New Directions in the Design and Development

of ESAsRay Pecheone, Stanford

Andrea Whittaker, SJSU

Purpose

Generate and discuss questions about ESA design

Share current ESA models/ideas

Develop consensus for next steps

Agenda

Presenter perspectives on ESA design (10 minutes each = 20 minutes)

Group discussion of key questions

(15 minutes)Whole group consensus on “stance”

(30 minutes)

Defining Formative Assessment

Learning targetsLearning ProgressionsCurriculum EmbeddedSpecific FeedbackPromotes CollaborationEncourages Peer and Self Assessment

What are some of our choices in the design

process?Build and deepen candidate knowledge

of teaching (Formative)Use for program improvement and/or

accreditation (Mission Driven) Supports a complex view of teaching Supports a licensure decision

(Summative)

How to make it more than “home cooking”?

Importance of balancing faculty buy-in with alignment to external needs (standardization?) OR

Engage in Collaborative Knowledge Building-while maintaining standards and rigor without standardization (e.g.,multiple subjects)

Boundaries and Objects

Key Elements to Consider

What gets assessed? Program specific valued outcomes and/or TPEs Examples/types of tasks

Scoring strategies (who and how)Interpretation and use

Formative and summative roles Program improvement vs individual scores Developmental “arc” Program quality (unique characteristics)

SJSU’s story

Collection of ESAs in developmentTypes of TasksAlignment with TPEs and valued program

outcomes not assessed by Teaching EventFaculty role in development is keyScoring approaches - some PACT rubrics,

some homegrownVaried purposes (scaffolding, course

requirement, feedback, “transition point”, program evaluation)

Group Discussion

What choices are you making in ESA design and use?

What are the tensions as you see them?

In what ways can ESAs become more than “home cooking”?

Advice for the field

Whole Group

Brief reports from small groupsCommon elementsConsensus building?