Abstract
Statement of Problem
This research will examine the impact of the state mandate requiring teacher preparation programs to implement a Teacher Performance Assessment (TP A). The specific focus of this research will examine how a northern California university's single and multiple subject teacher preparation programs incorporate assessment training into their coursework and field experiences as well as how the state mandated requirement to implement a TP A has impacted how this institution prepares their teacher candidates as classroom assessors. The institution in this study has been piloting the Performance Assessment of California Teachers (PACT) as their TP A.
Sources of Data
Data collection will for this study include: single and multiple subject program, course and field descriptions; course syllabi; single and multiple subject assessment portfolio descriptions; faculty interview questions and responses; single __subject and multiple subject signature assignment descriptions and scoring rubrics; single subject and multiple subject signature assignment outcome data; single subject and multiple
subject PACT Teaching Event (TE) scoring rubrics; and single subject and multiple subject PACT TE outcome data.
Conclusions Reached
The northern California institution in this study has made program modifications in response to the creation of state TPEs and the state-mandated TPA. The single subject and multiple subject programs have met to align their curriculum with learning outcomes for their teacher candidates and have embedded signature assignments (ESAs) into program coursework. Additionally, both programs have piloted the PACT Teaching Event (TE) as their summative assessment. Further modifications to the programs will be necessary as both the single subject and multiple subject have yet to conduct an in-depth analysis of the ES As or PACT TE results. Integration of ESA and TE results into program improvement would allow for a broad discussion of modifications of teacher candidate learning outcomes. Additionally, analysis of the assessment data, from the ESAs and TE, would allow faculty to feed those results back into revisions of both single subject and multiple subject programs.