Comparison of School and KSU
Assessment of Teachers
Joanne Arhar, Ed.D.
Associate Dean
EHHS
Comparison of KSU Teacher Candidate
Evaluation System with Ohio Teacher
Evaluation System
KSU Student Teacher Evaluation Ohio Teacher Evaluation System
System
(OTES)
Educator Teacher Performance Student Growth Measures (50%)
Assessment (edTPA)
Disposition Assessment
Student Teaching Evaluation
Teacher Performance (50%)
How Grade is Determined for Student
Teaching
Grading is S/U. To earn an S, the following
criteria must be met:
1. Score of 80% or higher on Summative Student
Teaching Assessment with no items rated as
“Unmet”.
2. Any Professional Disposition Plans assigned for
Needs Improvement on the Disposition
Assessment are satisfactorily completed.
edTPA and OTES: Teacher Performance
edTPA
OTES: Teacher Performance (50%)
Planning for content, student
learning, assessment
Instruction (video clips)/Learning
Environment
Assessment
Content
Analysis of Teaching
Pre-Post Conference Meeting with
Supervisor
Content
Academic Language (video clips)
Instruction/ Learning Environment
Assessment
Student Teaching Evaluation
additionally includes:
Collaboration/Communication
Collaboration/Communication
Professional Responsibility/Growth Professional Responsibility/Growth
Measuring Student Growth
Ohio Board of Regents:
OTES: Student Growth
Educator Performance Report Measures (50%)
Value added scores of
beginning teachers reported
to KSU. Not an evaluation of
a student teacher but an
evaluation of a teacher
preparation program.
Value Added
Approved Vendor
Assessments
Locally Determined Measures:
Student Learning Objectives
Comparison of edTPA and RESA
edTPA
Task
What to submit (Artifacts)
15 Rubrics
Planning
Lesson Plans, Instructional Materials,
Student Assignments, Assessments,
Planning Commentary
Instruction
Unedited Video Clips, Instruction
Commentary
Planning for Content Understandings,
Supporting Students’ Learning Needs,
Planning Assessment to Monitor Student
Learning
Demonstrating a Positive and Engaging
Learning Environment, Engaging
Students in Learning, Deepening
Learning During Instruction, SubjectSpecific Pedagogy
Assessment
Samples of Student Work, Summary of
Student Learning, Assessment
Commentary
Analyzing Student Learning, Providing
Feedback to Guide Learning, Supporting
Students’ Use of Feedback
Analysis of
Teaching
Planning Commentary, Instruction
Commentary, Assessment Commentary
Using Knowledge of Students to Inform
Planning, Analyzing Teaching, Using
Assessment to Inform Instruction
Academic
Language
Unedited Video Clips and/ or Student Work
Samples, Planning and Assessment
Commentaries
Identifying and Supporting Language
Demands, Evidence of Language Use to
Support Content Understandings
RESA
Task
What to submit (evidence)
Rubrics
Lesson Cycle #1
Plan and
implement a
lesson
Formative and
Summative
Assessment
Description of students, lesson overview,
videotape, commentary, instructional evidence,
analysis and self-reflection.
Lesson plan and commentary, instructional
outcomes, lesson segment and commentary,
general lesson reflection.
Teaching and learning, instructional cycle context,
assessment plan, focal student selection rationale,
focal student responses to formative assessment,
formative and summative assessment samples,
analysis of student progress, evidence of
feedback.
Lesson Cycle #2
Teaching and learning context, lesson overview
and commentary, instructional evidence,
instructional strategies overview.
Selecting assessments to monitor student
learning, designing assessments aligned to
academically rigorous learning expectations,
using formative assessments to modify
instruction, analyzing student data to monitor
achievement, providing quality feedback to
students.
Lesson plan and commentary, lesson segment
and commentary, general lesson reflection.
Communication
and Professional
Growth
Examples of communication with
parents/caregivers, example of communication
and collaboration with colleagues, rationale for
professional collaboration, professional
development and growth.
Teaching and learning context, reflection on
practice and feedback.
Reflection on
teaching practice
based on feedback
from students
and/or colleagues
Communicating with families, collaborating
with colleagues, growing and developing
professionally.
Rubric not used; instead, it will be scored for
responsiveness to the questions in the
Reflection on Practice and Feedback Form.
Comparison of edTPA and RESA
Performance-based assessments that call for teachers to
demonstrate their ability to design and implement instruction
that is responsive to diverse needs of students, use formative
and summative assessments to inform teaching practice, and
reflect on their teaching.
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based on the Ohio Standards for the Teaching Profession
require the use of portfolios
require the use of academic language
use videotaping
use rubrics to assess the teacher’s submissions
use trained, outside assessors