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ERIC Number: ED417182
Record Type: Non-Journal
Publication Date: 1998-Feb
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Student Teaching Assessment Redesign.
Belcher, Chris; Garten, Ted R.
This paper describes steps by which Central Missouri State University's (CMSU) professional education unit integrated general education, major, and professional outcome into comprehensive performance assessment processes and materials for student teachers. In the early 1990's, CMSU redesigned its general education program using faculty from around the campus. A new university studies program was approved, replacing the general education program. It featured liberal arts prominently and offers cultural interaction, personal interaction, and integrative study components. Four outcomes unified the program: communication, thinking, interacting, and valuing. In 1994, the teacher education unit began incorporating the four outcomes into undergraduate professional majors and professional studies. In preparing for a 1997 National Council for Accreditation of Teacher Education (NCATE) continuing accreditation visit, all departments with majors for preservice teachers were required to develop program descriptions that included student performance outcomes for their major and explained how their major would further develop student performance of the four outcomes. In response to a call for teacher preparation standards, CMSU began integrating the four performance outcomes in 1996 using the student teaching evaluation document (which would document students' mastery of exit outcomes). It was required that all three members of the student teaching triad (student, supervising teacher, and university supervisor) fill out the evaluation document. The efforts resulted in an umbrella document for all disciplines. The new umbrella document was piloted in 1996 and put into effect in 1997. (SM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A