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1 Program Summary Department: Teacher Education Report Preparer: Dr. Aram Ayalon and Dr. Barbara Clark Program Name and Level: Graduate Elementary Education Program Assessment Question 1) URL: Provide the URL where the learning outcomes (LO) can be viewed. 2) Assessment Instruments: For each LO, what is the source of the data/evidence, other than GPA, that is used to assess the stated outcomes? (e.g., capstone course, portfolio review and scoring rubric, licensure examination, etc.) 3) Interpretation: Who interprets the evidence? (e.g., faculty, Admin. assistant, etc.). If this differs by LO, provide information by LO. Response Programs/Elementary-Education-M-S Action Research Capstone project. Rubrics were used to assess each student s learning. All students performed to expected competence Faculty

2 4) Results: Since the most recent full report, state the conclusion(s) drawn, what evidence or supporting data led to the conclusion(s), and what changes have been made as a result of the conclusion(s). 5) Strengths: What about your assessment process is working well? 6) Improvements: What about your assessment process needs to improve? (a brief summary of changes to assessment plan should be reported here) Students continue at the same level of appropriately planning, organizing, conducting, and appropriately evaluating year-long action research projects in mostly diverse early childhood center professional settings. Students continue to exhibit excellent reflection skills. Writing skills remains an area in need of improvement based on results of rubrics that were designed to assess course assignments. Students were also encouraged to utilize services provided by The Writing Center on campus. The capstone is a performance base assessment that accurately reflect what teachers do in the field and enables them to apply course content. Incorporating assessments to evaluate Elementary Program in light of students background. Incorporating assessments of the introductory block. Incorporating assessments of student s ability to study diversity in schools. 2

3 PREAMBLE and Highlights 1. This program is designed for elementary education and K-12 certified teachers wishing to pursue graduate study which extends their knowledge of the theory and practice of elementary education. The program offerings enable working teachers to increase knowledge and skills related to the most effective research-based strategies in teaching, learning, and assessment. Students will have opportunities to analyze, extend, and increase the relevance and responsiveness of their current work in classrooms, particularly as it relates to leadership and diversity issues. 2. Most significant changes made to the program, curricular or programmatic, based on results from assessment activities. Faculty plan to use results obtained to make curricular or programmatic adjustments by: Increasing opportunities to practice writing and editing skills using class assignments. Providing additional examples and models of how to write the review of literature. Continue to offer opportunities to review literature with appropriate written responses in earlier courses in the program, such as in EDTE 502, EDTE 598, EDEL 508, and EDEL 512. SECTION 1-Learning OUTCOMES (LO) Students are expected to: 1. demonstrate and implement varied instructional, assessment, management, and technological strategies that facilitate learning for diverse students; 2. demonstrate improvement in the quality of students' teaching skills by self-reflecting and analyzing teaching practices through data collection and analysis; 3. demonstrate best practice teaching as agents of change by designing and conducting action research grounded in professional literature to have an impact on schools and their surrounding communities; 4. assess a variety of teaching strategies in light of research-based practices around developmental stages and cultural/linguistic backgrounds; and 5. knowledge and understanding of the course material in the introductory block courses that incorporate and highlight insights from the study of diversity in schools, socio-cultural and historical issues influencing schools, and research in education. 3

4 SECTION 2-FINDINGS Capstone Rubric (See appendix 1) Assessment was done by instructor. The results below are based on the capstone rubric assessment, rubric assessment program assessment based on children background using background in EDTE 502. In the last five years, data indicates that students performance did not vary significantly. LO1. In the final capstone project, Elementary Education Master s candidates implement varied instructional, assessment, management, and technological strategies that facilitate learning for diverse students. Student performance above average. LO2. Elementary Education Master s candidates demonstrated high degree of self-reflection that directed improved the quality of individual teaching skills. Student performance above average. LO3. Elementary Education Master s candidates conducted action research (within specific content) grounded in professional literature. Student performance above average. LO4. Elementary Education Master s candidates analyzed base teaching practices through data collection and analysis. Students performance average. LO5. Elementary Education Master s candidates demonstrated knowledge and understanding of the course material in the introductory block courses by conducting literature review about issues that influence schools, especially regarding diversity and social cultural influences on schools. Student performance above average. SECTION 3-ANALYSIS Learning outcomes 1, 2, 3 and 5 were achieved well. Learning outcome 4, needs strengthening. 4

5 SECTION 4 USE OF RESULTS For each outcome: 1) Describe how these results have been used to make curricular or programmatic adjustments over the last five years. 2) Clearly articulate the relationship between the result and the curricular/programmatic adjustment. 1. Since students demonstrated and implemented varied instructional, assessment, management, and technological strategies that facilitated learning for diverse students, there was no need for curricular adjustment. 2. Students demonstrated improvement in the quality of teaching skills by effective self-reflection and analysis of teaching practices through data collection. No need for curricular adjustment. 3. The year-long capstone seemed to effectively use action research to have an impact on students practices. However, students projects in the future will focus more on impacting surrounding communities. 4. In the future, courses will focus more on exploring children cultural-linguistic background in ways to integrate this into teaching practices. 5. While introductory block courses, addressed the study of diversity in schools, socio-cultural and historical issues influencing schools, and research in education more integration of content is needed through joint curriculum planning by instructors of the introductory block. SECTION 6 ASSESSMENT PLAN 1. Identify where improvements are needed referencing the evidence indicating this need. Collect assessment data from each course including how appropriate learning outcomes were met. Establish an appropriate file to keep assessment records. Integrate the assessment data into the new software application used by SEPS. Establish a meeting at the beginning of each semester to discuss student s performance from previous semester and modify program accordingly. 2. Propose strategy on implementing improvements examples: After discussion, faculty will decide on appropriate adjustments regarding the following aspects: - Adjustments in teaching strategies - Change course sequence - Required pre-requisite courses - Develop or modify course - Develop new or revise current assessment strategy 5

6 3. Specify goal of activity describing why the change should lead to specific improvement in corresponding LO. Joint faculty discussion about program goals and its implications to course teaching should lead to better attainment of LO. 4. Identify semester and year assessment activities are scheduled. We will follow university assessment schedule. Data and collection analysis will continue on a semester basis. 5. Identify the target group (seniors in all sections of class X, etc.). Graduate Elementary Education Students. 6. Identify data to be collected (example - question X of first midterm will be compared to question Y of final exam, etc.). Performance on papers, projects and exams. 7. State when data will be analyzed (semester and year). Data will be analyzed at the beginning of each semester based on previous semester student performance. 8. Build into your timeline, any approvals or other procedural guidelines that need to be followed prior to implementing improvements. N/A 9. Anticipated year and semester expected improvements will be implemented in classroom. Following analysis of the previous semester s student performance, after faculty discussion, implementation will take place within the following semester or two. 6

7 Appendix 1: Capstone Rubric Course Evaluation Breakdown based primarily on rubric points: Results Limitations Discussion Self-Evaluation Presentation Final AR Project 32 points 4 points 16 points 12 points 36 points 7

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