B. The checklist of Assessment System (*some documents
are located on a secured server).
| Rule or Statutory
Requirement |
Institutional
Evidence |
|
PI 34.15 (2)
Assessments of
knowledge, skills and dispositions within a professional education
program. Assessments shall meet all of the following requirements:
The program’s assessment system includes
a comprehensive and integrated set of evaluation measures
that are used to monitor candidate performance and manage
and improve operations and programs. |
|
| The program takes effective steps
to eliminate sources of bias in performance assessments and
works to establish the fairness, accuracy and consistency of
its assessment procedures. |
|
| Professional preparation programs
assure that prospective teachers, pupil services staff and administrators
(and their school based cooperating/supervising staff) understand
the scope and purposes of the assessments, the performances,
assessment criteria and processes that comprise the assessment
system. |
|
| The program explicates the research
and knowledge base used to develop the institution’s standards-based
performance tasks and assessments. Evidence is presented as
a broad base representing research into best practice in teaching
and learning/pupil services/administration and performance-based
assessment of teaching and learning/pupil services/administration. |
|
|
Assessment at Program Entry.
At the time that any candidate applies for entry
into a professional preparation program, the institution and
the program will assess:
Candidate competency in communication skills,
which includes reading, writing, mathematics, speaking, listening,
media and emerging technology as determined by passing scores
on standardized tests approved by the state superintendent
or through assessments designed by the SCD prior to admissions
to the programs. |
|
| Other candidate program entry requirements
such as letters of recommendation, prior experiences with children,
personal interviews or background checks. |
|
| A candidate cumulative grade point
average of not less than 2.5 on a 4.0 scale on at least 40 semester
credits of college level course work for admission to initial
programs, or a 2.75 on scale of 4.0 in a bachelor’s degree
program for admission to advanced programs. Evidence other than
grade point average may be approved by the state superintendent
for use by colleges where alternative measures of performance
are in place. |
|
| Exceptions relating to the established
passing scores on standardized tests or SCD designed or approved
assessments, or the minimum cumulative grade point average may
be granted to no more than 10% of the total number of students
admitted to the initial or advanced programs for each admission
period. |
- Note: Exceptions to this policy have not
been granted
|
|
Assessment of Foundations, Pre-Student Teaching/Practicum/Internship
and Student Teaching/Practicum/Internship
Once a candidate has been admitted to a professional
education program, the program must provide for multiple assessments
of candidate knowledge, skills and dispositions that are developmental
in scope and sequence. This ongoing assessment system should
assess candidates’ progress toward achieving the level
of proficiency required at the time of program completion.
Systematic assessment must ensure that:
All candidates completing programs at both the
initial and advanced level demonstrate the knowledge, dispositions
and skills that substantiate competence in the Wisconsin teaching/pupil
services/administration standards listed in PI 34 or their
equivalent as approved by the state superintendent. (Institutions
may include dispositions within their performances) |
|
|
In the assessment of pedagogical knowledge (for
all candidates) and teaching/pupil services/administrative
practices determined by proficiency on the Wisconsin standards
each program has
• identified levels of proficiency or
other benchmarks that demonstrate candidate success,
• uses multiple measures over time of progressively
more complex performance tasks culminating in an assessment
during student teaching, internships or practica.
The performance tasks that support each standard
that is assessed must
a. include the content of the standard,
b. demonstrate mastery of the standard,
c. be measurable over time
(footnote: Institutions should show within the
presentation of their conceptual framework how the assessment
system is grounded in research and knowledge on best practices
in education. It is not necessary to show how each separate
performance task is grounded in research) |
|
|
Each candidate demonstrates proficient levels of content knowledge
as documented by
a. passing scores on standardized tests approved
by the state superintendent which includes the Wisconsin model
academic standards AND
b. proficiency with regard to content standards
adopted by the state superintendent from recommendations by
the professional standards council OR standards adopted by
the SCD using national standards, guidelines from learned
societies or national organizations, or other recognized groups
or organizations. The content standards must include the Wisconsin
model academic standards. The assessment of the content standards
will be done within the context of the assessment of the Wisconsin
Teacher/Pupil Services/ Administration Standards (e.g. Standard
#1). |
|
|
Each candidate demonstrates an awareness of the Wisconsin Model
Academic Standards and an understanding of how educators operate
in a standards-based environment appropriate to the areas
in which they are to be licensed. |
|
| Assessments measure each candidate’s
communicate skills. |
|
| Each candidate who completes the
program has a portfolio of evidence that demonstrates that the
Wisconsin teaching/pupil services/administration standards or
their equivalent have been met. These portfolios include two
written evaluations from the candidate’s cooperating teacher(s)/school
based supervisors during student teaching/practicum/internship. |
|
|
The institution’s assessment of teacher candidates provides
evidence of pupil learning and teacher candidates’ reflections
about that learning that address:
a. the relationship between the teaching that
occurred and the pupil learning shown,
b. the identification of “next steps”
in instruction for the pupils. |
|
| The institution’s assessment
of candidates includes evidence of candidates’ knowledge,
understanding and skill in minority group relations and conflict
resolution (see Appendix F). |
|
|
For licenses to teach reading and language arts to pupils in grades
PK to 6, the assessment system must include evidence candidates’
ability to teach reading and language arts using appropriate
instructional methods including phonics. |
|
|
For all licenses, the assessment system must include evidence
of candidates’ ability to
1. use procedures for assessing and providing
education for pupils with disabilities, including the roles
and responsibilities of regular and special education providers
and
2. modify the regular education curriculum when
instructing pupils with disabilities. |
|
| For licenses in economics, social
studies or agriculture, the assessment system must include evidence
of candidates’ knowledge and understanding of cooperative
marketing and consumer cooperatives. |
|
| For licenses in agriculture, early
childhood, middle childhood to early adolescent, science and
social studies, the assessment system must include evidence
of candidates’ knowledge and understanding of environmental
education including the conservation of natural resources. |
|
|
Assessment at the Time of Program Completion/Exit.
Candidate performance on each standard must
also be assessed at the time of program completion. Cumulative
assessment on each standard over time must indicate mastery
of the standard at a level of proficiency required for beginning
teachers/pupil services professionals/administrators by the
time the candidate completes the program. In addition to these
assessments, each program must also apply at least the following
exit criteria:
A minimum grade point average of 2.75 on a 4.0
scale for initial programs or a minimum cumulative grade point
average of 3.0 on a 4.0 scale for advanced programs. Evidence
other than grade point average may be approved by the state
superintendent for use by colleges where alternative measures
of performance are in place. |
|
| Exceptions to the minimum grade point
average may be granted to no more than 10% of the total number
of candidates completing professional education programs leading
to licensure in each graduation period. |
- Not Applicable, exceptions have not been
made
|
