Transcript
On-screen: [ETS. PPAT. Benefits of the PPAT Assessment. On-Going Feedback]
Ellen Baker, Director of Teacher Education, University of Vermont, Vermont – It's interesting because as it stands right now in some programs where I am, the portfolio gets done completely at the end. I think that's stressful for the candidate, I think it's stressful for the person who's scoring. If you're going to talk about improvement, reflection, revision, it can't happen when everything happens at the end.
Cecil Clark, Director of Clinical and Field Office Education Department, Delaware State University, Delaware – When you start a process, of course you want to know what you're doing. If you get to the end and you've gone wrong on certain aspects of it, then of course it's gone. And it lets us know if you're starting out okay, you're probably going to finish well. If you're getting continuous feedback, of course, with task one, two and three, you know you're on the right track.
On-screen: [Chart: Fall 2015 (Submissions accepted Aug. 13, 2015 - Dec. 3. Upload Permission Forms. Columns: Task, Description, Last Saved. Rows: Task 1 (Task 1 Knowledge of Students and the Learning Environment, August 21, 2015, Task 2 (Task 2 Assessment and Data Collection to Measure and Inform Student Learning), Task 3 (Task 3 Designing Instruction for Student Learning), Task 4 (Task 4 Implementing and Analyzing Instruction to).]
Deborah Poston, Clinical Experiences Coordinator/Professor, Newberry College, South Carolina – I think that's actually more real-life, having the ongoing feedback, because that's what we do. Mentoring in their first year, or college supervisors during their student teaching. We give constant feedback, so this is they're taking one test, they're focusing on it, and then within a two-week period, I believe, we're supposed to have feedback so that they can actually still have time to improve while they're still student teaching.
Marvin Young, Technology Coordinator, South Harrison School District, Missouri – I see it changing how they feel about that student teaching as they're going through it and knowing that this is something good that I've done and this is "I'm headed in the right direction," as opposed to, "Well I thought I had the right thing but now I really realize that doesn't work in a classroom, that I need to go this direction with it instead."
Cecil Clark, Director of Clinical and Field Office Education Department, Delaware State University, Delaware – You want to have assurance as a student, you want to have that assurance. And also, as a university, of course, we want to know that they're on the right track. It begins to be problematic, of course, if a student gets to the end and you have some issues, and it's really too late to go back and fix those things that went awry during the first sections of it. I think that's really a plus.
Ellen Baker, Director of Teacher Education, University of Vermont, Vermont – If things can happen all along and the candidate can be told, you know, I think if you would just think a little bit more about alignment with what we're asking, that would make a lot more sense. Or, in a lesson plan, you need to do this or that. Feedback is accepted more easily in pieces. It's a lot. I think it's overwhelming to get all your input in constructive feedback at the end. I think it's a stress level thing, and I think it makes sense for improvement.
On-screen: [ETS. PPAT. Copyright © 2016 by Educational Testing Service. All rights reserved. ETS and the ETS logo are registered trademarks of Educational Testing Service (ETS). MEASURING THE POWER OF LEARNING and PPAT are trademarks of ETS.]