Date of Award

11-2008

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Executive Leadership

First Supervisor

Arthur L. Walton, Jr.

Second Supervisor

Raymond J. Giamartino

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.

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