NCATE EXHIBIT 2A.5.
PACE UNIVERSITY
SCHOOL OF EDUCATION
PROCEDURES TO ENSURE
FAIRNESS, ACCURACY, CONSISTENCY AND LACK OF BIAS
IN UNIT ASSESSMENTS
Procedures
Conceptual
Framework
Fairness
The promotion of social
justice is one of the four
primary pillars of the
Conceptual Framework.
Admissions
Candidates are
evaluated for admission
to the School of
Education as sophomores
on the basis of publicized
criteria, shared with
them upon admission,
providing all with
opportunities to meet
requirements for entry.
Candidates have an
opportunity to evaluate
Coursework
Accuracy
Admissions
documentation
(transcripts, etc.) are
closely scrutinized to
ensure that decisions
are based on accurate
information.
Consistency
A caring classroom and
school community assumes
predictability and
consistency in the teaching
and learning process.
Teacher preparation
coursework and fieldwork
provides similar
consistency in
demonstrating respect,
interest and a supportive
climate within the SOE.
Admissions standards are
clearly stated, as are
assessment checkpoints
through the program, and
uniformly applied to
decision-making
concerning applicants.
Students have the
Grades and other forms of
opportunity to challenge evaluation are determined
Lack of Bias
All aspects of teacher and leader
preparation programs recognize
the Conceptual Framework as a
foundation, emphasizing not only
lack of bias but a commitment to
equity and ensuring that all
children become successful
learners.
SOE Admissions standards are
clear, based on uniform, published
requirements such as cumulative
grade point averages and
demonstrated ability to meet
standards in foundation courses.
Coursework emphasizes
differentiated instruction that
NCATE EXHIBIT 2A.5.
Procedures
Fieldwork
Fairness
their learning
experiences at the
conclusion of every
course. Evaluations are
available to individual
professors and analyzed
as part of a
comprehensive system of
assessment.
Assessment checkpoints
ensure that candidates
are equipped with the
skills, knowledge and
dispositions to be
successful at the point of
entry to fieldwork
experiences.
Certification
New York State
certification
requirements are
published and accessible
to all candidates seeking
to become teachers or
school leaders in the
State of New York.
Assessment
Surveys and other
assessments are based
Accuracy
grades or other forms of
evaluation by University
policy when they feel
their evaluation is
inaccurate.
Consistency
through consistent and
clearly articulated
expectations and
performance standards.
Lack of Bias
recognizes diversity in the
classroom and principles of
Universal Design for Learning,
adaptations and modifications of
content and pedagogy to meet the
needs of all learners.
Guidelines for clinical
supervisors and other
faculty who work with
candidates in fieldwork
settings, as well as
personal contact
between faculty and
mentors in the field
ensure that
observations and
assessments reflect an
accurate picture of
candidate performance.
Close examination and
assessment of candidate
credentials ensure
accuracy on the part of
New York State
Education Department
in approving
applications for
certification.
Every effort is made to
ensure that assessments
Rubrics and observational
guidelines provide a
consistent and clearly
articulated framework for
evaluation candidate
performance in fieldwork
and internship experiences.
Recognition of the needs of
diverse learners is modeled by
instructors and included in
expectations of candidates in
fieldwork settings, as well as in
classroom experiences.
Web-based certification
applications ensure that all
candidates from Pace or
other institutions in the
state are evaluated using a
consistent framework of
requirements.
Web-based applications for
certification at the State level and
“blind” review of candidates’
credentials within the SOE address
concerns that the process reflects
a lack of bias.
Formative and summative
assessments are tied to
In addition to a grading process
that is the same for every student,
NCATE EXHIBIT 2A.5.
Procedures
Fairness
on professional
standards and reflect
fairness in that they
make performance
expectations clear to
students. Rubrics tied to
standards allow students
to improve performance.
Accuracy
are accurate, including,
in some instances,
checks for inter-rater
reliability on some
assessments.
Consistency
standards and consistently
used to evaluate student
performance.
Lack of Bias
the use of rubrics provides a
framework for evaluation that
reduces subjectivity and the
likelihood of inadvertent bias.