Using a Teaching Goals Inventory to
Analyze Noyce Scholars' Development of
Teaching and Assessment Practices
Fifth Annual NSF Robert Noyce Teacher Scholarship Program Conference
July 7-9, 2010
Enrique Ortiz
University of Central Florida
Agenda
 Overview
 Key Principles of Assessment
 Teaching Goals Inventory
 Discussion
 Noyce Scholars’ Development of Teaching Goals
 Summarize
 Next steps
 References
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Overview
 We will talk about assessment and the importance of having
teaching goals.
 We will complete the Teaching Goal Inventory (TGA).
 We will talk about the results of the TGA as they relate to
assessment.
 We will discuss ideas related to Noyce Scholars’ Development
of Teaching Goals
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Key Principles of
Assessment
 The primary purpose of assessment is to improve performance, not audit it.
 Good assessment requires being clear about mission and goals, the standards to which
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you aspire, and the criteria by which you would measure success.
Therefore, it is about measuring what matters. (If you assess what you value, others will
value what you assess.)
And, necessarily, it becomes planning backwards, with the end in mind.
Assessment that improves performance involves feedback.
One tool for getting useful feedback on what matters most is the rubric.
Good assessment requires a variety of measures, data, and feedback.
Good assessment is ongoing. It is about continuous improvement. And unless we
designate and protect the time to do this work, it will not happen.
Done collectively, assessment builds community.
(taken from website at: http://www.grdodge.org/Assessment/principles.htm)
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Teaching Goals Inventory
 Provides a quick and easy way to begin uncovering deeper, implicit goals.
 Invites faculty to rate their instructional goals for a single course, and contains 52 goal
statements, covering a wide range of learning outcomes, each to be rated on a five-point
scale running from "not applicable" to "essential.”
 I. Higher Order Thinking Skill: 1-8
 II. Basic Academic Success Skills: 9-17
 III. Discipline-Specific Knowledge and Skills: 18-25
 IV. Liberal Arts and Academic Values: 26-35
 V. Work and Career Preparation: 36-43
 VI. Personal Development: 44-52
 Complete the TGA, and the Self-Scoring Worksheet.
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Discussion Questions
 Were there any surprises?
 Do you agree with the results?
 Do the results match your curriculum?
 Do the results match your assessment practices?
 Is there anything you would like to change?
 How could you use the results to help you plan your
teaching/assessment?
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Noyce Scholars’ Development of
Teaching Goals
 The participants included six pre-service middle school mathematics teachers
who were part of the Transition into Mathematic and Science Teaching (TMAST) teacher certification and Master’s degree program. These students
completed a mathematics methods graduate course during summer 2004 term
and the program in summer 2005 with the author of this article.
 The participants also had a bachelor's or higher degree with at least eighteen
(18) credit hours in mathematics content at the bachelor’s degree level,
completed three State Certification Tests (General Knowledge, Professional
Education and Specialization Area), and provided a minimum GRE score of
1000 points (verbal and quantitative sections) with a 3.0 GPA in the last 60
hours of undergraduate coursework. They were switching careers, from the
industry sector to education. All of them had a strong and successful
background in mathematics content, but no background in mathematics
education or teaching.
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Summarize
 In 1990, nearly 3,000 faculty from two- and four-year colleges
responded to a survey version of the TGI. Some of the results
were surprising. For example, they found that teaching goals in
their sample differed little by race or gender of the faculty -- or
even by type of institution -- but markedly by academic
disciplines. Nonetheless, faculty from all disciplines agreed that
developing higher-order thinking skills - such as analysis,
application, and problem solving - was among their most
"essential" teaching goals.
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 Overall, teaching discipline-specific knowledge and skills
ranked second to developing higher-order thinking skills.
 Follow-up interviews confirmed the authors’ sense that
most faculty saw teaching specific disciplinary content
largely, though not entirely, as a means to develop more
general and lasting skills, abilities, habits and values.
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Next Steps
 Describe what could happen next:
 Action Research?
 Follow up with your school?
 Action items for follow-up:
 Start turning ideas into reality.
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References
 Angelo, T.A. (2001). Teaching Goals, Assessment, Academic Freedom and
Higher Learning, http://programs.weber.edu/tlf/packet6/v5n7.htm
 Angelo, T. A. and Cross, K. P. (1993) Classroom Assessment Techniques: A Handbook
for College Teachers, Second Edition. San Francisco, CA: Jossey-Bass.
 Teaching Goals Inventory – Online.
http://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl?-db=tgi_data&lay=Layout01&-view
 Assessment Principles and Concepts. http://www.grdodge.org/Assessment/principles.htm
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The End
Thanks!
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