A Study of the Relationship between the Elements in Assessment Systems and Improvements in Candidate, Program, and Unit Performance at NCATE Accredited Higher Education Institutions in New York State

The problem that this study examined is whether assessment system elements required for National Council for Accreditation of Teacher Education (NCA TE) accreditation impact candidate, program, and unit performance in New York State higher education institutions. To receive NCA TE accreditation, institutions are required to develop and implement an assessment system that collects and uses data to measure and improve candidate, program, and unit performance. The purpose of this study was to determine if there is a relationship between the perceived importance of these assessment system elements and actual improvements in performance. A self-developed, quantitative survey instrument was used to gather data from key individuals at NCATE accredited, four year, higher education institutions in New York State regarding their perceptions of assessment system elements that are most critical to improving candidate, program, and unit performance. This study revealed that, of the 35 elements of the NCATE Standard 2: Assessment System and Unit Evaluation, 28 (80%) of the items were perceived as moderately important, important, or very important. There were three assessment system elements perceived as most important to the unit heads or their designees who completed the survey. The three elements were: making decisions about candidate performance based on multiple assessments at multiple points before program completion. implementing the assessment system, and using data to evaluate and make improvements to curriculum. This study is significant because it establishes a link between NCATE assessment system elements, use of data, and actual improvements in candidate, program, and unit performance at higher education institutions in New York State. Degree Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Arthur L. Walton, Jr. Second Supervisor Raymond J. Giamartino Subject Categories Education This dissertation is available at Fisher Digital Publications: http://fisherpub.sjfc. edu/education_etd/77 St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 11-1-2008 A Study of the Relationship between the Elements in Assessment Systems and Improvements in Candidate, Program, and Unit Performance at NCATE Accredited Higher Education Institutions in New York State Anne Wahl St. John Fisher College Follow this and additional works at: http://fisherpub.sjfc. edu/education_etd Part of the Education Commons This Dissertation is brought to you for free and open access by the Ralph C. Wilson, Jr. School of Education at Fisher Digital Publications. It has been accepted for inclusion in Education Doctoral by an authorized administrator of Fisher Digital Publications. Recommended Citation Wahl, Anne, "A Study of the Relationship between the Elements in Assessment Systems and Improvements in Candidate, Program, and Unit Performance at NCATE Accredited Higher Education Institutions in New York State" (2008). Education Doctoral. Paper 77. A Study of the Relationship between the Elements in Assessment Systems and Improvements in Candidate, Program, and Unit Performance at NCATE Accredited Higher Education Institutions in New York State Abstract The problem that this study examined is whether assessment system elements required for National Council for Accreditation of Teacher Education (NCA TE) accreditation impact candidate, program, and unit performance in New York State higher education institutions. To receive NCA TE accreditation, institutions are required to develop and implement an assessment system that collects and uses data to measure and improve candidate, program, and unit performance. The purpose of this study was to determine if there is a relationship between the perceived importance of these assessment system elements and actual improvements in performance. A self-developed, quantitative survey instrument was used to gather data from key individuals at NCATE accredited, four year, higher education institutions in New York State regarding their perceptions of assessment system elements that are most critical to improving candidate, program, and unit performance. This study revealed that, of the 35 elements of the NCATE Standard 2: Assessment System and Unit Evaluation, 28 (80%) of the items were perceived as moderately important, important, or very important. There were three assessment system elements perceived as most important to the unit heads or their designees who completed the survey. The three elements were: making decisions about candidate performance based on multiple assessments at multiple points before program completion. implementing the assessment system, and using data to evaluate and make improvements to curriculum. This study is significant because it establishes a link between NCATE assessment system elements, use of data, and actual improvements in candidate, program, and unit performance at higher education institutions in New York State.The problem that this study examined is whether assessment system elements required for National Council for Accreditation of Teacher Education (NCA TE) accreditation impact candidate, program, and unit performance in New York State higher education institutions. To receive NCA TE accreditation, institutions are required to develop and implement an assessment system that collects and uses data to measure and improve candidate, program, and unit performance. The purpose of this study was to determine if there is a relationship between the perceived importance of these assessment system elements and actual improvements in performance. A self-developed, quantitative survey instrument was used to gather data from key individuals at NCATE accredited, four year, higher education institutions in New York State regarding their perceptions of assessment system elements that are most critical to improving candidate, program, and unit performance. This study revealed that, of the 35 elements of the NCATE Standard 2: Assessment System and Unit Evaluation, 28 (80%) of the items were perceived as moderately important, important, or very important. There were three assessment system elements perceived as most important to the unit heads or their designees who completed the survey. The three elements were: making decisions about candidate performance based on multiple assessments at multiple points before program completion. implementing the assessment system, and using data to evaluate and make improvements to curriculum. This study is significant because it establishes a link between NCATE assessment system elements, use of data, and actual improvements in candidate, program, and unit performance at higher education institutions in New York State. Degree Type Dissertation Degree Name Doctor of Education (EdD) Department Executive Leadership First Supervisor Arthur L. Walton, Jr. Second Supervisor Raymond J. Giamartino Subject Categories Education This dissertation is available at Fisher Digital Publications: http://fisherpub.sjfc. edu/education_etd/77 A Study of the Relationship between the Elements in Assessment Systems and Improvements in Candidate, Program, and Unit Performance at NCATE Accredited Higher Education Institutions in New York State