CAEP Academic Measures of Success

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Measure 3 - Candidate Competency at Completion

The EPP measures candidate competency with four main assessments and has plans to add a fifth for the coming year. Those assessments include Praxis II score, the Nebraska Clinical Practice Evaluation, lesson plan and teacher work sample scores, and results from disposition surveys at the conclusion of the student teaching semester.

The EPP is reporting on Praxis II scores for three years, including elementary education majors (n=12) and secondary education majors (n=11). The elementary majors had 100% passing scores on the first attempt. For the secondary, 9 of 11 passed on the first attempt (82%) and the other two passed before graduation. Regarding the current cohort (n=8, graduated May 2021), all passed before graduation, with 7 of 8 passing on the first attempt. 

A second resource for data collection is the Nebraska Clinical Practice Evaluation (NCPE). The EPP is reporting on the current cohort only (n=8). The cooperating teachers gave the cohort a 3.31 average score with a range of 2.79 to 4.0, while the university supervisors awarded a 3.40 average score with a range of 2.67 to 4.0 (benchmark = 3.0). These scores are very comparable.

For cooperating teachers, lower scores were found in the following areas: using research-based instructional strategies, uses engagement, and differentiates learner differences (all 3.0, which is benchmark). For university supervisors, lower scores were found in the following areas: assesses for learning (2.86), uses classroom assessment (3.0), and develops literacy skills and differentiates instruction (3.13). High points for cooperating teachers include elements such as the following: accepts critique and input (3.8) and several elements that were all 3.4--uses knowledge of students, use of classroom assessment, incorporates digital tools and conveys professional demeanor, and uses professional communication. Highlights for the university supervisor scores include the following: incorporates digital tools into instruction (3.86), uses research-based instructional strategies (3.75), and accepts critique and input (3.75).

During the senior year, teacher candidates submit lesson plans and Teacher Work Samples. Through both of these key assessments, the EPP gleans data as to candidate competency. For lesson plan scores overall, the average was 3.48 with a range of 2.87 to 4.0, with a 3.0 benchmark. High scores were noted in various areas: materials and technology (3.75) and writing quality objectives (3.67). Areas for improvement include diversity and differentiation in the classroom (3.18) and promoting a spiritual and/or value lesson (3.29, both above benchmark). For the Teacher Work Sample, candidates are scored on project quality even as the EPP marks student achievement in each Sample submitted (n=3 of 8, 38%). Because of a change in our data management system, the EPP was unable to report on all candidate work. The overall average gain for the cohort was 18.5% with an 86% pass rate for all students (n=66, range of 43%-100%). 

A final assessment for determining teacher candidate competency is feedback that came from cooperating teachers at the end of the student teaching semester. Cooperating teachers gave an average score of 4.50 of 5.0, with a range of 4.38 (developing rapport with learners) to 4.77 (commitment to service through teaching). Cooperating teachers rated student teachers on critical thinking skills, planning and assessment, and understanding the holistic nature of children (4.46), diversity support (4.58), and exhibiting professionalism (4.69). All scores indicate strong candidate skills.