend: Building Rubrics that Align with Standards & Documenting Candidates’ Effects on Student Learning • Friday, October 13, 8:00 am to noon

  16. Direct Consultation • Direct Consultation • What is the status of your planning and implementation efforts to date? • How can we help?

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