Comprehensive Assessment, Evaluation, and Research Inventory
03.03.14 v
EDUCATIONAL
ASSESSMENT
Provide formative and summative
information about student learning
EDUCATIONAL
EVALUATION
Answer key questions to
Improve/make decisions about a
program or policy (formative and
summative)
TARGET AUDIENCE /
STAKEHOLDERS
Students, faculty/staff, unit,
college, institutions
DATA COLLECTION AND
ANALYSIS
Direct Measures including course
embedded assignments, quizzes;
comprehensive exams, portfolio
evaluation, reflective journals,
observations of field
work/internship/clinical
experiences, pass rates on
licensure exams, etc.
Program implementers,
participants, funding agencies,
policy makers
Quantitative data including
numerical analysis of observation
data, surveys, etc.
PURPOSE
DISSEMINATION Methods
Indirect Measures including
retention/graduation data,
placement/career development,
student evaluations, alumni
surveys, employer surveys, other
surveys
Reports to Stakeholders
EDUCATIONAL RESEARCH
Pose questions to generate new
knowledge (applied research),
develop practical applications
(action research), and inform
policymakers
Professional discipline,
practitioners, policymakers
Quantitative data including
numerical analysis of observation
data, surveys, etc.
Qualitative data including
observations, descriptions,
interviews, artifacts, historical
documents, etc.
Qualitative data including
observations, descriptions,
interviews, artifacts, historical
documents, etc.
Reports to Stakeholders
Peer-reviewed presentations,
journal articles, book chapters,
books
ECU TQP
Comprehensive Assessment, Evaluation, and Research
Inventory
Reform Innovation/Element: Video Grand Rounds
Inventory Report compiled by: Kristen Cuthrell
Spring 2014
Other Description: (other detail if needed)
Video Grand Rounds (VGR) provides teacher candidates with an
introductory framework for classroom observations and
subsequent discussions guided by faculty. This provides a
conceptual foundation for their future study in teacher education.
Teacher candidates view video segments of typical classrooms,
complete structured classroom observation protocols, and then
debrief with faculty regarding the observations.
Participants: ELEM, ENED, BITE, SPED, BK, HLTH, Counseling
Inventory Report Date: April 15, 2014
PURPOSE
EDUCATIONAL
ASSESSMENT
EDUCATIONAL
EVALUATION
EDUCATIONAL RESEARCH
Provide formative and
summative information about
student learning
Answer key questions to
Improve/make decisions about a
program or policy (formative and
summative)
Pose questions to generate new
knowledge (applied research),
develop practical applications
(action research), and inform
policymakers
Will the incorporation of classroom
video segments for observation in
conjunction with an observational guide
result in a higher quality of classroom
observations and student course
satisfaction than the traditional
unstructured observation process in the
ELEM 2123 course?
Is it feasible to implement the VGR model
in ELEM 2123? Is the model
“operationally sound?”
Is it feasible to implement the VGR model
in other 2123s? Is the model
“operationally sound?”
Several program areas in Teacher
Education will be implementing the study
with their students. Online and face to
face programs are included in the
expansion studies.
1) How does the use of a structured
observation approach using observation
protocols and debriefing sessions affect
the self-reported observations of early
experience pre-service candidates
observing a video learning segment?
2) How does the use of a structured
observation approach using observation
protocols and debriefing sessions affect
the self-reported learning experiences of
early experience pre-service candidates
observing in a classroom?
TARGET AUDIENCE /
STAKEHOLDERS
ECU elementary candidates and faculty,
LCSN
ECU Teacher Education candidates,
faculty, and programs, LCSN,CTE
ECU Teacher Education candidates,
faculty, and programs, LCSN, Teacher
Preparation programs, UNC-GA
DATA COLLECTION AND
ANALYSIS
Direct Measures
A. Observation Protocols
B. Final Exam B
C. Overall Practicum
Reflection Essays
Quantitative Data
A. Rubric scores for
Observation Protocols,
Essays, Final Exam B
B. End of Course SurveyLikert scale responses
Quantitative Data
A. Rubric scores for
Observation Protocols,
Essays, Final Exam B
B. End of Course SurveyLikert scale responses
Qualitative Data
A. End of Course Surveyopen ended responses
B. Debriefing Transcripts
C. Observation Protocol
responses
D. Final Exam B responses
E. Overall Practicum
Reflection Essays
F. ELEM LSA results
(Vitale)
G. ELEM Coding results of
debriefing, final exam B,
and practicum reflection
essay (Greene)
Qualitative Data
A. End of Course Surveyopen ended responses
B. Debriefing Transcripts
C. Observation Protocol
responses
D. Final Exam B responses
E. Overall Practicum
Reflection Essays
Course-alike meetings with ELEM
2123 faculty.
VGR Monthly meetings with
VGR faculty.
VGR Monthly meetings with
VGR faculty.
ELEM Faculty Meetings
2013 Gallery Walk Poster Session
at East Carolina University with
College of Education and Cap
Peck, Spencer Foundation
2014 presentation to UNC-GA
Board members; including
Goodnight
Indirect Measures
A. End of Course Survey
B. Debriefing transcripts
DISSEMINATION METHODS
Presentations:
Cuthrell, K. & Fogarty, E. (2013).
ELEM CTs: What should I know
about the Pirate CODE? Clinical
Teacher Conference, East Carolina
University.
Cuthrell, K. & Shelton, D. (2012).
Cuthrell, K. and Lys, D. (2012).
CTE presentation, ECU
Lys, D., and Cuthrell, K. (2012).
Provost Council presentation,
Invited Major Forums
AACTE (2014). Taking charge of
change in educator preparation:
Reinvention, reform and
strengthened collaboration.
AACTE Annual Meeting and
Early experience video grand
rounds. Clinical Teacher
Conference, East Carolina
University.
ECU
Exhibits, Indianapolis, Indiana.
Peer Reviewed Presentations:
Wilhite, K. Video Grand RoundsCEC presentation 2014.
Cuthrell, K., Stapleton, J.,
Steadman, S., Hodge, E., Wilhite,
K., and Vitale, M. (2014) Moving
beyond a pilot: Expanding video
grand rounds across teacher
education. AERA Annual
Meeting and Exhibits,
Philadelphia, PA.
Cuthrell, K., Vitale, M., & Bullock,
A. (2014). Validation of a video
grand rounds model for enhancing
the clinical observational focus of
students beginning a teacher
education program. AACTE
Annual Meeting and Exhibits,
Indianapolis, Indiana.
Cuthrell, K., Patriarca, L. A.,
Bullock, A. A., Shelton, D. & Vitale,
M. R. (2013). Research plan for
using video segments to enhance
early clinical experiences for
prospective teachers. Poster
session presented at the AERA
conference, San Francisco,
California.
Cuthrell, K., Stapleton, J., Smith,
J., Vitale, M., & Shelton, D.
(2013). Rethinking clinical
practice: Grand rounds, video
snippets, and novices. AACTE
Annual Meeting and Exhibits,
Orlando, Florida.
Manuscript under review:
Cuthrell, K., Stapleton, J., Bullock,
A., Lys, D., Smith, J., & Fogarty,
E. (2014). Crossroads, roadblocks,
and scenic routes: Using
performance assessment to
improve teacher
preparation. Under Review.
DISSEMINATION PLAN
(reproduce template as needed)
Complete 2012-14 data
analysis/collection and submit
reports to ECU College of
Education and partnering school
districts as part of TI
Complete 2013-14 data collection
and analysis and submit report to
ECU College of Education and
partnering school districts as part
of TI
Manuscripts are in draft.
Participate in 2014 Summer
Research Institute with Gary
Henry, Vanderbilt University
Participate in 2014 Summer
Research Institute with Gary
Henry, Vanderbilt University
Continue national presentations
and UNC-GA presentations when
appropriate.