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Using a Standards-Based, Formative Assessment Tool to Facilitate Growth During the Student Teaching Semester: Analysis of Two Years of Implementation
Unformatted Document Text:  Using a Standards-Based, Formative Assessment Tool to Facilitate Growth During the Student Teaching Semester: An Analysis of Two Years of Implementation Section I: Content Statement of the IssueDoes teacher education make a measurable, discernable difference in the quality of teacher? What would the indicators of that quality be? Finally, how should a college of education go about facilitating and documenting the professional development/quality of its preservice teachers? We began to explore these questions in a concrete way in the spring of 2004 as we sought ways to shape and measure the performance of students in our teacher education program. Our state had recently revised the teaching standards and those standards became a common base for exploring, documenting and evaluating performance. We redesigned our field placement evaluation system and then began working backwards to look at how each experience (coursework or field placement) worked to facilitate growth on those performance indices (Wiggins & McTighe,1998).. The work conducted at the New Teacher Center at the University of California, Santa Cruz, yielded a valuable tool, the Collaborative Assessment Log (2003). This standards-based, formative assessment tool became the mechanism we adopted for use during the student teaching semester. The tool allowed us to use a common language for student, cooperating teacher and university supervisor. The incorporation of the standards created a framework for analyzing student teacher performance and reflection on the key areas of professional development. Thus, addressing our questions in reverse, the formative assessment system now in place is tied to our summative evaluation system and provides an opportunity for us to clearly document areas of quality (i.e., knowledge, skills and products) of our preservice teachers. Those indicators are the standards—standards made explicit and observable through goal setting and growth documentation. We hope to address the overarching and looming question, “Does teacher education make a difference?” by collecting similar standards-based, formative feedback from area induction programs that employ both our graduates and teachers from our program. Literature ReviewThe important role that standards have played in shaping and defining teacher education is not new (Darling-Hammond & McLaughlin, 1995; Wise, 1998). In addition, the important role formative feedback plays in the successful development of an individual is well documented (Black & Wiliam, 1998; Guskey, 2003). The project described in this proposal provides an example of how a college of education used a standards-based, formative assessment tool to shape the training of its mentors (i.e., cooperating teachers and university supervisors) and create a systematic way to evaluate the quality of preservice teachers. ContributionDuring this session we will discuss the training, support and implementation of a standards-based, formative assessment tool used for supporting student teachers. The assessment tool, the Collaborative Assessment Log, was created at the Santa Cruz New Teacher Center, and subsequently modified to incorporate our state standards. In preparation for the fall 2004 student teaching semester, we trained approximately 110 cooperating teachers and 30 university

Authors: Sayeski, Kristin. and Edgemon, Elizabeth.
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Using a Standards-Based, Formative Assessment Tool to Facilitate Growth During the
Student Teaching Semester: An Analysis of Two Years of Implementation
Section I: Content
Statement of the Issue
Does teacher education make a measurable, discernable difference in the quality of teacher?
What would the indicators of that quality be? Finally, how should a college of education go
about facilitating and documenting the professional development/quality of its preservice
teachers?
We began to explore these questions in a concrete way in the spring of 2004 as we sought ways
to shape and measure the performance of students in our teacher education program. Our state
had recently revised the teaching standards and those standards became a common base for
exploring, documenting and evaluating performance. We redesigned our field placement
evaluation system and then began working backwards to look at how each experience
(coursework or field placement) worked to facilitate growth on those performance indices
(Wiggins & McTighe,1998).. The work conducted at the New Teacher Center at the University
of California, Santa Cruz, yielded a valuable tool, the Collaborative Assessment Log (2003). This
standards-based, formative assessment tool became the mechanism we adopted for use during
the student teaching semester. The tool allowed us to use a common language for student,
cooperating teacher and university supervisor. The incorporation of the standards created a
framework for analyzing student teacher performance and reflection on the key areas of
professional development.
Thus, addressing our questions in reverse, the formative assessment system now in place is tied
to our summative evaluation system and provides an opportunity for us to clearly document areas
of quality (i.e., knowledge, skills and products) of our preservice teachers. Those indicators are
the standards—standards made explicit and observable through goal setting and growth
documentation. We hope to address the overarching and looming question, “Does teacher
education make a difference?” by collecting similar standards-based, formative feedback from
area induction programs that employ both our graduates and teachers from our program.
Literature Review
The important role that standards have played in shaping and defining teacher education is not
new (Darling-Hammond & McLaughlin, 1995; Wise, 1998). In addition, the important role
formative feedback plays in the successful development of an individual is well documented
(Black & Wiliam, 1998; Guskey, 2003). The project described in this proposal provides an
example of how a college of education used a standards-based, formative assessment tool to
shape the training of its mentors (i.e., cooperating teachers and university supervisors) and create
a systematic way to evaluate the quality of preservice teachers.
Contribution
During this session we will discuss the training, support and implementation of a standards-
based, formative assessment tool used for supporting student teachers. The assessment tool, the
Collaborative Assessment Log, was created at the Santa Cruz New Teacher Center, and
subsequently modified to incorporate our state standards. In preparation for the fall 2004 student
teaching semester, we trained approximately 110 cooperating teachers and 30 university


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