Dissertation/Thesis Abstract

How Are New Accreditation Standards Impacting Educator Preparation Program Approaches to Assessment? Case Studies of Six Ohio Institutions
by Melkote, Katya, Ed.D., University of Pennsylvania, 2020, 216; 27999506
Abstract (Summary)

The Council for the Accreditation of Educator Preparation (CAEP) is a new programmatic accreditor for educator preparation programs (EPPs) which license teachers, school leaders, and other PK-12 school-based professionals. CAEP’s accreditation standards are different from previous EPP sector programmatic accreditors because they place greater emphasis on measuring program outcomes—as opposed to inputs—through the assessment of student learning. Although CAEP is a new accreditation process, it is already a high stakes endeavor for many EPPs, particularly those located in states that require CAEP accreditation by statute. This study sought to understand how EPPs are engaging with this new, consequential accreditation process by employing a qualitative case study methodology to explore how six EPPs that are located in the state of Ohio and have obtained CAEP accreditation responded to the CAEP standards that focus on the assessment of student learning.

Findings from this study provide a more nuanced understanding of how EPPs are approaching assessment in light of CAEP. EPPs are increasingly using externally developed assessments to measure student learning, which has both benefits and drawbacks. Additionally, state contextual factors—including how EPPs engage with the state and with one another—influenced the methods that EPPs used to collect assessment data for CAEP. For example, Ohio EPPs leveraged their close relationships with one another to form a consortium that developed a valid and reliable student teaching observation rubric. Furthermore, this study found that EPPs were genuinely engaging in the process of collecting, analyzing, and using assessment data under CAEP, though there was variation in the rigor of these efforts across sites. Finally, this study found that EPPs’ motivations for engaging in assessment—whether they approached it from a standpoint of accountability or improvement—played an important role in how they engaged with assessment data. Ultimately, findings from this study show that CAEP is prompting EPPs to consider the systems and structures that will support their use of assessment in service of their improvement agenda.

Indexing (document details)
Advisor: Finney, Joni
Commitee: Tiao, Ann, Ewell, Peter
School: University of Pennsylvania
Department: Higher Education Management
School Location: United States -- Pennsylvania
Source: DAI-A 82/3(E), Dissertation Abstracts International
Subjects: Higher education, Higher Education Administration, Educational evaluation, Teacher education
Keywords: Accreditation, Assessment, CAEP, Council for the Accreditation of Educator Preparation
Publication Number: 27999506
ISBN: 9798664793284
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