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Abstract of proposed session
Eight assessments were developed for CAEP (formerly NCATE) and NCTM recognition of our secondary mathematics program. These assessments include internship work samples, field evaluations, and candidate portfolios addressing content knowledge, pedagogical methods, and mathematics technology. Based on data collected from these assessments, alongside ongoing evaluation of the program, several curriculum and program revisions were implemented, including: 1) development of mathematics content-specific courses in classroom management, assessment, and secondary curriculum; 2) restructuring of a senior seminar course in mathematics education; and 3) an increased content focus in probability and statistics. The adoption of new NCTM standards in the CAEP review process then provided an opportunity to significantly revise these assessments. We describe the original assessments, the results of assessment data analysis, subsequent program changes, assessment revisions now in progress, challenges encountered, and additional program enhancements envisioned.
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Keywords
CAEP, NCATE, NCTM, Secondary mathematics, Program recognition, CAEP and program revisions
Recommended Citation
Spence, Dianna J., "Paper 5: CAEP, NCTM, and Secondary Mathematics Program Revisions" (2014). Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference (2007-2019). 6.
https://digitalcommons.georgiasouthern.edu/gamte/2014/proceedings/6
Included in
Science and Mathematics Education Commons, Teacher Education and Professional Development Commons
Paper 5: CAEP, NCTM, and Secondary Mathematics Program Revisions
Eight assessments were developed for CAEP (formerly NCATE) and NCTM recognition of our secondary mathematics program. These assessments include internship work samples, field evaluations, and candidate portfolios addressing content knowledge, pedagogical methods, and mathematics technology. Based on data collected from these assessments, alongside ongoing evaluation of the program, several curriculum and program revisions were implemented, including: 1) development of mathematics content-specific courses in classroom management, assessment, and secondary curriculum; 2) restructuring of a senior seminar course in mathematics education; and 3) an increased content focus in probability and statistics. The adoption of new NCTM standards in the CAEP review process then provided an opportunity to significantly revise these assessments. We describe the original assessments, the results of assessment data analysis, subsequent program changes, assessment revisions now in progress, challenges encountered, and additional program enhancements envisioned.
