M.S. in Education Assessment in the Major Report By Dr. Renee Chandler, Program Director Submitted: October 2011

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1 M.S. in Education Assessment in the Major Report 2010 By Dr. Renee Chandler, Program Director Submitted: October 2011

2 Table of Contents 1. Outcomes of Previous Assessments Questions To Be Answered From This Year s Assessment Methods Used to Gather Data: Number of Students Involved Level of Students Data Analysis Techniques Analysis of Data How Results Are Shared with Key Instructors Plans for Improvements Based on Results Appendix A: MSE Benchmarks Appendix B: Scoring Rubric for MSE Program Application Appendix C: Dispositions Rating Form Appendix D: MSE Rubric for Portfolio Education AIM Report 2010 Page 1

3 1. Outcomes of Previous Assessments The MS Education program is in the process of implementing a program revision and a new assessment system. Prior to this report, data available was limited to enrollment data, follow-up surveys, and portfolio ratings. Fall 2011 marks the start of the implementation of a revised program, but many of the aspects of the new assessment system were implemented during Three levels of benchmark criteria are outlined in the new assessment plan (see Appendix A). Assessment measures critical to these benchmarks that are addressed in this report include: ratings of application essays disposition ratings by recommenders identified by student self-ratings and instructor ratings e-portfolio ratings In addition to the items listed above, this report also includes 2010 demographic data for the MS Education program. 2. Questions To Be Answered From This Year s Assessment The 2010 assessment report will focus on data which addresses the following questions: Demographic data: Who are the students in the MS Education program? Ratings of application essays: What do we know about the students philosophies, goals, and writing skills as they enter the MS Education program? Disposition ratings: What are the relative dispositional strengths and weaknesses of our students as perceived by themselves and their instructors? Portfolio data: How are students performing relative to the National Board Standards? Education AIM Report 2010 Page 2

4 3. Methods Used to Gather Data: Demographic data: The UW-Stout Fact Book and other databases on campus have been used to generate the section of this report dedicated to demographic data. Ratings of application essays: As the MS Education program-specific applications are processed, the Program Director rates each essay using the rubric presented in Appendix B. Essay responses are rated on a scale of 0 (Unsatisfactory) to 3 (Proficient/Distinguished) on seven different factors: 1. Philosophy of Education; 2. Goals as an Educator; 3. Commitment to Learning; 4. Commitment to Excellence; 5. Respect for Others; 6. Mechanics; and 7. Overall impression. Each of these areas is aligned with the National Board Standards. Disposition ratings: Accrediting bodies in education (DPI and NCATE) are concerned with candidates knowledge, skills, and dispositions. To address the disposition domain, data was collected from a key instructor and the students using a rating scale (see Appendix C). The instructor of EDUC-729 (which is typically taken in the first semester of the program) filled out the rubric in Appendix C regarding the performance of each student. Each student also rated themselves on the same rubric. Portfolio: All students in the MSE program complete a required course in which they submit a Professional Portfolio. The portfolio is rated by the instructor of EDUC-790. During the spring and fall semesters of 2010, the program director taught EDUC-790 and rated each student s e-portfolio according to the rubric presented in Appendix B. The five areas of assessment align with the National Board Teaching Standards: 1. Commitment to learners and learning; 2. Content knowledge and content-specific pedagogy; 3. Managing and monitoring student learning; 4. Systematic reflection and lifelong learning; and 5. Collaboration and participation in learning communities. The portfolios were scored directly on the Chalk and Wire system on which they were created, allowing for efficient data collection and analysis. 4. Number of Students Involved. The enrollment data presented includes the 121 students enrolled Fall A total of 49 applicant essays from Fall 2010 are included in the data presented. Sixteen students were enrolled in EDUC-790 Professional Portfolio during the Spring semester of 2010 and sixteen students were enrolled in the Fall semester of The data from all 32 portfolios will be presented. Education AIM Report 2010 Page 3

5 5. Level of Students Only graduate students were involved in the collection of data presented in this report. 6. Data Analysis Techniques Information collected will be placed in tables. Where appropriate, descriptive statistics will be used to analyze the data. 7. Analysis of Data Enrollment Data There were 121 students enrolled Fall 2010 in the MSE online program. About 51 were new students. The characteristics of the students are summarized in the graphics below (N=121). Education AIM Report 2010 Page 4

6 Application to Program: Essay Ratings As part of the application to program, all applicants write an essay in response to the following prompt: Attach a statement of approximately 500 words (not to exceed 3 double spaced typewritten pages) which describes your philosophy of education and your goals as an educator. The statement should clearly give examples of your commitment to learning, your commitment to excellence, and your respect for others. Your statement of purpose may also include indications of your efforts to create a learning environment in which all can learn and reference other accomplishments that make you a particularly good candidate for admission to this program. Remember, your personal statement is a very important part of your application. Proper use of grammar and correct spelling are expected. Each essay is read and scored according to the rubric in Appendix B. The mean scores assigned by the program director for 2010 applicants are summarized in the table and graph below: Area Average Score Philosophy of Education 2.34 Goals as an Educator 2.43 Commitment to Learning 2.47 Commitment to Excellence 2.21 Respect for Others 2.32 Mechanics 2.66 Overall Impression 2.19 Education AIM Report 2010 Page 5

7 The average scores for all areas were between the Basic/Proficient and Proficient/Distinguished catergories. Mechanics was slightly higher than the other average scores. This may be because applicants used extra care proofreading the document knowing that accuracy was important. Some applicants may have also had other individuals proofread their essay prior to submission. Disposition Ratings During the first semester of the MS Education program most students take the course EDUC-729 Introduction to Educational Research. At the end of this course, the instructor rated each student on the rubric found in Appendix C. Students also rated themselves using the same rubric. Scores were assigned as follows: 1 = Unsatisfactory/Emerging 2 = Basic 3 = Proficient 4 = Distinguished Not Observed (no rating assigned) Instructor Ratings Area Average Score Initiative, Preparedness, & Continuous Learning 2.83 Academic Excellence through Critical Reflective Thinking 2.94 Expression of Beliefs, Collaboration and Professional Communication 3.00 Adherence to Ethical and Legal Considerations 3.00 Respect for Diversity 3.33 Education AIM Report 2010 Page 6

8 Student Self-Ratings Area Average Score Initiative, Preparedness, & Continuous Learning 3.25 Academic Excellence through Critical Reflective Thinking 3.34 Expression of Beliefs, Collaboration and Professional Communication 3.48 Adherence to Ethical and Legal Considerations 3.48 Respect for Diversity 3.48 Education AIM Report 2010 Page 7

9 On average, students rated themselves higher than their instructor did across all areas. The average student and instructor ratings were lowest in the area of Initiative, Preparedness & Continuous Learning. Both instructors and students identified Respect for Diversity as an area of relative strength. Education AIM Report 2010 Page 8

10 MSE Portfolio Results Students create an e-portfolio as part of the EDUC-790 Professional Portfolio. Starting Spring 2010, the program director taught the course and evaluated each portfolio using the rubric included in Appendix B. Students were rated according to the following scale: 1 = Unsatisfactory/Emerging The individual does not yet appear to have the knowledge or skills underlying the area. Fundamental knowledge or skills are required. Performance is below expected level for a beginning teacher. 2 = Basic: Beginning knowledge and skill development is evidenced, often due to limited education or experience in the area. Some teaching and supervision are required. 3 = Proficient: The individual exhibits knowledge, proficiency, and competence in most aspects of the area. The individual may seek consultation, professional development, or assistance in some aspects of the area. 4 = Distinguished: Advanced knowledge and skill development are evidenced in the area. Individuals with this level of skill and knowledge can teach, mentor and/or supervise others in this domain area. Mean scores for each of the five areas are presented in the table below: Education AIM Report 2010 Page 9

11 Areas (Adapted from National Board for Teaching Standards) Spring 2010 N=16 Fall 2010 N=16 1. Commitment to Learners and Learning a. Understanding of how students develop and learn, respect for differences and belief that all students can learn is indicated by evidence of differentiation of instruction to meet the diverse needs of learners. b. Evidence of a thorough understanding of the school, family, and community contexts is indicated by evidence of how contextual factors influence instruction and collaboration with the professional community. 2. Content Knowledge and Content Specific Pedagogy a. Content knowledge if indicated by evidence of mastery of the subject(s) taught. b. Knowledge and application of theories related to pedagogy and learning is indicated by evidence of the use of a broad range of instructional strategies and an explanation of the choices made in practice. c. Pedagogical expertise is indicated by evidence of the use of instructional and adaptive technologies to improve student learning. 3. Managing and Monitoring Student Learning a. Thorough understanding of the major concepts and theories related to assessing student learning indicated by evidence of the use of a range of strategies to assess individual students and group. b. Thorough understanding of student learning is evidenced by an analysis of student, classroom and school performance at multiple points. c. Managing and monitoring student learning is indicated by evidence of the use of assessment data to make data-driven decisions. 4. Systematic Reflection and Lifelong Learning a. Systematic reflection is evidenced by continuous examination of own practice. b. Systematic reflection and learning is evidenced by development and monitoring of professional development goals. c. Lifelong learning is evidenced by the application of research, analysis of self performance assessment data, and reflection to improve practice. d. Awareness of, and the ability to critically analyze current educational research, issues and policies is indicated by evidence of how research and policies have affected practice. 5. Collaboration and participation in learning communities a. Professionalism is indicated by evidence of effective collaboration with families, colleagues, and communities to improve student learning. b. Evidence is provided of active membership in professional associations Education AIM Report 2010 Page 10

12 Portfolio Ratings by Area in MS Education Portfolio Ratings Collaboration a Participation in Le Communitie Systematic Reflec Lifelong Learn Managing and Mo Student Learn Content Knowled Content Specific P Commitment to L and Learnin Education AIM Report 2010 Page 11

13 8. How Results Are Shared with Key Instructors This report, in its entirety, will be presented at program advisory committee meetings. Because the MS Education is an online program, many key instructors are not available for on-campus meetings. For this reason, the report will also be shared electronically with key instructors who will be given the opportunity to provide feedback. 9. Plans for Improvements Based on Results Data will be shared with key instructors and the program advisory committee. Future agenda items will include a discussion of the data and what meaningful changes can be made to improve the program. Initial review of the data suggests the following items for improvement: 1. The economic situation both nationally and at the state level has significantly affected the market for advanced degrees in education. To date, the MS Education has maintained steady enrollment despite the economic challenges that teachers and school districts are facing. One of the primary goals of the program is to find ways to continue to meet the needs of educators who are seeking advanced degrees. This goal will be accomplished by developing coursework that meets the changing needs of today s educators. The program director works with the advisory board and key faculty and staff to design, update, and implement instruction that will have a positive impact on enrollment. 2. An additional goal is to finalize the implementation of the program revision, new coursework, and new assessment system. Once full implementation has occurred, it will be important to monitor data for continuous improvement. 3. The MS Education program will participate in the Planning and Review Committee process in 2011 which will provide additional data and insights into program improvement. Education AIM Report 2010 Page 12

14 Appendix A: MSE Benchmarks Benchmark I: Admission to Program Person Responsible Philosophy of Education/Statement of Purpose Review (RUBRIC) MSE Program Director Official Transcript MSE Program Director GPA 2.75 from previous institution or transcript review MSE Program Director Current Resume MSE Program Director Recommender ratings (3) Benchmark II: Completion of Assessment for Learning (approx. 10 credits) Disposition self rating EDUC 729 GPA 3.0 (transcript review) MSE Program Director Disposition review (RUBRIC) Instructor of Assessment for Learning and/or Intro to Research Benchmark III: Graduation GPA 3.0 (transcript review) MSE Program Director Application for Degree Candidacy MSE Program Director B or better in EDUC 735 (old program) or EDUC 780 Action Research (revised program) EDUC 735 Instructor Disposition review by observer in the field Identified by candidate eportfolio review (RUBRIC) EDUC 790 Instructor or PD o Table of Contents organized by 5 Teacher Standards o Includes reflective statements for each area of the Portfolio Assessment Rubric o Includes at least one piece of evidence for each area of the Portfolio Assessment Rubric Education AIM Report 2010 Page 13

15 Philosophy of Education (NBPTS 1, 4; Domain 4) Goals as an Educator (NBPTS 1, 4; Domain 4) Commitment to Learning (NBPTS 1,4,5; Domain 4) Commitment to Excellence (NBPTS 1,4,5; Domain 4) Respect for others (NBPTS 1,4,5; Domain 4) Mechanics Overall Impression Unsatisfactory 0 No evidence provided by the candidate. No evidence provided by the candidate. No evidence provided by the candidate. No evidence provided by the candidate. No evidence provided by the candidate. Major errors in spelling and grammar throughout the essay. Not a viable candidate for the MSE program at UW-Stout Appendix B: Scoring Rubric for MSE Program Application Emerging 1 Candidate provides some general statements about education, but does not articulate a philosophy of education. Candidate provides a weak statement of goals that are marginally appropriate for the program. Candidate provides a weak description of his/her commitment to learning. Candidate provides a weak description of his/her commitment to excellence. Candidate provides a weak description of his/her respect for others. Errors in spelling and grammar are a significant detriment to the essay. A weak candidate who may be considered for admission to program, dependent on other factors. Basic/Proficient 2 Candidate clearly describes his/her philosophy of education but does not make effective use of examples and/or literature to support their views. Candidate states goals that are appropriate to their profession, but the response lacks depth. Stated goals are consistent with the goals of the program. Candidate provides adequate examples of his/her commitment to learning. Candidate provides adequate examples of his/her commitment to excellence. Candidate provides adequate examples of his/her respect for others. A few minor errors in spelling and/or grammar. An adequate candidate who should be admitted to program Proficient/Distinguished 3 Candidate clearly and articulately describes his/her philosophy of education using powerful examples and/or literature to support their views. Response reflects systematic thinking about their own practice. Candidate clearly and articulately states goals appropriate to their profession. Response indicates insight that is highly reflective and based on analysis of their own practice. Stated goals are consistent with the goals of the program. Candidate clearly and articulately provides solid examples of his/her belief in and commitment to all students learning. Candidate clearly and articulately provides solid examples of his/her belief in and commitment to excellence. Candidate clearly and articulately provides solid examples of his/her belief in and commitment to respect for others. Proper grammar and spelling evident throughout the essay. An impressive candidate who should be admitted to program Education AIM Report 2010 Page 14

16 Appendix C: Dispositions Rating Form Unsatisfactory/Emerging: Rarely demonstrates the disposition. The area needs to be improved before the next disposition rating. Basic: Occasionally demonstrates the disposition, but growth is needed Proficient: Usually demonstrates the disposition with no areas of concern. Distinguished: Demonstrates model dispositions; the individual could teach, supervise, or mentor other teachers in this area. Not Observed:Observation of this disposition did not take place, for this student. Dispositions Unsatisfactory/ Emerging (U) Basic (B) Proficient (P) Distinguished (D) Rating U Initiative, Preparedness & Continuous Learning - Did not participate in class activities. - Often missed assignment deadlines. - Did not meet minimal expectations in completing assignments. - Usually participated in class and discussion board activities. - Missed some assignment deadlines. - Met the basic expectations in completing assignments. - Demonstrated timely participation and consistent presence on the class discussion board. - Met requirements and met assignment deadlines. - Met expectations in assigned work, prepared for class as evidenced by completed readings and assignments. - Consistently demonstrated timely participation and presence on the class discussion boards. - Exceeded requirements and met assignment deadlines. - Exceeded expectations in assigned work and was consistently well prepared for class as evidenced by completed readings and assignments. B P D Not Observed Academic Excellence through Critical Reflective Thinking - Written discourse reflected little or no concern for multiple perspectives or how others may be affected. - Did not consider student outcomes, research, and data when developing educational materials for use in classroom and clinical situations. - Ignored feedback - Made some effort to consider multiple perspectives and determine how written discourse affected others. - Occasionally considered student outcomes, research, and data when developing educational materials for use in classroom and clinical situations. - Read but didn t analyze feedback. - Frequently considered multiple perspectives when making reasoned decisions based upon supporting evidence from previous readings and course experiences. - Frequently considered student outcomes, research and data when developing educational materials for use in classroom & clinical situations. - Analyzed feedback and made - Consistently considered multiple perspectives when making reasoned decisions based upon supporting evidence from previous readings and course experiences. - Consistently considered student outcomes, research and data when developing educational materials for use in classroom & clinical situations. - Analyzed feedback and made appropriate adjustments to enhance U B P D Not Education AIM Report 2010 Page 15

17 some appropriate adjustments to enhance personal growth and learning. personal growth and learning. Observed U Expression of Beliefs, Collaboration and Professional Communication - Demonstrated no evidence of willingness or ability to articulate ideas or beliefs in written communication. - Written communications were unprofessional and/or inappropriate to the audience and setting. - Showed some evidence of the ability to articulate ideas or beliefs in written communications. - Some written communications were professional and appropriate to the audience and setting. - Conveyed ideas or beliefs with success in written communications and demonstrated sensitivity with respect to language use. - Most communications were written in a professional manner and appropriate to the audience and setting. - Consistently communicated ideas or beliefs with success in written communication and demonstrated sensitivity with respect to language use. - All communications were professionally delivered and appropriate to the audience and setting. B P D Not Observed Adherence to Ethical and Legal Considerations - Plagiarized the work of others. - Breached established rules for protecting the rights of course colleagues and/or PK- 12 student learners. - Violated ethical/legal standards of the profession. - Sometimes cited the works of others. - Articulated some thoughts that considered the rights of course colleagues and/or PK-12 student learners. - Exhibited some behaviors demonstrating legal/ethical standards of the profession. - Cited the works of others. - Frequently articulated thoughts or demonstrated behaviors that considered the rights of course colleagues and/or PK-12 student learners. -Usually exhibited behaviors demonstrating adherence to ethical/legal standards of the profession. - Always appropriately cited the works of others. - Consistently demonstrated behaviors that safeguarded the rights of course colleagues and/or PK-12 student learners). - Modeled adherence to the ethical/legal standards of the profession. U B P D Not Observed Respect for Diversity - Showed little or no acknowledgement of the belief that all students can learn during class discussions. - Showed little or no interest in learning about educational strategies to address the needs of diverse learners. - Showed some acknowledgement and responsiveness to the belief that all students can learn during class discussions. - Demonstrated some interest in learning about educational strategies to address the needs of diverse learners. - Frequently considered and demonstrated the belief that all students can learn in class discussions or discussion board communication. - Sought out information on how to address the needs of diverse learners. - Consistently considered and demonstrated the belief that all students can learn during class discussions by providing solutions, URL's for web resources or other resources. - Demonstrated ways to address the needs of diverse learners in educational settings. U B P Education AIM Report 2010 Page 16

18 D Not Education AIM Report 2010 Page 17

19 Appendix D: MSE Rubric for Portfolio Portfolio Assessment Rubric Student Name: Student ID #: Reviewer: Date: Reviewer Signature: Unsatisfactory/Emerging: The individual does not yet appear to have the knowledge or skills underlying the area. Fundamental knowledge or skills are required. Performance is below expected level for a beginning teacher. Basic: Beginning knowledge and skill development is evidenced, often due to limited education or experience in the area. Some teaching and supervision are required. Proficient: The individual exhibits knowledge, proficiency, and competence in most aspects of the area. The individual may seek consultation, professional development, or assistance in some aspects of the area. Distinguished: Advanced knowledge and skill development are evidenced in the area. Individuals with this level of skill and knowledge can teach, mentor and/or supervise others in this domain area. Areas* Unsatisfactory Basic Proficient Distinguished Commitment to Learners and Learning c. Understanding of how students develop and learn, respect for differences and belief that all students can learn is indicated by evidence of differentiation of instruction to meet the diverse needs of learners. d. Evidence of a thorough understanding of the school, family, and community contexts is indicated by evidence of how contextual factors influence instruction and collaboration with the professional community. 2. Content Knowledge and Content Specific Pedagogy d. Content knowledge if indicated by evidence of mastery of the subject(s) taught. e. Knowledge and application of theories related to pedagogy and learning is indicated by evidence of the use of a broad range of instructional strategies and an explanation of the choices made in practice. f. Pedagogical expertise is indicated by evidence of the use of instructional and adaptive technologies to improve student learning. 3. Managing and Monitoring Student Learning a. Thorough understanding of the major concepts and theories related to assessing student learning indicated by evidence of the use of a range of strategies to assess individual students and group. b. Thorough understanding of student learning is evidenced by an analysis of student, classroom and school performance at multiple points. c. Managing and monitoring student learning is indicated by evidence of the use of assessment data to make data-driven decisions. 4. Systematic Reflection and Lifelong Learning. a. Systematic reflection is evidenced by continuous examination of own Education AIM Report 2010 Page 18

20 practice. b. Systematic reflection and learning is evidenced by development and monitoring of professional development goals. c. Lifelong learning is evidenced by the application of research, analysis of self performance assessment data, and reflection to improve practice. d. Awareness of, and the ability to critically analyze current educational research, issues and policies is indicated by evidence of how research and policies have affected practice. 5. Collaboration and participation in learning communities a. Professionalism is indicated by evidence of effective collaboration with families, colleagues, and communities to improve student learning. b. Evidence is provided of active membership in professional associations. *Note: Areas 1-5 from National Board for Teaching Standards Education AIM Report 2010 Page 19

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