2d. Results of review of the assessment system
Several opportunities to the system and programs have presented. These opportunities forced even
greater reference to assessment data of programs, the unit, program operations, and p-12 student
learning. These changes and the opportunities include:
 The shift from quarters to semesters beginning Fall 2012, which provided us the opportunity to
use data from the assessment of programs and unit operations to completely rethink programs
in view of seven years of program, unit, and operations data
 Collaborating with Stanford University as a one of four institutions in Ohio piloting the Teacher
Performance Assessment (Ohio is a “fast track” state), forcing us to rethink our assessments of
performance in clinical experiences
 Awarded the Woodrow Wilson Fellows program, providing us the opportunity to design a
program for candidates with strong content knowledge and degrees in mathematics and science
to become teachers in high-needs schools
 The introduction of a series of formative assessment tools consistent with the Ohio Residency
Program (evolved from work with the New Teacher Center)
 Redesigned all programs in response to themes described in our Transformation Proposal
 Our recognition that the system must be clearly aligned with best practices in assessment and
evaluation
 Our recognition that any system involved in preparing professionals must be related to the
impact on the clients; in our case we must systematically collect, analyze, review, and use data
related to the impact of our candidates and graduates on the students with whom they work
 Our commitment to establish an “assessment mosaic” in which a wide range of assessment
strategies and data sets, grounded in outcomes of p-12 students, are designed, evaluated, and
used continuously to inform program and procedural improvements.