AECT Association for Educational Communications and Technology
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  1. What is the history of the field?
  2. What is the knowledge base?
  3. What is the history of AECT's partnership with NCATE?
  4. How are the 2000 performance-based standards different from the previous guidelines?
  5. Is my program an ECIT program?
  6. Is my program initial or advanced?
  7. What are the initial standards?
  8. What are the advanced standards?
  9. What are the components of a Program Report?
  10. What are the critical aspects of an Assessment Plan?
  11. What are some types of data to include?
  12. Why should we be interested in National Recognition?
  13. What are common weaknesses in Program Reports?
  14. How is AECT responsible for ECIT program review?
  15. How does the program review process work once I submit a program report?
  16. How do I know whether my state has a review partnership with NCATE?
  17. What are the expectations for program reviewers?
  18. Who are my contacts at AECT?
  19. Which programs currently have National Recognition?
  20. What do I do if I have a school library media specialist program?

11. What are some types of data that might be included?

One conclusion about the current state-of-the art in assessment is that no single test or measurement of candidates is sufficient by itself to represent these different attributes and the full scope of the standards. Multiple measures provide wide opportunities for candidates to demonstrate their accomplishments in relation to the standards. It is anticipated that institutions will draw on the extensive range of available assessment forms, including objective tests (which may be useful to gauge proficiencies in standards calling for candidate knowledge) and also portfolios, observations, reflections, teaching demonstrations, analytic work, candidate work samples, and other forms of evaluative information demonstrating proficiency in technology use. Consider as well external evidence of graduate success (surveys, licensure tests, employer induction year assessments), artifacts produced by the candidates (products, plans, assessments, case studies), reflective essays, attestations of accomplishments by supervisors, awards and recognitions, professional service, and scholarly activities.

NOTE: State licensure/endorsement/certification test data (adjusted to the national norm), if available, must be collected and reported.

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