The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs.
2.4.a Description of the unit’s assessment system including the requirements and key assessments used at transition points
2.4.b Admission criteria and data from key assessments used for entry to programs
2.4.c Policies, procedures, and practices for ensuring that key assessments of candidate performance and evaluations of program quality and unit operations are fair, accurate, consistent, and free of bias
2.4.d Policies, procedures, and practices for ensuring that data are regularly collected, compiled, aggregated, summarized, analyzed, and used for continuous improvement
2.4.e Policies, procedures and practices for managing candidate complaints
2.4.f File of candidate complaints and the unit’s responses and resolutions (This information should be available during the onsite visit)
2.4.g Examples of significant changes made to courses, programs, and the unit in response to data gathered from the assessment system
1. Document describing the unit’s assessment system:
- Assessment Handbook (Hard copy also located in 321 Forcina Hall )
2. Samples of formative and summative assessments:
This rubric is used by student teaching/internship supervisors to give feedback to candidates on their performance on each lesson observed. It is a pedagogical tool and is not used for data collection.
This is a summative assessment of candidates’ performance as a teacher in the field. It is typically completed at mid-term to provide feedback to candidates and is used for data collection at the end of all field experiences.
This is a summative assessment of candidates’ attitudes and behaviors identified as necessary to be an effective teacher. These expectations are introduced to candidates early in their program and are measured in the junior practicum and the senior student teaching/internship for all programs and in the sophomore year in several programs with sophomore field experiences. It is typically completed at mid-term to provide feedback to candidates and is used for data collection at the end of all field experiences.
The unit has adopted a common lesson plan format and scoring rubric. The assignment of a formally scored lesson plan is typically given in the sophomore or junior year.
The unit has adopted a common unit plan format and scoring rubric. This assignment is generally given in the junior practicum.
Effect on Student Learning Assessments
Each program has an assessment to measure the effect of the candidates’ teaching on student learning as follows:
Elementary and Early Childhood Education
Lists of All Assessments in the Electronic Data Collection System (called SOCS) by Program and Course
- Early Childhood Ed- Undergraduate
- Elementary Ed- Undergraduate
- Early Childhood and Elementary Ed- Graduate
- Secondary Ed- Undergraduate
- Secondary Ed- Graduate
- Special Ed, Language and Literacy- Undergraduate Courses and Deaf Education
- Special Ed, Language and Literacy- Graduate
All Assessment Rubrics Used by the Unit As They Appear on SOCS
On separate diskette (provided). (Hard copies also located in 321 Forcina Hall )
3. Summaries of the results of key assessments by transition point
In addition to program specific entry requirements (g.p.a. requirements and grades in key courses) which are delineated in the college bulletin (see General Background), the data from key assessments is used.
- Entry to the Program
- Prior to Student Teaching/Internship II
- Exit from Clinical Practice
- At Program Completion
5. Procedures for ensuring that key assessments are fair, accurate, consistent, and free of bias
6. Policies for handling student complaints:
7. Files of student complaints can be found in the SOE Dean’s Office.
8. Description of information technology used to manage performance data:
9. Policies and procedures that ensure that data are regularly collected, compiled, aggregated, summarized, analyzed, and used to make improvements:
10. Examples of changes made to courses, programs, and the unit in response to data gathered from the assessment system – as of Fall 2007
2008 Annual NCATE Data Review Summaries: