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Assessing Dispositions
Strategies/Challenges
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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
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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
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'evelo!ing and im!lementing a !olic% and
!rocedure for using the data and addressingconcerns
)earning from the data: revisiting consensus
building $$ again
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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/8/10/2019 Assessing Dispositions
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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.htm8/10/2019 Assessing Dispositions
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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
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+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%
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E'erging ssues-
;rowth model vs deficit model, =8, =?
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"rocess for ,e/ie(ing Assess'ent
Data
Assessment Committees !rocess
recommendation "ndividual "m!rovement Plan form
orm used for first review
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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%
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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]