Multicultural Diversity
Assessment Dissemination Project

Emporia State University
The Teacher's College

Appendix A

Rubric for Infrastructure Areas (Strands)

Adapted from a rubric created by Renaissance Partnership

for Improving Teacher Quality

http://fp.uni.edu/itq/AccountabilitySystems/#Rubric

Partnerships and Programs

1

Beginning

 2

Developing

3

At Standard

4

Above Standard

Score

Unit-wide commitment to accountability

Commitment to accountability, use of data, and data management is limited to those administrators directly responsible for NCATE (deans, assistant deans, department heads).

Commitment to accountability, use of data, and data management include both administrators and some faculty.

Unit-wide commitment to accountability, use of data, and development of a data management system.

Commitment to accountability, use of data, and data management include unit and other faculty outside the unit who are involved in preparing future teachers.

Process for performance assessment development

One-time decisions about developing, implementing, and improving the accountability system are made by those administrators directly responsible for NCATE (deans, assistant deans, department heads).

Decisions about developing and refining a system of candidate performance assessments are made by administrators and some faculty. Some assessments are standards-based.

An ongoing, collaborative process is in place for developing and refining a standards-based system of candidate performance assessment.

An ongoing, collaborative process, both within and outside the unit, is in place for developing and refining a standard based system of candidate performance.

Accreditation and Objectives

1

Beginning

2

Developing

3

At Standard

4

Above Standard

Score

Assessment system based on conceptual frameworks and professional and state standards

Development of the unit=s assessment system does not reflect conceptual frameworks and professional and state standards.

Development of the unit=s assessment system is based on conceptual frameworks and professional and state standards, but did not involve the professional community.

Development of the unit=s assessment system involved the professional community and is aligned with conceptual frameworks and professional and state standards

Development of the unit=s assessment system involved the professional community and is aligned with candidate proficiencies outlined in conceptual frameworks and professional and state standards.

 

 

Assessment and Data

1

Beginning

 2

Developing

3

At Standard

4

Above Standard

Score

 

Electronic data system

An electronic data system is in place that collects and stores data but does not have the capacity to store and analyze data from all candidates over time.

An electronic data system is in place that can store and process most candidate performance data over time.

An electronic data system is in place that can store and process all candidate performance data over time. Data are regularly collected and stored for all candidates and analyzed and reported in user-friendly formats.

An electronic data system is in place that can store and process all candidate performance data over time. Maintenance and enhancement needs have been anticipated.

 

 

Assessment system includes comprehensive and integrated measures

The assessment systems consists of measures that are neither comprehensive nor integrated.

The assessment system includes multiple measures, but they are not integrated or they lack scoring/cut-off criteria.

The assessment system includes comprehensive and integrated measures with scoring/cut-off criteria.

The assessment system includes comprehensive and integrated measures with scoring/cut-off criteria that are examined for validity and utility, resulting in program modifications as necessary.

 

 

Measures monitor candidate progress, and manage and improve operations and programs

Measures are used to monitor candidate progress, but are not used to manage and improve operations and programs.

Measures are used to monitor candidate progress and manage operations and programs, but are not used for improvement.

Measures are used to monitor candidate progress and manage and improve operations and programs.

Measures are used to monitor candidate progress and manage and improve operations and programs. Changes based on data are evident.

 

 

Data collected at admissions, transition points, and program completion and predict candidate success

Data are not collected across multiple points and do not predict candidate success.

Data are collected at multiple points but there is no rationale regarding their relationship to candidate success.

Data are systematically collected at multiple points and there is strong rationale (e.g., research, best practice) regarding their relationship to candidate success.

Data are systematically collected at multiple points and institutional data provide strong relationship between assessments and candidate success.

 

 

Steps taken to establish fairness, accuracy, and consistency of assessments

No steps have been taken to establish fairness, accuracy, and consistency of assessments.

Assessments have Aface validity@ regarding fairness, accuracy, and consistency.

Preliminary steps have been taken to establish fairness, accuracy, and consistency of assessments.

Assessments have been established as fair, accurate, and consistent through institutional data analysis.

 

 

Assessment data shared with candidates for reflection and improvement

Assessment data are not shared with candidates.

Assessment data are shared with candidates, but with no guidance for reflection and improvement.

Assessment data are shared with candidates with guidance for reflection and improvement.

Assessment data are shared with candidates with guidance for reflection and improvement. Remediation opportunities are made available.

 

 

Assessment data shared with faculty for reflection and improvement

Assessment data are not shared with faculty.

Assessment data are shared with faculty, but with no guidance for reflection and improvement.

Assessment data are shared with faculty with guidance for reflection and improvement.

Assessment data are shared with faculty with guidance or reflection and improvement. Remediation opportunities are made available.

 

 

Multiple assessments provide regular and comprehensive information on candidate performance at each stage of program

Candidate assessments have only one of the following attributes: multiple, regular & comprehensive, at each stage.

Candidate assessments have only two of the following attributes: multiple, regular and comprehensive, at each stage.

Candidate assessments have all of the following attributes: multiple, regular and comprehensive, at each stage.

Candidate assessments have all necessary attributes and are embedded in the program (versus Aadded-on@).

 

 

Institutionalization

 

1

Beginning

 2

Developing

3

At Standard

4

Above Standard

Score

Accountability system coordinator

The institution has assigned several individuals to develop and manage its accountability system, but no one person is ultimately responsible.

The institution has appointed an accountability system coordinator, but this role is added to an individual=s present duties.

The institution has appointed an accountability system coordinator and has provided 1/4 to 1/2 to release time for this responsibility.

The institution appointed an accountability system coordinator and has provided more than 2 release time for this responsibility.

 

 

Process for using data for program improvement

Data are only generated for external accountability reports (NCATE, AACTE, State), are not used for program improvement, and are available only to administrators.

Some generated data are based on internal standards and used for program improvement, but are available only to administrators Aas needed@.

An ongoing, systematic, standards based process is in place for reporting and using data to make decisions and improve programs within the unit.

An ongoing, systematic, standards based process is in place for reporting and using data to make decisions and improve program both unit and university-wide.

 

 

Multiple assessments provide regular and comprehensive information on program quality at each stage of program

Program quality assessments have only one of the following attributes: multiple, regular and comprehensive, at each stage.

Program quality assessments have only two of the following attributes: multiple, regular and comprehensive, at each stage.

Program quality assessments have all of the following attributes: multiple, regular and comprehensive, at each stage.

Program quality assessments have all necessary attributes and are embedded in the program (versus Aadded-on@).

 

Candidate and graduate performance data used to evaluate efficacy of courses

Neither candidate nor graduate performance data are used to evaluate courses.

Candidate, but not graduate, performance data are used to evaluate courses.

Both candidate and graduate performance data are used to evaluate courses.

Both candidate and graduate performance data are used to evaluate courses. Courses revisions and assessment changes are based on evaluations.

 

 



Please feel free to email Dr. Anthony Ambrosio, if you have any concern about the grant. Thank you.

Original website designed by Marcos A. Prono and Sarah J. Stump revised by John W. Parton.
Last revision: Oct. 2006