DISPOSITIONS ASSESSMENT

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Feb 5, 2013 (4 years and 10 months ago)

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DISPOSITIONS ASSESSMENT

A


Presentation

by

Ruby L. Thompson, Ph.D.



Guiding Questions for

Dispositions Assessment


1.
What dispositions, broadly conceived, should our
candidates possess to support an equitable school
environment and effect high levels of academic
achievement and positive development for diverse
learners?

2.
How do we recognize the attainment of these
dispositions in our candidates (and ourselves)?

3.
How do we develop candidates’ dispositions?

4.
What strategies and tools might we use to assess
candidates’ dispositions?

5.
How can we use dispositions assessment outcomes?

Selecting Dispositions

Sources
:


Institution’s/Unit’s Mission and Unit Philosophy


Conceptual Framework Theme/Vision of Candidate


World of Practice


Educational Demographics/Socio
-
political Landscape


National/International Trends


SPA Standards

Recognizing Dispositions

in Candidates

We are able to recognize selected dispositions

through behaviors identified in indicator statements

that we derive from:


Academic Handbooks


Professional Journals


Professional Texts


Discipline Dictionaries


World of Practice


Findings in all these sources enable us to know that we are, in fact,
developing the dispositions that we say we are developing.

Dispositions Indicators


D2.
Cultural Sensitivity
: Demonstrates respect for
learners’ communities and cultural norms and sees the
learning potential in all students.


Indicators
:


2.1 Takes responsibility for understanding values,
cultural norms, taboos, concepts of self, and other
elements of deep culture.


2.2 Appreciates and accepts students dialects as
important dimensions of communication.


2.3 Models esteem for diverse learners and their
families.



2.4 Articulates high expectations for all learners

2.5 Values students’ culture as a basis for learning

2.6 Critiques personal biases, prejudices, and
intolerance in working with diverse learners

Dispositions Indicators

Development of Candidate
Dispositions


Course Activities


Extracurricular Activities (student organizations,
symposia, conferences, volunteering)


Mentoring/Advising


Practice

Development in Courses


Align indicator statements with course objectives


CEDC 408


Multicultural and Global Education


Develop learning experiences for each indicator



Indicator:

2.1 Takes responsibility for

understanding values, cultural norms, taboos, etc.


Learning Activities

1.
Deep Culture Element Study

Candidates choose a cultural group from the local school
community (field placement) and through a variety of
strategies (interviews, observations, reports, informal
interactions, conferences, community center visits,
community newspapers and other media sources, church
visits, etc.) collect data on at least 20 deep culture
elements.






Critiques personal prejudices and stereotypes


Learning Activities
:

1.
“My Cultural Eye”

Candidates list several factors (heterosexuality, ethnicity,
gender, socio
-
economic status, religion, race, etc.) that
influence how he/she perceives members of other
cultural groups

2.
“Stereotyping Exercise”

Candidates list stereotypes they hold for any of the cultural
groups on a chart and then discuss with peers how these
stereotypes were likely formed. Stereotypes are
contrasted with factual information.




2.2 Appreciates and accommodates students’ linguistic
diversity


CECE 415


Methods of Teaching Reading and Writing K
-
5


Learning Activity
:

Candidates conduct a Language Experience Lesson and pay
special attention to children’s language. Candidates
accept this language and use it to help learners develop a
wardrobe of language skills.




ASSESSING CANDIDATES’
DISPOSITIONS

How do we assess candidates’ dispositions?


We design instruments to assess indicator behaviors


Candidate Self Assessment


Faculty/Advisor Perceptions and Ratings


Supervising/Clinical Teacher Perceptions and Ratings

Candidate Self Assessment Instruments


Questionnaires


Checklists

Faculty (all) Assessment of Candidates’ Dispositions


Informal Observations: checklists, running records


Performance Observations: rubric


Interviews: rubric


Artifact analysis: rubric


Constructed Responses: rubric

Use of Assessment Findings

How do we use the findings from assessments of

candidates’ dispositions?


IMPROVEMENT OF INDIVIDUAL CANDIDATES


Change attitudes


Develop new perspectives


Affirm cultural strengths


IMPROVEMENT OF ADVISEMENT


Support candidate development of dispositions as a
part of advisement/mentoring process


Reflecting on choices (personal and academic)


Clarifying issues


Documenting growth


Raising consciousness of candidates regarding their
dispositions challenges


Assisting in interventions when necessary


IMPROVEMENT OF
INSTRUCTION


Improve dispositions development activities and
experiences



Create greater coherence between all courses and
experiences that treat dispositions


Strengthen candidates’ perception of the importance of
dispositions in teaching and learning


IMPROVEMENT OF

FIELD EXPERIENCES


Strengthen candidates’ dispositions in action


Enhance ongoing monitoring of candidates’ dispositions
attainment


Work with departmental faculty and clinical faculty to
intervene in and remediate situations in which
candidates’ dispositions are unacceptable


Provide specific dispositions information to
departmental faculty for course and program
improvement

DISPOSITIONS ASSESSMENT
DECISION POINTS


Decision Point1: Major declaration/Freshman Seminar


Decision Point 2: Admission to Teacher Education


Decision Point 3: Matriculation in Major Courses and
Practica


Decision Point 4: Admission to Student Teaching

FINAL WORDS

Dispositions Assessment is…



Daunting


Debatable


Developmental


Dynamic, and…


Doable!