Chapter 7 Is this data useful? The impact of accreditation on the development of assessments

Abstract

Accreditation demands from both state and national bodies have influenced the development of major assessments at Maryville University of St. Louis. Three key assessments used in all teacher preparation programs are described: practicum assessments of candidates in field experiences, program portfolios, and the student work sampling project. A review of the impact of accreditation on the development and analysis of these assessments reveals a constant tension between the use of qualitative and quantitative data. Although the assessment system allows for data collection, analysis, and use, it is perceived more as a burden than illuminating. The qualitative conversations growing from the use and analysis of individual data often lead to more program change. Involvement in the use of assessments with candidates, observations of candidates in the field and in their presentations, and review of candidate comments appear to provide the best data sources.

Citation

Hausfather, S. and Williams, N. (2010), "Chapter 7 Is this data useful? The impact of accreditation on the development of assessments", Erickson, L.B. and Wentworth, N. (Ed.) Tensions in Teacher Preparation: Accountability, Assessment, and Accreditation (Advances in Research on Teaching, Vol. 12), Emerald Group Publishing Limited, Leeds, pp. 105-121. https://doi.org/10.1108/S1479-3687(2010)0000012010