Program Standard 19:  Assessment of Candidate Performance

Prior to recommending each candidate for a teaching credential, one or more persons responsible for the program determine on the basis of thoroughly documented evidence that each candidate has demonstrated a satisfactory performance on the full range of the Teaching Performance Expectations (TPEs) as they apply to the subjects to be authorized by the credential.  During the program, candidates are guided and coached on their performance in relation to the TPEs using formative assessment processes.  Verification of candidate performance is provided by at least one supervising teacher and one institutional supervisor trained to assess the TPEs.

Program Elements for Standard 19

19(a)    By design, candidates will be assessed through the use of both formative and summative assessments embedded throughout the program.  Candidates will be informed of the expectations for their performance, guided and coached in the completion of formative assessment tasks that prepare them for summative assessment, and provided timely feedback on their performance in relation to the TPEs.

Assessment of the thirteen TPEs is embedded throughout the Multiple Subject Credential Program.  The table below displays the course(s) that take major responsibility for instruction related to each TPE. 

Course Alignment with TPEs

*Course has major responsibility 

While the TPEs are addressed in courses throughout the program, specific courses take major responsibility for ensuring that the candidates are fully grounded in the relevant knowledge and skills, and assess their competence in that TPE.  Assignments in the courses are designed in such a way that they guide the candidates toward this competence, and the instructors give timely formative feedback and guidance to them about their work so that they can demonstrate their competence in a timely manner. 

Master teachers and university supervisors make regular, formal observations of candidates throughout their fieldwork (EDEL 438) and student teaching assignments (EDEL 439).  (Master teachers are with the student teachers daily and university supervisors visit student teachers weekly for approximately 40-60 minute observations and discussions with the master teacher.)  At the conclusion of each fieldwork assignment the master teacher and supervisor assess the candidates’ development of professional dispositions associated with teaching. This evaluation is conducted electronically and scores are aggregated for an overall proficiency rating. The candidate must achieve a rating of 2.0 or higher to continue into their initial student teaching placement. At the conclusion of each student teaching experience (initial and final), two assessments are conducted. One is a narrative evaluation completed by both the master teacher and supervisor. This evaluation reflects the California Standards for the Teaching Profession (CSTP) and exemplars of activities in each CSTP category are provided on the evaluation form itself. The second evaluation aligns the Teaching Performance Expectations within the CSTP categories and asks master teachers and supervisors to rate student proficiency levels on each TPE. These evaluations are conducted electronically and scores are aggregated for an overall proficiency rating. The candidates must achieve a rating of 2.0 or higher in their initial placement to continue into their final student teaching placement. A rating of 2.85 or higher must be achieved in the final student teaching placement to successfully complete the program (copies of evaluations are provided in supporting documentation).  Candidates are fully apprised of and have possession of all evaluation forms prior to fieldwork and student teaching.  Copies of the evaluations are placed in the candidates’ credential file. Candidates and university supervisors engage in ongoing discussions of the candidates’ performance throughout the semester and each candidate is given a copy of the university supervisor’s written comments and recommendations after each observation.  Copies of these are also placed in the candidates credential file.

Assessment also occurs throughout university coursework as students complete written assignments, oral presentations, demonstration lessons, and participate in classroom discussions. All coursework is assessed and candidates are required to demonstrate proficiency at a level of B or better to receive credit. During the period under review in addition to regular coursework, five signature assignments have been designated in five methods courses (EDEL  433, 434, 435, 436, 437) and are assessed on a common rubric. These scores are aggregated and serve as indicators of proficiency of Teaching Performance Assessment elements that are embedded throughout the program.  Candidates must demonstrate a competency level of “skilled” to pass the signature assignments. University faculty ensure that students are fully aware of the expectations for performance for each course and regularly provide candidates with feedback on their performance.

In EDEL 453 each candidate prepares a portfolio of work that is organized around the CSTP/TPEs and includes all relevant program work.  Each candidate assumes responsibility for presenting his or her documentation to demonstrate competence in each TPE. The Block Leader and the faculty for each cohort of candidates review the portfolio and make a final recommendation as to whether the candidate has presented sufficient evidence of acceptable performance.  If a candidate is deemed to lack competence in any TPE, additional assignments or fieldwork will be assigned to give him or her an opportunity for further knowledge or skill development in the designated area.  The candidate will then provide further evidence in the portfolio to strengthen his or her case for having met the TPEs.

Dependent upon state funding, beginning fall 2008 the California TPA Tasks will be fully implemented and will replace the signature assignments and portfolio as additional evidence for student proficiency in meeting the TPEs. 

19(b)    There is a systematic summative assessment administered by qualified individuals who are knowledgeable about the TPEs as they apply to the subjects of the credential.  At least one supervising teacher and one institutional supervisor summatively assess candidate performance in relation to the TPEs using documented procedures or instruments that are clear, fair, and effective.

As noted in 19(a) above, assessments of the TPEs are embedded in specific coursework throughout the program.  These courses are taught by experts in the subject matter of the course.  In addition, the TPEs are assessed in the fieldwork course (EDEL 438) and in student teaching (EDEL 439) by both master teachers and University supervisors. These forms are included in the appendix of this standard as are the Reading/Language Arts Performance Objectives. 

As part of our on-going training of supervisors and master teachers, all field work and student teaching supervisors are trained in assessment of the TPEs and in the use of the forms to verify competence, as are master teachers.  The training stresses fairness and observable competence in an applied setting.

19(c)    One or more persons who are responsible for the program decide to recommend candidates for credentials on the basis of all available information of each candidate’s competence and performance.

The CSUF Multiple Subject Credential Program is a cohort program where candidates are grouped into a “Block” and remain with the same students and faculty throughout the program.  Each Block is headed by a Block Leader who oversees the work of all students in his or her group.  Upon successful completion of all work in the program, including the demonstration of competence in all TPEs and TPAs, the Block Leader will certify that each candidate has successfully demonstrated competence in all the TPEs and TPAs and will recommend to the Multiple Subject Credential Program (MSCP) Coordinator that the candidate be recommended for the credential.  The MSCP Coordinator then certifies satisfactory completion and transmits the list to the Credential Analyst, who then sends the formal recommendation to the CA Commission on Teacher Credentialing. 

Supporting Documentation (found in the Appendix)

Section 2:  Fieldwork evaluation and visitation form

Section 3:  Student teaching evaluations and observation form

Section 5:  Signature assignments

Section 12:  Reading/Language Arts Performance Objectives