EPP Assessments - Samford University
EPP Key AssessmentsEPP AssessmentsTable of ContentsTable 1. Initial Assessments Standards Alignment . 2Table 2. edTPA Standards Crosswalk . 3Table 3. Initial Assessments Rubric Alignment . 4Table 4. List of Proprietary Assessments . 16Table 5. Initial Programs Assessment Transitions and Adjustments . 20Table 6. Key Assessments with Transition Points . 24Appendix InTASC & Alabama Core Teaching Standards . 271
EPP Key AssessmentsTable 1.INITIAL ASSESSMENTS STANDARDS ALIGNMENTCAEP Key AssessmentAlabama Core TeachingStandardsPraxis Core 4,5Field Experience 1,2,3,4,5,6,7,8,9,10Planning 7, 1Student Learning 6, 10Additional EPP WideAssessmentsEDA Dispositions 9edTPA (beginning fall, 2018) 1, 2, 3, 4, 5, 6,7, 8, 9InTASCCAEP4,51.1, 1.2,1.3, 3.41,2,3,4,5,6,7,8,9,101.1,1.2,1.3,1.4,1.5,2.3, 3.41, 2, 6, 71.2, 3.1, 3.49, 6, 71.1, 1.2, 1.591.1, 2.3See below1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.5,3.62
EPP Key AssessmentsTable 2.3
EPP Key AssessmentsTable 3.INITIAL ASSESSMENTS RUBRIC ALIGNMENT CHARTCAEP/InTASC12Learner &LearningKeyAssessmentKey AssessmentRubric RowPlanning (R2)2. Planning to SupportVaried Student LearningNeedsInternship Eval(R4)PLANNING #4:Plans for appropriateformative andsummativeassessment(s) thatallow students to0There is no evidence ofplanned supports.ORCandidate does notattend to ANYINSTRUCTIONALrequirements in IEPs and504 plans. Plannedsupports are loosely tiedto learning objectives orthe central focus of thelearning segment.Planned supports aresuperficially aligned withlearning outcomes (e.g.,some lessons addressadditional outcomes ormiss key outcomesrelated to the centralfocus) are limited ormissing do not addressany IEP/504 instructionalrequirementsNo evidence (or minimalevidence) of planningusing formative orsummative orstandardized assessment.No plan for record1Planned supports aretied to learningobjectives and thecentral focus withattention to thecharacteristics of theclass as a whole.Planned supports arealigned with learningoutcomes areappropriate for theneeds of the wholeclassAppropriate andmultiple strategies toassess student learningare used (paper andpencil tests,observational2Planned supports are tied tolearning objectives and thecentral focus. Supportsaddress the needs ofspecific individuals orgroups with similar needs.Supports include specificstrategies to identify andrespond to commondevelopmentalapproximations ormisconceptions.All from Proficient and Planned supports aredesigned to scaffoldlearning for a variety ofstudents (e.g., Englishlearners, struggling readers,underperforming or giftedstudents) identify andrespond to developmentalapproximations or potentialmisconceptionsAssessment planningreflects sophisticated use ofmultiple assessments. Ongoing assessments as wellas formative and summativeor standardized assessments4
3ContentPlanning (R1)show mastery of thelesson’s central focusand learningobjectives (e.g.,opportunities forstudents to summarizeor share what theylearned). Plans formaintaining a recordof studentperformance.keeping or analysis ofdata. Assessments do notmatch the lessonobjectives and/or CCRS.Learning opportunitiesare not based on preassessments and students'developmental levels.1. Planning forLiteracy LearningCandidate’s plans forinstruction focus solelyon literacy skills withoutconnections to anyessential literacy strategyfor comprehending orcomposing text.ORThere are significantcontent inaccuracies thatwill lead to studentmisunderstandings. ORStandards, objectives,and learning tasks andmaterials are not alignedwith each other.Candidate’s plans forEPP Key Assessmentschecklists, etc.)are used in many contexts.regularly. PlannedRecord keeping providesassessments aredetailed information onappropriate for thestudents and can belesson and/or thetransformed into a formatCCRS. Some analysisthat is accessible to othersof results is noted.(e.g.,Student progress isparents/administrators).recorded and formative Learning opportunities areand summative, orbased on pre-assessmentstandardizedand students' developmentalassessment results arelevels.used to makesubsequent changes tolesson plans. Learningopportunities are basedon pre-assessment andstudents' developmentallevels.Candidate’s plans forCandidate’s plans forinstruction build oninstruction build on eacheach other to supportother within a meaningfullearning of the essential context that supportsliteracy strategy forlearning of the essentialcomprehending ORliteracy strategy forcomposing text withcomprehending ORclear connections tocomposing text with clearrelated skills.AND consistentLearning tasks areconnections to relatedaligned with learningskills.outcomes buildCandidate’s plans build anskills/facts/proceduresauthentic connectionand the essentialbetween reading andliteracy strategy (butwriting.may be unbalanced)Candidate explains hows/he will use learning tasks5
4StudentLearning (R2)2. Providing Feedbackto Guide FurtherLearning:What type of feedbackdoes the candidateprovide to focusstudents?instruction supportstudent learning of skillswith vague connectionsto the essential literacystrategy forcomprehending ORcomposing text.Learning tasks arecandidate-directed focuson skills/facts/procedures/conventionslimit students’opportunities to developthe essential literacystrategy includeconsistent, significantcontent errors are notaligned with learningoutcomesFeedback is unrelated tothe learning objectivesOR is developmentallyinappropriate. ORFeedback containssignificant contentinaccuracies.ORNo feedback is providedto one or more focusstudents. Feedback isgeneral and addressesneeds AND/OR strengthsrelated to the learningobjectives.General feedback onneeds AND/OR strengthsEPP Key Assessmentsand materials to leadstudents to independentlyapply the essential literacystrategy AND related skills.All from Proficient and Learning Tasks aresequenced in a learningprogression across lessonsbuild connections betweenthe essential literacystrategy andskills/facts/procedures/conventions supportstudents to applyskills/strategy andunderstand the relationshipbetween reading/writingFeedback is specificand addresses eitherneeds OR strengthsrelated to the learningobjectivesSpecific feedbackconnected to objectives(e.g., “As you explainthe context, rememberto include ”)Feedback addressesstrengths OR needsFeedback is specific andaddresses both strengthsAND needs related to thelearning objectives.Feedback for one or morefocus studentsprovides a strategy toaddress an individuallearning need ORmakes connections to priorlearning or experience toimprove learning.Specific feedback addressesstrengths AND needsAt least one focus student6
56InstructionalPracticeInternship Eval(R7)INSTRUCTION#7: Provides learningexperiences that allowstudents to formconnections betweenthe specific subjectarea and otherdisciplines (e.g., howand why theseconnections areimportant).Planning (R3)3. Using Knowledgeof Students to InformTeaching andLearning(e.g., “Good detail!”)Unequal feedback given(e.g., 1 sample withfeedback and 1 samplewithout)No relation to objectivesor analysisFeedback is inaccurate(e.g., numerous oressential items aremarked incorrect whencorrect or vice versa)Connections are notmade or madeinfrequently. The teachercandidate fails to plan forthe integration ofknowledge from othercontent areas (including,reading, writing, andmathematics) into thelesson. The teachercandidate only deals withthe "how" and not the"why" of the learningexperience.Candidate’s justificationof learning tasks is eithermissing OR represents adeficit view of studentsand their backgrounds.Candidate justifieslearning tasks withEPP Key Assessmentsreceives feedback toaddress a specific learningneed or feedback to connectto previous learning.Many lessons containaspects that enablestudents to makeconnections with theirprior or future learningin other subjects ordisciplines. The teachercandidate plans for andintegrates content fromother disciplines intothe lesson (including,reading, writing, andmathematics). Theteacher candidate dealswith not only the "how"but the "why" of thelearning experience.Candidate justifies whylearning tasks (or theiradaptations) areappropriate usingexamples of students’prior academic learningOR personal, cultural,Connections to prior andfuture learning in othersubject areas are routinelymade. Interdisciplinaryinstruction is frequent(including, reading, writing,and mathematics). Theteacher candidate deals withthe "how" and "why" of thelearning experience.Students make applicationof the content to real-worldexamples.Candidate justifies whylearning tasks (or theiradaptations) are appropriateusing examples of students’prior academic learningAND personal, cultural, orcommunity assets.7
7Internship Eval(R10)INSTRUCTION#10: Uses a variety ofinstructionalstrategies, including,demonstration anddirect and indirectinstruction to activelyengage all students.limited attention tostudents’ prior academiclearning OR personal,cultural, or communityassets.Justification for plansincludes superficialdescriptions of students’prior learning OR livedexperiences/assetspervasively negativeportrayal of students’backgrounds, educationalexperiences, orfamily/communitycharacteristics (e.g.,exclusive focus onstudent needs or gapswithout acknowledgingstrengths)The teacher candidaterarely demonstrates theuse of multiple strategiesto engage students inlessons. Only oneinstructional approach isused in the lesson(s). Theteacher candidate doesnot use effectivedemonstrations or linklearning tasks to lessonobjectives/standards.EPP Key Assessmentsor communityCandidate makesassets.connections to researchCandidate makesand/or theory.superficial connections Candidate’s justification isto research and/orsupported by principlestheory. Candidatefrom research and/ormakes superficialtheory.connections to research Justification for plansand/or theory.includes concrete, specificJustification for plansconnections between tasksincludes concrete,and prior learningspecific connections(academic AND livedbetween tasks and prior experiences/assets)learning (academic OR grounded discussion oflivedtheory or research (e.g.,experiences/assets)goes beyond “namesurface-level discussion dropping”)of theory or researchThe teacher candidateeffectively andfrequently employsmultiple instructionalstrategies to engagestudents. At least threeinstructionalapproaches includingdirect and indirectinstructional formatsare used in the lesson.The teacher candidateuses effectivedemonstrations andlinks learning tasksThe teacher candidateeffectively and consistentlyemploys multipleinstructional strategies(more than three) includingboth direct and indirectapproaches to engage allstudents. The teachercandidate uses multipledemonstrations during thelesson and links all learningtasks to specific lessonobjectives/standards.8
89ProfessionalResponsibilityInternship Eval(R13)INSTRUCTION#13: Ethically uses avariety of assessmentsto demonstrate andcheck for studentlearning and tomodify instruction toprovide feedback tostudents (e.g.,unbiased assessmentsto accommodate needsof diverse learners).Involves students inmonitoring theirprogress.The teacher candidatedoes not use or makesminimal use ofassessment (informalobservations as well asplanned assessments)during instruction. Theteacher candidate cannotdemonstrate his/herimpact on studentlearning. The teachercandidate does not useassessment to informinstruction, providefeedback, orcommunicate studentprogress. The teachercandidate makes no useof self or peerassessment.Internship Eval(R19)PROFESSIONALISM#19: Engages incollaborative activitieswith students, parents,supervisors, andcolleagues.The teacher candidatedoes not attendmandatory collaborativemeetings (e.g., schoolwide, departmental,grade-level,extracurricular, orIEP/Section 504meetings). The teachercandidate does notEPP Key Assessmentsdirectly to lessonobjectives.The teacher candidateThe teacher candidatefrequently and ethically consistently and ethicallyuses assessmentuses a variety of assessment(informal observationsstrategies (informalas well as plannedobservations as well asassessments that areplanned assessments thatfree of bias) toare free of bias) todemonstrate studentdemonstrate studentlearning, to makelearning, to makemodifications duringmodifications duringinstruction, provideinstruction for all students,feedback to students,provide feedback toand to communicatestudents, and tostudent progress.communicate studentStudents use the results progress. Students activelyof assessment/feedback use the results ofto guide their learning.assessment/feedback toThe teacher candidateguide their learning.uses a variety ofMultiple sources ofassessments includingevidence demonstrate thatguided self and peerinstruction has beenassessments.modified based on ananalysis of assessmentresults.The teacher candidateThe teacher candidateparticipates inparticipates in the school'smandatoryprofessional developmentcollaborative meetingsactivities, and actively(e.g., school-wide,participates as adepartmental, gradecontributing member inlevel, extracurricular, or collaborative meetingsIEP/Section 504(e.g., school-wide,meetings) to facilitatedepartmental, grade-level,student learning andextracurricular, or9
Internship Eval(R20)1011DiversityInternship Eval(R22)PROFESSIONALISM#20: Maintains anappropriate level ofprofessional ethics interms of personalconduct, academicintegrity, emotionalmaturity, and legalmandates/schoolpolicy (e.g.,IEP/Section 504accommodationsPROFESSIONALISM#22: Communicates inways that demonstratesensitivity to allstudents by usingnon-biased strategiesand methods duringinstruction.EPP Key AssessmentsIEP/Section 504 meetings)to facilitate student learningand growth. The teachercandidate engages inextensive collaborativeplanning with supervisors,parents, and/or colleagues.The teacher candidatevolunteers for additionalduties/responsibilitieswithin the school setting.engage in collaborativeplanning withsupervisors, students,parents, and/orcolleagues.growth. The teachercandidate engages incollaborative planningwith supervisors,students, parents,and/or colleagues.The teacher candidatedisplays frequent and/orsignificant problems inthe school setting in anyone of the followingareas: personal conduct,academic integrity,emotional maturity, andlegal mandates andschool policy.The teacher candidatedisplays acceptablebehavior in the schoolsetting in each of thefollowing areas:personal conduct,academic integrity,emotional maturity, andlegal mandates andschool policy.The teacher candidateconsistently displaysexemplary personalconduct, academic integrity,and emotional maturity inthe school setting. Theteacher candidate adheres tolocal,state, and national policiesand legal mandates.The teacher candidatedemonstratesinsensitivity todifferences amongstudents by suchbehaviors as dividingstudents by gender,making inappropriatecomments (throw like agirl, etc.), and failing toaccount for cultural,The teacher candidateconsistentlydemonstrates sensitivityto all students by usingnon-biased methods todivide students intogroups, accounts forethnic and culturaldifferences by allowingstudents some decisionmaking during theThe teacher candidate notonly demonstratessensitivity to all students,but also actively encouragesthe acceptance of thesedifferences among studentsby carefully planningappropriate learningexperiences.10
EPP Key Assessments1213ResearchInternshipEval (R3)PLANNING #3:Plans for adaptationsto accommodate fordifferences inindividual needs,abilities and interests.Is able toprovide a rationale foradaptations, andlesson plans reflecthigh studentexpectations.StudentLearning (R4)4. Analyzing Students'Language Use andLiteracy Learningethnic, or abilitydifferences in classes(e.g., failure to includestudents with specialneeds into activities).The teacher candidatedoes not plan orminimally plans foradaptation for nstruction is notindividualized and a "onesize fits all" approach istaken. The teachercandidate uses oneinstructionalmodel/approachthroughout the lesson.lesson, and includes allstudents in the classregardless of ability.Candidate identifiesstudent language use thatis superficially related orunrelated to the languagedemands (function,vocabulary, andCandidate explains andprovides evidence ofstudents’ use ofthe language functionANDone or more additionalMost plans includeinstructionaladaptations forindividual differences(all ability levels) basedon differing abilities forat least one student.Student needs (e.g.,motivation or interest)are addressed in plans.The teacher candidatecan articulate anappropriate rationalefor adaptations andplans include high andrealistic expectationsfor students. Theteacher candidate usesmultiple instructionalmodels/approachesthroughout the lesson toaccount for variationsin abilities, interest andprior experiences.Plans routinely reflectsophisticated adaptationsfor abilities (all levels) andneeds (interests andmotivation) with a soundrationale. Adaptations areprovided for students withidentified disabilities aswell as others who areEnglish Language Learnersor who have learningproblems or are gifted. Theteacher candidate usesmultiple instructionalmodels/approachesthroughout the lesson toaccount for variationsabilities, interest and priorexperiences. Plans includehigh and realisticexpectations for students.Students are given multiplechoices within practicetasks based on individualdifferences.Candidate explains andprovides evidence ofstudents’ use ofthe language function,vocabulary, ANDadditional language11
14Internship Eval(R13)additional demands).ORCandidate’s descriptionor explanation oflanguage use is notconsistent with theevidence submitted.Candidate describes howstudents use only onelanguage demand(vocabulary, function,syntax, or discourse).Lists use of only onelanguage demand(unction, vocabulary,syntax, discourse)Lists language use that isnot connected toidentified demands (e.g.,identifies language use ofgrammar when demandsare about summarizinginformation)INSTRUCTIONThe teacher candidate#13: Ethically uses adoes not use or makesvariety of assessments minimal use ofto demonstrate andassessment (informalcheck for studentobservations as well aslearning and toplanned assessments)modify instruction toduring instruction. Theprovide feedback toteacher candidate cannotstudents (e.g.,demonstrate his/herunbiased assessments impact on studentto accommodate needs learning. The teacherof diverse learners).candidate does not useInvolves students inassessment to informEPP Key Assessmentslanguage demandsdemand(s) (syntax,(vocabulary, syntax,discourse)discourse).in ways that developExplains and providescontent understandings.evidence of students’Candidate explains anduse of the languageprovides evidence offunctionlanguage use and contentExplains and provideslearning for students withevidence of students’varied needs.use of at least one morelanguage d
EPP Key Assessments 5 show mastery of the lesson’s central focus and learning objectives (e.g., opportunities for students to summarize or share what they learned). Plans for maintaining a record of student performance. keeping or analysis of data. Assessments do not match the lesson objectives and/or CCRS. Learning opportunities
Constitution – February 2020 Samford University Student Government Association Page 1 CONSTITUTION OF THE SAMFORD UNIVERSITY STUDENT BODY PREAMBLE We, the undergraduate students of Samford University, determined to enrich the Samford experience, provide for the creation of a governing body that represents and advocates on behalf of each student.
College of Arts and Sciences Fritz Gordon Samford University Parent Rhega Gordon Samford University Parent Corey Green '02 Samford University Board of Overseers Lisa Gurley '01 Associate Professor, Moffett & Sanders School of Nursing Past-chair Faculty Senate 2020-2021 Rachel Hagues Assistant Professor, School of Public Health Alondra Hampton
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