Preparing Candidates for the GACE Content Assessment Anne Marie Fenton, GaPSC 12-1-10
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Preparing Candidates for the GACE Content Assessment
Anne Marie Fenton, GaPSC
12-1-10
Agenda
• Why the GACE
• Development
• Preparation Materials
• Preparation Strategies
• Using Data
• Updates
Why the GACE?
I. Why do we have content assessment?II. Who should take the GACE?III. Who should not take the GACE?IV. Which GACE should educators take?
Why the GACE?
Georgia Assessments for the Certification of Educators™
(GACE™)
Program Purpose
• to assess the knowledge and skills of prospective Georgia public school educators;
• helps the PSC meet its goal of ensuring that candidates have the knowledge and skills needed to perform the job of an educator in Georgia public schools;
• aligned with state and national standards for educator preparation and with state standards for the P–12 student curriculum (Georgia Performance Standards).
Program Benefits
– Aligned with Georgia Standards
– Created by diverse representation of educators across Georgia who are experts in their respective fields
– No Georgia Tax Dollars
– Helps Ensure Educator Quality
Who Should Take the GACE?
Test Participation
• Georgia Educator Certification Only• Applying for Program Admission• Out-of-state Certification Applications
Types of AssessmentsBasic Skills
(Reading, Mathematics, Writing)
Exempt if:• Hold a current or expired clear, renewable professional teaching
certificate in Georgia or another state; or• Have a minimum combined verbal and mathematics score of
1000 on the SAT; or• Have a minimum combined verbal and quantitative score of 1030
on the GRE; or • Have a minimum combined English and mathematics score of 43
on the ACT; or• Hold a masters level degree or above from an accredited
institution.
Types of Assessments
Pedagogy Assessment
One Year Supervised Practicum Candidates Only
Types of Assessments
Paraprofessionals
Available in Internet Based Test (IBT)and in written formats
Clear renewable certificate holders (teaching, service, and leadership) are HiQ to serve as paraprofessionals without holding a
paraprofessional certificate
Types of Assessments
GACE Content Assessments
Designed to measure content competency in the specific field of certification
Why the GACE?
Standards
PSC/NCATE 2008 Standards
1. Candidate Knowledge, Skills, and Dispositions2. Assessment System and Unit Evaluation3. Field Experiences and Clinical Practice4. Diversity5. Faculty Qualifications, Performance, and
Development6. Unit Governance and Resources
Additional Georgia Standards
7. Georgia Special Requirements8. Program Content Standards
Application of Standards
PSC/NCATE Georgia Standardsapply to both the
Professional Education Unit and
Educator Preparation Programs
Standard 1
Candidate Knowledge, Skills, and Professional Dispositions
Standard 1
Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.
Standard 1.a
Content Knowledge of Teacher Candidates (Initial/Adv)
ACCEPTABLETeacher candidates know the content that they plan to teach and can explain important principles and concepts delineated in professional, state, and institutional standards. Eighty percent or more of the unit’s program completers pass the content examinations in states that require examinations for licensure. Candidates in advanced programs for teachers have an in-depth knowledge of the content that they teach.
Why the GACE?
Help candidates make the connection that:
•In order to award a certificate, the GaPSC must be ensured that:
– the educator has subject matter expertise in the certificate field and in all grade levels of the certificate, and
– the educator’s level of content knowledge of what is taught in Georgia’s classrooms is appropriate
•Program providers must show evidence that they are preparing candidates for the classroom with regard to content knowledge, which assures program quality and program alignment with Georgia content standards
Test Development Process
•Development of Frameworks and Assessment Specifications•Framework Review Conferences•Content Validation Surveys•Test Question Development•Test Question Review Conferences•Field Testing•Review of Field Test Results•Marker Response Selection Conferences•Passing Score Review
Available Website Materials
Test Design and FrameworkTest Framework WorksheetSample Selected Response Items Sample Constructed Response ItemsFaculty Resources
www.georgiastandards.org
www.georgiastandards.org
(http://www.gace.nesinc.com/)
ample Constructed Response ssignments
esources Provided:Constructed-response assignment directionsSample constructed-response assignmentsAssignment response sheetsAn example of a strong response to each sample assignmentScoring criteria that are used in evaluating responses to constructed response assignments
ypes of Reports
GACE Data After Each Administration•Program Provider Alphabetical Roster of Examinees •Program Provider Roster Report by Test
Annual Program Provider Summary Reports
nnual Institution Summary Report
our Sections– Annual Results by Test– Annual Results by Assessment– Annual Summary Results for All Content
Assessments– Historical Summary Results for All
Content Assessments
nnual Results by Test
nnual Results by Assessment
nnual Summary Results for All ontent Assessments
storical Summary Results for All ontent Assessments
ssessment Advisory Panel
Purpose
To make a positive contribution to the quality of educators in Georgia by ensuring the quality of Georgia’s educator assessment program.
ssessment Advisory Panelhe advisory group will examine and make recommendations
egarding:
ACE data including•aggregate examinee performance on the GACE; •data for each GACE Test; •GACE data access; •score setting revisions, including if/when to raise standards;
tle II/Higher Education Act Reauthorization (HEOA) data including•data collection processes; •assurances in special education, use of technology, and other areas; •annual recruitment goals and strategies to build capacity; •data dissemination; •using data to guide program improvement;
ssessment Advisory PanelPreparation Program and Teacher Quality issues including, but not mited to
•Linking GACE data to preparation program quality; •Linking GACE data to teacher performance;
AndStreamline data collection and reporting efforts;
Guide practice and/or policy for improvement to GaPSC’s educator reparation division data-related processes, including the ertification assessment program.
ACE Updates
BT – Registration begins 12-28-10
•Secondary Science•Middle Grades Science•Reading•Pedagogy•Special Education General •Special Education Adapted
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