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Approaches to Measuring

Teaching Practice: Review of

Seven Systems

Tony MilanowskiUniversity of Wisconsin-Madison

(With Contributions from Herb Heneman & Steve Kimball)

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Teaching Assessment Links Competenciesto HC Management Systems

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Seven Assessment Approaches

Classroom Assessment Scoring System (CLASS) Formative Assessment System Continuum of Teacher Development

- New Teacher Center at University of California Santa Cruz

Framework for Teaching & Framework adaption by the CincinnatiPublic Schools

National Board for Professional Teaching Standards CertificationAssessments

Teacher Advancement Program (National Institute for Excellence inTeaching)

Performance Assessment for California Teachers (PACT)

PRAXIS III (Educational Testing Service)

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Preliminary Conclusion 1 Considerable agreement on competencies

Engagement Promote HOTS Differentiation of instruction Use of formative assessment High expectations

Pedagogical content knowledge

But specific differences in emphasis are worth noting PACT & National Board assessments are most concerned with

content & pedagogical content knowledge

CLASS has a special emphasis on teacher/student relationships In Cincinnati, the emphasis is on standards

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Preliminary Conclusion 2

Generic models can be customized byincorporating key elements of state ordistrict strategy (Cincinnati, TAP) Student standards

Curriculum alignment Grade or subject teaming Use of particular literacy or math approach

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Preliminary Conclusion 3

Convergence on what is needed forreliable assessment Clear standards & multi-level behavior-based

rubrics

Assessor training Accountability for accuracy

The technology to reliably assess teachingexists NB, PACT, CLASS, Cincinnati can all produce

reliable ratings

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Preliminary Conclusion 4

There is promising technology to improvethe efficiency of teaching assessments Videos & written reflections as used in NB &

PACT can allow assessment outside of theschool year

MyTeachingPartner based on CLASS showshow efficient formative assessment andcoaching can work

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Preliminary Conclusion 6

One assessment method is not going to fit all HCMpurposes

Performance tasks as used by NBPTS & PACT seem bestfor assessing content & pedagogical content knowledge

Need to add observational protocols to assess classroommanagement & student relationships

But all assessments need to be aligned based on thesame competency model

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Specification

1. Underlying competency model shouldreflect drivers of student achievement &state/district strategies

2. System should be applicable to all grade

levels/subjects/experience levels

3. Include performance tasks to assesscontent & pedagogical content knowledge

4. Use content-knowledgeable assessors

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Specification

5. Include features that promote reliable and validmeasurement multi-level, behaviorally-anchored rating scales or rubrics

assessor training & accountability

multiple assessors/observations

6. Include features that promote teacher learning: Feedback for teachers to understand their scores

Coaching and assistance for teachers who want to improve

Assessment embedded in a planned set of developmentalactivities as part of induction and intensive professionaldevelopment

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Our Tentative Roadmap

1. Develop competency modelStudent Achievement Goals

Instructional Strategies

What Teachers Need to Know

& be Able to Do

Current

State/District

Teaching Standards

Competency ModelsUnderlying Existing

Teaching

Assessments

Competency Model

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Roadmap2. Decide on a high-leverage initial use

Full professional license

Tenure decision

Pay system

2. Develop assessment plan

Choose assessment methods suited to competencies to be assessed

Reliability & validity critical

Consider performance task work samples as core of assessment

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Roadmap

What might an assessment based on performancetasks/work samples look like?

Based on instructional unit

Teacher submits descriptions of students,

unit/lesson plans, videos, assessments, studentwork & feedback, explanations of decisions &reflections

Submitted electronically

Scored externally by content-knowledgeableassessors

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Roadmap

4. Pilot test & revise

5. Analyze assessment needs for other HCM uses & develop supporting assessments

6. Collect reliability & validity evidence from initial assessments and periodically thereafter

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Roadmap

7. Consider combining teaching practiceassessments with measures of studentoutcomes

Calibration: compare specific assessors scores withvalue-added; look for causes of big discrepancies

Complementary Measurement: using both value-added and practice assessments to provide multipleperformance measures for some important human

capital management decisions

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How Can SMHC Move Forward onthis Agenda?