Abstract:

This session describes how one undergraduate special education program integrates multiple means of assessments into general and adapted curriculum coursework to drive data based curricular change. These multiple forms of assessments are collected and evaluated within an electronic portfolio platform throughout the program of study for special education teacher candidates. Examples of assessments include the Education Teacher Performance Assessment (edTPA), intern progress reports, disposition surveys, structured observations, video grand rounds, and key projects related to content knowledge, instructional technology integration, behavior change, curriculum-based measurement, lesson planning, and home and community collaboration.

These multiple sources of evidence allow faculty to collect and analyze meaningful data to provide a strong foundation for data based decisions regarding pedagogy, assignment integration, and formative and summative assessment within the program. Faculty strategically align specific course objectives and standards to assignments and assessments resulting in a comprehensive and effective scope and sequence of study.

Presenters will share approaches for collaboratively identifying, implementing and reporting on means of assessments and learning outcomes for preservice special education teacher candidates. Methods for the systematic review of data and continued review and updating of courses in a changing educational climate are provided.