ACADEMIC ASSESSMENT. BA/BS in Early Childhood Education NO STUDENTS IN 14-15

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1 ACADEMIC ASSESSMENT BA/BS in NO STUDENTS IN Program Mission Statement The College of Education s mission, contributing to the mission of USFSM, is to prepare outstanding educators who will learn, lead, inspire, and transform their schools and communities. Program Learning Outcomes: 1. Content Knowledge: candidates depth and breadth of content knowledge and content pedagogical knowledge across subject areas. 2. Reflective and Ethical Practice: candidates self-reflection, professional growth, and ethical practice. 3. Evaluation and Decision-making: candidates use research-based practices and data to make instructional decisions. 4. Educational Design a. candidates design educational experiences that result in positive impact on student academic achievement. b. candidates are proficient in integrating technology to enhance academic achievement. 5. Learner as an Individual in Community a. candidates enhance learning environments to meet needs of the diverse experiences, perspectives, and cultures of their students. b. candidates communicate in ways that fairness, respect, and sensitivity to diversity, setting high academic expectations for all students. 1

2 Methods of The College of Education uses a 5 point rubric scale for all critical tasks and most other assessments, unless otherwise noted. Performance descriptors are found in the College of Education Performance Level Indicators (COEPLIs). These are summarized into the 5 point scale: 1 unacceptable; 2 Marginal; 3 Meets Standard (target); 4 Advanced (target 2); 5 Exceptional. The first target is 3, meets standard, the second target is 4 (advanced) and a score of 5 is reserved to truly exceptional demonstrations of knowledge and skill. Candidates must meet standard (3) on all their because they must they hold the knowledge, skills, and dispositions expected for their educational role. Course-based : Course-based performance assessments called critical tasks provide data on candidate progress toward meeting standards and on program effectiveness in preparing candidates to meet standards. Candidates are required to add critical tasks to an electronic portfolio housed in Taskstream where these assignments are evaluated using a content rubric that follows the COE policy on Performance Level Indicators. Candidates must earn a minimum rating of 3 (meets standard) on the following 5- point scale: 1(unacceptable), 2(marginal), 3(meets standard), 4 (advanced), and 5 (exceptional) on the critical task in order to show adequate competency in each proficiency. : The purpose of this assessment is to provide a tool and process for formative evaluation and improvement of candidate dispositions. are values, attitudes, beliefs, temperament, and character elements held by educators that contribute to educators development as professionals and support student learning. Candidates self-assess and are assessed by faculty three times during their program (near the beginning, toward the middle but prior to final internship, and during final internship). : The Exit survey is given to candidates in the Initial Teacher Preparation programs just before graduation. Through it, candidates rate their preparation on each of the Florida Educator Accomplished Practices (FEAPs), and their satisfaction with various elements of their program, such as overall preparation, opportunities to use technology, feedback and guidance from mentor teachers, supervisors, and relevance the program. Completer (Alumni) : This survey is sent to all graduates of the College of Education for the first three years after graduation. Completers provide feedback on their preparation relative to the COE Candidate Competencies. The survey uses a five-point rating of preparedness. Employer : This survey is sent to all principals in the counties served by the College of Education. It seeks feedback on completer preparation in each of the COE Candidate Proficiencies. The survey uses a five-point rating of preparedness. 2

3 USF SARASOTA-MANATEE ACADEMIC ASSESSMENT PLANNING RECORD ACADEMIC PROGRAM: BA/BS in CIP Code: Program Learning Outcomes 1. Content Knowledge: candidates depth and breadth of content knowledge and content pedagogical knowledge across subject areas. 2. Reflective and Ethical Practice: Early Childhood Education candidates selfreflection, professional growth, and ethical practice. 3. Evaluation and Decision making: Early Childhood Education candidates use researchbased practices and data to make instructional decisions. Means of Employer Completer Employer Completer Final Internship Summative Evaluation Target Results Use of Results for Program Improvement 3

4 Program Learning Outcomes Means of Target Results Use of Results for Program Improvement 4 a. Educational Design: candidates design educational experiences that result in positive impact on student academic achievement. 4 b. Educational Design: candidates are proficient in integrating technology to enhance academic achievement. IP3 Final Internship Summative Evaluation 5a. Learner as an Individual in Community: candidates enhance learning environments to meet needs of the diverse experiences, perspectives, and cultures of their students. IP3 Final Internship Summative Evaluation 5b. Learner as an Individual in Community: candidates communicate in ways that fairness, respect, and sensitivity to diversity, setting high academic expectations for all students. 4

5 Program Learning Outcomes Means of Target Results Use of Results for Program Improvement Graduate Follow up Studies Follow up Studies Employer Completer 5

6 Summary of Program Improvement Initiatives to be pursued in Dean s Response 6