Key Assessments

Key assessments are required assessment for each licensure program. They provide evidence of candidate performance. These data are analyzed and interpreted by each licensure program and used to revise/improve the program. Reports of candidate performance are used to generate annual documentation for accreditation and national recognition of each program and to make data-informed changes as needed. The data from the programs are also aggregated and the results are used to evaluate and improve our College. Evidence of the competence of the Miami pre-service educators is presented to the State of Ohio, and also documented in reports such as the U.S.News & World Report; NCTQ Ratings, and others.

There are seven key assessments in Special Education. A listing, course in which the assessment occurs, and a brief description follows.

  1. CBM Analysis and Critique: Students analyze and critique a Curriculum Based Measurement (CBM) instrument through a process of collaborative survey development, data collection, a discussion of survey results, and reflection/critique of the selected CBM. (Course: EDP 650A)
  2. Literacy Tutoring Project: A project developed and used to demonstrate pre-service teacher effectiveness. It requires candidates to document the entire lesson plan cycle, beginning with planning, continuing with instruction and assessment, and concluding with reflection on the entire cycle. (Course: EDP 571)
  3. Lesson Plan: The Lesson Plan is an element of the Literacy Tutoring Project described above in which students create and revise a Lesson Plan in the context of this experience. (Course: EDP 571)
  4. Behavior Intervention Plan: Students design a nonacademic Behavior Intervention Plan that includes the process of describing behavior, identifying causes and effects, and planning to implement a plan to shape that behavior through targeted intervention. Approximately 15-20 hours of observation time (described further below) in a K-12 educational context is a required component of this project. (Course: EDP 596)
  5. Field Observation: Students are observed and assessed on their performance while performing duties of an Intervention Specialist. Teachers who currently hold a Resident Educator or professional teaching license may complete this assessment in their current K-12 setting or in an arranged placement. Students without a current teaching credential will complete this assessment during a student teaching placement. This Key Assessment is not currently associated with a specific course, but is typically completed during the second or third term in which the student is enrolled)
  6. Individualize Educational Program (IEP) document: This assignment involves students in writing an IEP based on a student that they select. Elements of the IEP project will be introduced in each course leading to a completed IEP project later in the licensure course sequence. (Course: EDP 578)
  7. Ohio Assessments for Educator (OAE): We collect data on student performance on the Ohio Assessments for Educator test that is required for licensure.

Field-Based Projects

All students in a teacher preparation program are expected to gain experience and demonstrate proficiency while performing duties that are directly related to the area of licensure. For SEOH students who are pursuing licensure as a K-12 Intervention Specialist (mild/moderate), the requirements for field-based work are embedded in courses throughout the program. From the list of Key Assessments above, three course projects listed below must be conducted while working directly with K-12 students. For this reason, SEOH students are required to spend time in a K-12 school in order to successfully complete these projects.

For SEOH students who are currently employed in a K-12 school, these projects can frequently be completed in that context with approval from the employer and sufficient time available to fulfill the requirements of the project. Depending on the SEOH student’s current employment duties, it may be necessary for an SEOH student to seek release time in order to complete these projects.

SEOH students who do NOT have access to a K-12 school through their employment can submit a request for a field-placement to be arranged.

  1. Literacy Tutoring Project:
    Students are required to work with a K-12 student whose reading ability has been determined to be “below grade level.” If a SEOH student is currently working in a K-12 school, s/he may make arrangements to complete this project within that environment. Alternately, student may complete this project by volunteering for a school or community-based tutoring program, or through other arrangements. For further information, contact the scheduled instructor for the course at the time of enrollment.
  2. Behavior Intervention Plan:
    SEOH students are required to observe student behavior in a K-12 educational environment for 15-20 hours (total) distributed over several weeks of the academic term (e.g. 5 hours per week for 5 weeks). This project must be conducted within a formal K-12 educational context. For further information, contact the scheduled instructor for the course at the time of enrollment.
  3. Field Observation:
    SEOH students must be observed while performing the duties of a K-12 Intervention Specialist and working with students on an IEP with mild/moderate disabilities prior to applying for licensure. For SEOH students who are pursuing an Initial Teaching license, this Observation takes place during a full-semester Supervised Field Experience (student teaching). SEOH students who have successfully completed a student teaching experience in the past AND who are currently working in a K-12 educational setting can make arrangements to complete this assessment in their current setting if students on an IEP are present. While the SEOH student is working with students on an IEP with mild/moderate disabilities, an approved observer will observe the SEOH student for a minimum of 1 hour and then evaluate the SEOH student’s performance using a Field Observation Rubric form. This observation can take place at any time after the SEOH student has completed 6 hours of coursework in the SEOH program that includes EDP 656. Additional details on this Key Assessment are provided during the second term of enrollment and may also be included in some courses.

Ohio Assessments for Educators

The Ohio Assessments for Educators (OAE) assess the content-area and professional (pedagogical) knowledge of candidates who are seeking initial Ohio educator licensure or adding a new licensure area. Ohio licensure candidates are required to successfully complete only ONE assessment of professional (pedagogical) knowledge for their first license. Passage of the OAE Pedagogy Assessment: 004 Assessment of Professional Knowledge: Multi-Age (PK–12) is required for students who haven’t previously passed the Praxis II professional knowledge exam.

In order to receive an Intervention Specialist License from the Ohio Department of Education, all students must pass the OAE Content Assessment: 043 Special Education. Successful completion of required tests is designed to ensure that candidates for licensure have acquired the minimal knowledge necessary for entry-level positions.

The examinations for licensure are provided by Evaluation Systems group of Pearson. Students register for the computer-based exams online. However, all exams must be taken at an official Pearson testing center.


Students enrolled in the initial certification M.Ed. track (for individuals without teaching credentials) must successfully complete the Ohio Teacher Performance Assessment (edTPA). edTPA is a pre-service assessment process designed by educators to answer the essential question: "Is a new teacher ready for the job?" edTPA includes a review of a teacher candidate's authentic teaching materials as the culmination of a teaching and learning process that documents and demonstrates each candidate's ability to effectively teach his/her subject matter to all students.

The assessment vendor, Pearson, establishes the due date for the edTPA, typically within the first 8-10 weeks of student teaching. Two release days are provided for students to work on their projects, and will be considered excused absences from the classroom.