CAEP Accountability Measures for Academic Year 2022-2023
CAEP has four accountability measures used to provide information to the public on both program outcomes and program impact. The information below provides the four CAEP measures with links to supporting evidence for each measure.
Impact and Outcome Measures
Effectively contribute to P-12 student-learning growth.
Measure
Evidence
Case Study of First-Year Completers: A case-study approach to document completers’ impact on student learning and development and on completers’ teaching effectiveness.
Apply in P-12 classrooms the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.
Measure
Evidence
Focus Group with School Principals on the levels of preparedness, content knowledge, skills, and dispositions of first-year completers employed at their school.
CAEP Standard Alignment: R4.2: Satisfaction of Employers and R5.3: Stakeholder Involvement
Measure
Supporting Evidence
Skyfactor for Teacher Education Programs: During the 2021-22 academic year, the State of West Virginia enlisted the services of Skyfactor to gather crucial information on program completers, conduct exit surveys, and collect employer feedback. However, due to a low response rate, the data provided by Skyfactor was unfortunately unavailable. As a result, the COEPD has taken action to introduce a new survey process, which will be piloted in 2023 to ensure that important information is collected effectively and efficiently.
No data is available due to low response rates.
Educational Personnel Preparation Advisory Committee (EPPAC): This committee is mandated by the West Virginia Department of Education (WVDE) and defined in Policy 5100: Preparing Educational Personnel as follows: “EPPAC serves as an advisory body to the institution’s chief educational personnel preparation officer in developing and reviewing all programs and policies for the preparation of educational personnel within the institution.” EPPAC will provide a framework for data-informed continuous improvement efforts and a lens for program analysis and reflection.
Focus Group with School Principals: on the levels of preparedness, content knowledge, skills, and dispositions of first-year completers employed at their school. Question five speaks to the satisfaction of employers.
Completer and Employer Surveys for Advanced-Level Programs: In Spring 2022, a survey was distributed to completers of advanced-level programs and their employers. All surveys had less than 10 responses.
No data is available due to low response rates.
Measure
Evidence Source
Praxis II Scores: Initial-Level and Avanced-Level Praxis II Completer Pass Rate Report.
Advanced-Level Candidate Dispositions Assessment (ALDA): Identifying and assessing candidate dispositions is a critical element of any licensure program. Individual licensure programs at the advanced level identify and evaluate specific and observable dispositions. The College of Education and Professional Development (COEPD) at Marshall University has defined the four broad domains and dispositions:
Level III Clinical Evaluation Results (Initial): Level III placements require a final evaluation completed for each placement by the university supervisor and cooperating teacher. The evaluation is based on the WV Professional Teaching Standards and National Content Standards. The university supervisor and cooperating teacher will complete several observations during the placement, which will aid them in completing the final evaluation.
West Virginia Teacher Performance Assessment (Initial): The West Virginia Teacher Performance Assessment (WVTPA) is a collaboratively developed assessment that is completed by all candidates during the culminating internship/student teaching experience. The TPA requires that teacher candidates draw on pedagogical and content pedagogical knowledge to plan and deliver instruction that builds on each student’s strengths, needs, and prior experiences. Through this performance assessment, teacher candidates provide credible evidence of student impact.
