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CAEP Annual Report - pg. 3

CAEP Accountability Measures

Measure 3: Candidate Competency at Completion
CAEP Component R3.3

 Licensing Exams

North Carolina Educator Preparation Program (EPP) completers seeking North Carolina teacher licensure must pass one or more standardized exams to qualify for licensure.  North Carolina State Board of Education Policy LICN-003 details licensure exam requirements. The North Carolina Department of Public Instruction reports licensure exam pass rates for EPPs on its EPP Dashboard. Pass rates are reported for exams with 10 or more test takers.

Title II Summary Pass Rates

The Title II Report provides national teacher preparation data on the performance of educator preparation program completers on teacher credentialing assessments used by the respective states in which institutions are located. Assessment results report pass rates based on the highest scores achieved by test takers. The report for each year contains the average pass rate and scaled score on each state credential assessment taken over a three-year period and an institutional summary pass rate. Results are not reported for programs or licensure exams with less than 10 test takers. The Title II pass rates include results for Praxis II exams, Pearson exams, and edTPA as licensure exams stipulated in NC State Board of Education Policy LICN-003. Summary pass rates for WSSU are included in the tables below. Individual assessment pass rates are at the following link:

Title II Report Individual Assessment Pass Rates

Measure 3: Candidate Competency at Completion
CAEP Component R3.3

Candidate Preservice Assessment of Student Teaching (CPAST)

The WSSU Educator Preparation Program (EPP) uses the Candidate Preservice Assessment of Student Teaching (CPAST) rubric to evaluate the performance of candidates during the Clinical Internship placement. The CPAST rubric is a valid and reliable instrument developed by 23 Ohio EPPs and administered by The Ohio State University. The rubric has 21 evaluation rows which comprise two subscales, a Pedagogy scale (13 rows) and a Dispositions scale (8 rows). The items on each row are aligned with the InTASC Model Core Teaching Standards and/or the CAEP Initial – Level Standards. Each scale is divided into the domains indicated below.

Pedagogy Scale

  • Planning for Instruction and Assessment
  • Instructional Delivery
  • Assessment
  • Analysis of Teaching

Dispositions Scale

  • Dispositions
  • Professional Relationships
  • Critical Thinking and Reflective Practice

Possible ratings are “Exceeds Expectations (3 points)”, “Meets Expectations (2 points)”, “Emerging (1 point)”, and “Does not Meet Expectations (0 points)”. The expected minimum rating for each row for candidates completing the Clinical Internship is “Meets Expectations”.

Host P-12 Clinical Educators and WSSU University Supervisors use the rubric to evaluate candidates’ performances at the midterm of the Clinical Internship for a formative assessment as well as for a final summative assessment at the end of the Clinical Internship. Candidates and their evaluators develop a consensus score for each rubric row during a three-way conference. The results of the final summative assessment provide evidence of candidates’ development of the pedagogical and dispositional behaviors expected of program graduates. CPAST is administered each semester. However, results are summarized below by academic year due to small sample sizes.