2. The Claim The MAT Program graduates teachers who design and teach effective lessons, including assessments. Evidence to Support the Claim ATSW Scores Teaching & Curriculum-Final Grade COR-Pedagogical Knowledge - Mentoring - Assessment
5. ATS-WResultsPassing Score: 220 out of 300 pts.MAT Students’ 2006-2010 mean scores range: 265.04-272.34 (SD11.91-16.38) -2006-07 [N 19], 2007-08 [N 25], 2008-09 [N 33]100% student pass rate -2009-10: 98.9% of cohort passed [N 88] 1 student failed and retook the test
6. ATS-WAnalysis Graduates who scored between 260 and 299: - Rated higher on COR criteria related to pedagogy - Had higher scores in TC than graduates who scored between 220 and 259 Graduates scoring higher on ATS-W: - Had higher ratings on the COR criteria unrelated to pedagogy - Difference between groups greater for pedagogy Graduates scoring higher on the ATS-W:- Had higher grades in the Content Area Study - The difference between groups more pronounced for TC
7. Teaching & CurriculumResultsCut score ‘C’ as required by MAT program policy‘C’ is the lowest passing grade allowed by the School for Graduate Studies 2006-2010: - 174 MAT students completed the course- 4 earned less than a ‘B-’ - 3 earned a ‘C+’ -1 earned a ‘C-’ and retook the course
8. Teaching & CurriculumAnalysis Differences between students earning an ‘A’ and those earning less than an ‘A’ in TC: - Those earning an ‘A’ scored higher on assessments related to demonstrating content knowledge than caring teaching skills -Differences between the groups more pronounced in assessments related to pedagogy This might be an indicator that measures related to pedagogy are closely aligned. Table 17
9. CORResultsPedagogical Knowledge, Mentoring, Appropriate and Effective Assessments 2007-2008, 2008-2009, 2009-2010 cohorts Based on 2 spring observations in MATP Cut off: 3.0-3.09, Applying
10. CORResults Pedagogical Knowledge: Spring 2008 mean 3.54 out of 5 Spring 2009 mean 4.36 out of 5 Spring 2010 mean 4.04 out of 5Rating scale:1.0-1.9=Beginning2.0-2.9= Emerging3.0-3.9= Applying4.0-4.9= Integrating5.0 = Innovating
12. CORResults Appropriate & Effective Assessment: Spring 2008 mean 3.61 Spring 2009 mean 4.25 Spring 2010 mean 3.92
13. CORAnalysis Internal consistency of COR: -In terms of the three performance criteria of the COR related to pedagogy, there is a good internal consistency (0.939). Reliability calculation: -Based on data from 2008-09 & 2009-10 -TEAC Guide for Accreditation- reliability coefficients 0.80 > - Pedagogical knowledge: 0.771 - Mentoring: 0.864 - Assessments: 0.842 Relationship of results to other measures: Graduates who scored between 260 and 299on the ATS-W rated higher on the COR criteria related to pedagogy and also had higher grades in TC
14. Conclusions Potential Influences on components of analysis: Faculty grading procedures Course attendance/discussion posts Potential grade inflation Pedagogy FIG Response: Chance of variation within TC courses is minimized by: Course taught & designed by full-time faculty with pedagogical expertise Final grades in TC as well as on identified areas of COR, are consistent and correlated with ATS-W scores [external measure]
15. Conclusion Pedagogy FIG closing statement: “Based on the fact that graduates of the ESC-MAT program are well above the cut score for each of the pieces of evidence related to the pedagogy claim, the faculty have determined that the evidence supports the claim: The MAT program graduates teachers who teach effective lessons and assessments in their classes.”
