Who’s on first? Accreditation or Technology-Supported Assessment Systems

ID: 33085 Type: Full Paper
  1. Noela Haughton and Virginia Keil, The University of Toledo, United States

Thursday, March 10 4:30 PM-5:00 PM

No presider for this session.

The debate surrounding teacher quality often fails to effectively differentiate between teacher-preparation providers. This failure also extends to distinguishing between teachers prepared in traditional campus-based accredited programs from those prepared in unaccredited campus-based programs. This paper compares assessment infrastructure and expenditure levels of accredited and unaccredited schools, colleges and departments of education (SCDE). The College of Education Assessment Infrastructure Survey was administered to 1,011 campus-based programs in 2007 and 2009. Six hundred and seven responses – 341 (33.7%) from 2009 and 266 (26.3%) from 2007 were analyzed. Results support the notion that accredited SCDE are significantly more likely than their unaccredited counterparts (1) to implement electronic assessment systems, and (2) to invest at higher levels in assessment infrastructure. Implications include the role of accreditation reporting and other requirements on SCDE assessment policy and allocation of resources to support the growing need for enhanced capacity.

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