TEACHER PERFORMANCE

ASSESSMENT AT CSUBrian Yusko

Associate Dean of Academic Programs

Subject and grade-level specific

Rationale for a Teacher Performance Assessment

HB 1 requires all teacher education institutions to develop common metrics to submit to the state

Metrics were developed by the Ohio Board of Regents in consultation with the teacher education institutions

TPA is one of the metrics. TPA will be aligned with the summative assessment for the Ohio

Resident Educator program. Ohio is one of 21 other states moving towards adoption of the TPA

and is also one of 5 “accelerated states.” The current Ohio timeline: 2010-2011: Pilot at least one task in at least one content area

(CSU piloted all three tasks with 8 students in 3 content areas) 2011-2012: Full implementation of TPA in at least one content

area (CSU goal is to implement TPA with at least half of all student teachers in Spring 2012)

2012-2013: Full implementation of TPA in all content areas 2013-2014: Full, high-stakes implementation of TPA

Why TPA? High Quality Assessment

Discipline specific Integrated assessment Student centered Analytic feedback and support Represents a complex view of teaching: Multiple measures

4

Components of the TPAInstructional and Social Context

Learning Segment of 3 to 5 Hours/DaysTask 1: Planning Instruction and Assessment •Context for

Learning•Lesson Plans• Instructional

materials •Assessment Plan•Planning

Commentary

Task 2: Instructing and Engaging Students in Learning •Video Clip(s)• Instructional

Commentary

Task 3: Assessing Student Learning•Analysis of whole

class assessment •Analysis of 2 “focus

student” work samples

•Feedback to 2 “focus students”

•Assessment Commentary

• Evidence of academic language development• Evidence of reflection through daily reflections and

commentaries 4

TPA 5-point rubrics

Planning Instruction Assessment Academic Language Reflection

Academic Language

Oral and written language used for academic purposes

Language necessary for students to learn content in schools

The means by which students develop and express content understandings

Includes the “language of the discipline” (vocabulary and functions and forms of language associated with learning outcomes in a particular subject) and the “instructional language” used to engage students‟ in learning content.

Process Overview

Supervisors will help student teachers complete the TPA

All 3 tasks will be submitted to Pearson for scoring

Pearson will maintain the data, train scorers and oversee scoring, and provide scores back to institutions.

Scorers include faculty, school administrators, and other subject-area experts.

What will supervisors do?

Scorer training (optional but recommended) Read relevant TPA Handbook(s) Share handbook with student teachers at orientation Provide consent forms to student teachers to

distribute to the class where they will be completing the TPA

Incorporate discussion and submission of TPA tasks into seminars

Assist with videotaping Provide formative assessment and guidance on each

task Assist with submission to Pearson

TPA Handbooks available(Final or Pre-release)

Elementary: Literacy and Mathematics Middle Childhood

English Language Arts History-Social Studies Mathematics Science

Physical Education Secondary:

English Language Arts History-Social Studies Mathematics Science

Special Education Early Childhood Expected but not yet released

Visual Arts World Languages

For More Information

Visit the Ohio TPA web site: http://www.ohiotpa.org

To apply to be a scorer visit: http://tpafieldtest.nesinc.com