Assessment 5: Assessment that demonstrates candidate effect on student learning: Case Study:
Impact on Student Learning
1. A brief description of the assessment and its use in the program (one sentence may be
sufficient)
The assessment is a report on how the candidate makes an impact on student learning by studying
the student's history, incorporating appropriate pedagogical strategies, and evaluating student work.
2. A description of how this assessment specifically aligns with the standards it is cited for in
Section III.
The assessment tool (5a) and rubric (5b) align with the standards by requiring candidates to evaluate
a student’s knowledge about one or more of the following themes: role of diversity in history
(Standard 1.1); change and continuity over time (Standard 1.2); role of geography in history
(Standard 1.3); role government and citizenship in history and study of the Constitution in U. S.
history (Standards 1.6 and 1.10); role of individuals, groups, institutions and technology in history
(Standards 1.4, 1.5 and 1.8); and global connections (1.9). For candidates in economics classrooms,
the assessment requires them to demonstrate knowledge of production, distribution and consumption
(Standard 1.7).
In addition, the assessment requires the candidate to document growth or lack thereof in a in writing,
analyze which pedagogical strategies resulted in student improvement and which did not, and how
the candidate will revise his/her instruction to promote greater growth in students’ social studies
knowledge and skill.
3. A brief analysis of the data findings;
Of the 24 candidates who completed the assignment in spring 2006 and spring 2007, 92% of the
candidates met the standard (50%) or exceeded the standard (42%). The candidates (8%) who did
not meet the standards represent two isolated cases in the spring 2006 course; all of those in the
spring 2007 course met or exceeded the standard. Since the total number of scores is small, we will
continue collecting student performance data, each semester, as a way to monitor emerging trends.
(Note: Data is not available for the fall semesters, since the course in which the data is collected is
only offered in the spring term).
4. An interpretation of how that data provides evidence for meeting standards
The vast majority of candidates who completed the assessment were at or above the standard, which
affirms that the candidates met the standards. Based on the data presented in Table 5c, it is clear that
the below standard scores are not representative of overall candidate performance.
5. Attachment of assessment documentation, including1:
(a) the assessment tool or description of the assignment;
As part of this Student Teaching Seminar, you need to demonstrate how your teaching has
impacted the learning of your students. Prepare a case study with the following components:
Characteristics
Description of the Student:
 Who is this student?
 Student’s History (learning/personal)
 Why did you select this student?
 What are your goals with this student?
Pedagogical Strategies:
 What pedagogical strategies have you tried with this student?
 What pedagogical strategies are you going to try?
 Why these pedagogical strategies with this student?
Attach Student’s Work (Before and After):
 What was the student asked to do in each assignment? (attach written
assignment)
 Which historical/economics content and skills were assessed?
 How did you assess each assignment?
Reflection:
 What does the student’s work reveal about his/her learning?
 What does the student’s work reveal about the pedagogical strategies you sued?
 What are your “next steps” with this student?
 What have you learned about teaching secondary students from this exercise?
1
All three components of the assessment – as identified in 5a-c – must be attached, with the following exceptions: (a)
the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some
assessments, data may not yet be available.
(b) the scoring guide for the assessment; and
Rubric for Case Study: Teacher Candidate’s Impact on Student Learning
Points
(1-4)
Description of
Student
Pedagogical
Strategies
Student Work
Attached
(before & after)
Reflection
Sum of Total
Points
Total Average:
Divide total points
by 4
.
Exemplary (4 points)
Proficient (3 points)
Developing (1 point)
Not Acceptable
Especially rich and detailed
Includes classroom/school
demographic data
Very detailed description of
strategies
Excellent justification for
strategies
Excellent description of prior
strategies used and analysis
of problems
Before and after work
attached and clearly labeled
Good detail & documentation
Includes classroom/school
demographic data
Good description of strategies
Good justification for strategies
used
Good description of prior
strategies used and analysis of
problems
Some detail and
documentation
Few details
Little or no
documentation
Poor description of
strategies
Little/no justification for
strategies
Little or no description of
prior strategies used and
analysis of problems
Not attached
Exceptional insight into
student learning
Rich and analytic discussion
of effects of strategies on
student learning and analysis
Good insight into student
learning
Clear and descriptive discussion
of effects of strategies on
student learning
Little insight into student
learning
Superficial/incomplete
discussion of effects of
strategies on student learning
No/almost no insight into
student learning
Little discussion of
effects of strategies on
student learning
If average is above 3.7 (A,
A+)
If average is 3.0-3.7
(B, B+, A-)
If average is 2.0-2.9
(C, C+, B-)
If average is below 2.0
(below C)
Before and after work attached
Unclear or cursory description
of strategy
Superficial justification of
strategies
Superficial or incomplete
description of prior strategies
used and analysis of problems
Incomplete (before or after
missing)
(c) candidate data derived from the assessment
Key Assessment 5
Case Study: Impact on Student
Learning
Case Study: Impact on Student
Learning
Case Study: Impact on Student
Learning
Case Study: Impact on Student
Learning
Case Study: Impact on Student
Learning
Case Study: Impact on Student
Learning
Format of
Data
Number
Percentage
Semester
Spring
2006
Spring
2006
Fall 2006
Candidate Performance Ratings
Below
Standard
(Developing/
Not
Acceptable)
At
Standard
(Proficient)
Above
Standard
(Exemplary)
2
3
2
7
29%
43%
29%
100%
Number
Grand
Total
0
Fall 2006
Percentage
Number
Percentage
Total
Number
Total
Percentage
Spring
2007
Spring
2007
Total
Semesters
Total
Semesters
9
8
17
0%
53%
47%
100%
2
12
10
24
8%
50%
42%
100%