Developing a Data-Driven Assessment for Early Childhood Candidates

Figures & data

Table 1 An example of measurable statements of teacher performance

NAEYC Standard 4

Teaching and Learning: Candidates integrate their understanding of developmentally effective approaches to teaching children; their understanding of developmentally effective approaches to teaching and learning; and their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for all children.

Measurable Criteria

A well-prepared EC-4 teacher can: • Design instruction to engage children visually, auditorily, tactilely, and kinesthetically • Use appropriate vocabulary, syntax, tone, and nonverbal communication in all interactions with children • Write legibly on paper, chalkboard, overhead projector and white board • Vary instructional delivery to engage children in whole group, small group, and independent activities • Accurately convey in planning and instruction the content of the K–4 Texas Essential Knowledge and Skills • Use resources beyond district-adopted texts to plan and deliver instruction in all content areas • Integrate content areas (including art, music, drama, and movement) in instructional plans

Table 2 Standards-based course activities and assignments

NAEYC standard	Entry	Course	Reflection	Artifact
	TExES PPR scores	End of program		Official notification
	TExES Generalist scores	End of program		Official notification
	Formative and Summative Evaluations of Residency	ECED 4687 Residency		Mid- and End-of- Semester Benchmarks
1. Promoting Child Development and Learning	Three formal lesson plans taught duringresidency	ECED 4687 Residency	Reflection on each lesson plan as per the Lesson Plan Reflection in your handbook	Written lesson plans and reflections
2. Building Family and Community Relationships	Parent Communication	ECED 4305 ECED 4687 Residency	Reflection on how your understanding of school-family communications has changed with experiences during your Residency	Written ParentCommunication and reflection
3. Observing, Documenting and Assessing to Support Young Children and Families	Preassessment, lesson plan, and postassessment	ECED 4319 ECED 4687 Residency	a. Reflection on the lesson plan as per the Lesson Plan Reflection in your handbook b. Reflection on how preassessment data influenced the development of the lesson plan c. Reflection on student mastery of objectives as indicated by postassessment data	a. Preassessment and related data b. Lesson Plan c. Postassessment and related data Written reflections
4. Teaching and Learning	a. Develop and teach lesson plan b. Video-recording of yourself teaching the lesson	ECED 4687 Residency	a. Reflection on the lesson plan as per the Lesson Plan Reflection in your handbook b. Reflection on your use of the three knowledge bases informing developmentally appropriate practices in the development of the lesson plan	a. Written lesson plan b. Video-recording of yourself teaching the lesson c. Written reflections
5. Becoming a Professional		ECED 4318 ECED 4687	a. Reflection on your use of the Code of Ethical Conduct during an interaction with a student, parent, colleague, or administrator during your Residency b. Reflection on professional development activities you have attended with your Mentor during Residency and its impact on your professional development	Written Reflections

Table 3 Rubric for ethics reflection (standard 5 becoming a professional)

The EC-4 candidate will	Target	Acceptable	Unacceptable	Comments
	The EC-4 candidate will	The EC-4 candidate will	The EC-4 candidate will	The EC-4 candidate will
Identify a situation in which a conflict with professional values occurred	Describe in detail a conflict situation, including setting, persons involved, ethical dilemma, and perceptions	Describe an ethical dilemma	Briefly describe a conflict situation
Describe personal responses to the conflict	Describe emotional and actual responses made during and after the conflict	Describe actual responses made to people or circumstances	Describe a general response directed toward the conflict
Identify and discuss relevant elements of the Code of Ethics for TX Professional Educators	Identify relevant elements of the Code and discuss in context of personal beliefs	Identify relevant elements of the Code	Not identify relevant elements of the Code
Use the Code of Ethics for TX Professional Educators to reflect on responses	Analyze personal responses in the context of the Code	Analyze personal responses	Do not analyze personal responses
Discuss what has been learned	Describe/discuss what has been learned and how that knowledge might be used in the future	Describe what has been learned	Do not discuss the conflict as a learning experience

Table 4 Descriptive statistics for preassessment

Domain	N	Mean (percentageof correctanswers)	Std. deviation
I	147	70.99	14.16
II	147	61.22	15.61
III	147	65.54	14.62
IV	147	72.73	17.10
Average		67.33	8.41
Note. Number of questions used for each domain: Domain I—nine questions, Domain II—eight questions, Domain III—eight questions, Domain IV—six questions.

Table 5 Descriptive statistics for postassessment

Domain	N	Mean (percentageof correct answers)	Std. deviation
I	147	73.18	16.31
II	147	76.38	13.07
III	147	79.10	11.59
IV	147	76.41	14.84
Average		76.38	9.54
Note. Number of questions used for each domain: Domain I—12 questions, Domain II—11 questions, Domain III—16 questions, Domain IV—12 questions.

Table 6 A paired t-test on pre- and postassessments

Pair	N	Mean difference (pre–post)	t	Sig
I	147	−2.18	−1.17	.244
II	147	−15.17	−9.39	.000***
III	147	−13.57	−8.77	.000***
IV	147	−3.69	−2.00	.047*
Total		−9.05	−8.28	.000***
*significant at alpha .05 level. ***significant at alpha .001 level.