Program Learning Outcomes
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Finalize draft of new PLOs aligned with National Association for the Education of Young Children (NAEYC) standards. 1. The student is able to plan appropriate environments and that support young children's
development and learning. 2. The student is able to create respectful, reciprocal relationships that support and empower diverse families and communities. 3. The student is able to use systematic observation and effective assessment strategies in partnership with families and other professionals to positively influence the
development of every child. 4. The student is able to use positive relationships and supportive interactions as the foundation for their work with young children and families. 5. The student is able to design, implement and evaluate meaningful curriculum that promotes comprehensive learning outcomes for every child. 6. The student is able to apply critical and reflective perspectives on their work and practices and advocate for sound
educational policies.
- Anne Ryan / Aug 2018
Budget / Planning Implications:
NA
Newly revised PLOs will be used to revise course MLOs as appropriate. Components of the NAEYC key elements & curriculum frameworks will influence the revision of the program's assessment tasks and instruments.
- Anne Ryan / Aug 2018
Budget / Planning Implications:
NA
#2:
The student will demonstrate knowledge of positive classroom management.
I. Use of Past Results
Students consistently met the criteria for success throughout the duration of the administration period.
II. Methodology
Means of Assessment: The purpose of the End of Program Assessment is to critique students' performance of the
program's major learning outcomes to determine areas for program improvement. An employer evaluation of cooperative student education is utilized to assess student achievement by major learning outcomes in the Early Childhood Education A.S. degree program.
Date(s) of Administration: 2014-15, 2015-16, 2016-17
Assessment Method: Students in the Early Childhood Education program were assessed using
an evaluation developed by the full time faculty in the program.
Instrument: The instrument employed in this evaluation uses a Likert scale. It was developed to assess the students
in the Early Childhood Education program, and target appropriate areas for improvement. The full time faculty and administrators reviewed the instrument for item and content validity. The tool consist of questions relating to behavior of students as observed by the classroom supervising teacher, and an SPC professor.
Items 2a - 2l are aligned to Classroom Management.
Weights Desired: Each question has a range from 0 to 3 points.
Scoring Method (Rubric): The results were quantified and tabulated for total points earned.
Population: The End of Program Assessment tool was administered as an evaluative tool to students enrolled in
the capstone course, EEC 2907 Early Childhood Teacher Training, near the end of their 60-hour internship semester. These students demonstrated that they can apply all previous knowledge and skills in a real preschool environment, under the supervision of a classroom supervisor and an SPC Professor.
III. Criteria for Success
Students should rate a mean score of greater than 2.5 on each Classroom Management category of the evaluation.
IV. Summary of Assessment Findings
Results via Face-to-Face
2014-15 Assessment Results PLO
2 Number MeanScores Above/BelowCriteria
2a 5 2.6 +0.1 2b 5 2.8 +0.3 2c 5 2.8 +0.3 2d 5 3.0 +0.5 2i 5 2.8 +0.3 2k 5 3.0 +0.5 2L 5 3.0 +0.5 2015-16 Assessment Results PLO
2 Number MeanScores Above/BelowCriteria
2a 12 2.7 +0.2 2b 13 2.9 +0.4 2c 13 2.9 +0.4 2d 13 2.7 +0.2 2i 13 2.8 +0.3 2k 13 2.9 +0.4 57
2L 13 2.7 +0.2
2016-17 Assessment Results PLO
2 Number MeanScores Above/BelowCriteria
2a 6 2.7 +0.2 2b 7 2.9 +0.4 2c 7 2.7 +0.2 2d 7 2.9 +0.4 2i 7 2.7 +0.2 2k 7 2.9 +0.4 2L 7 2.9 +0.4
Results via Distance Delivery (Online, Blended, etc)
There were no distance sections within the course, the students were observed exclusively face-to-face.
V. Discussion and Analysis of Assessment Findings
This PLO be retired in Summer 2018.
Students continue to meet the criteria for success in Classroom Management for each of the three years included within the assessment. Student scores remain high in this area though there were no significant trends within the data year to year.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Finalize draft of new PLOs aligned with National Association for the Education of Young Children (NAEYC) standards. 1. The student is able to plan appropriate environments and that support young children's
development and learning. 2. The student is able to create respectful, reciprocal relationships that support and empower diverse families and communities. 3. The student is able to use systematic observation and effective assessment strategies in partnership with families and other professionals to positively influence the
development of every child. 4. The student is able to use positive relationships and supportive interactions as the foundation for their work with young children and families. 5. The student is able to design, implement and evaluate meaningful curriculum that promotes comprehensive learning outcomes for every child. 6. The student is able to apply critical and reflective perspectives on their work and practices and advocate for sound
educational policies.
- Anne Ryan / Aug 2018
Budget / Planning Implications:
NA
Newly revised PLOs will be used to revise course MLOs as appropriate. Components of the NAEYC key elements & curriculum frameworks will influence the revision of the program's assessment tasks and instruments.
- Anne Ryan / Aug 2018
Budget / Planning Implications:
NA
#3:
The student will demonstrate knowledge of the purposes, principles and practices of early
childhood program evaluation.
I. Use of Past Results
In 2011-2012 and 2012-2013 students consistently met the criteria for success. In 2013-2014 students fell below the criteria for success on indicators associated with lesson planning and self-evaluation. This is likely indicative of a shift in industry experience in the student population. Historically, students have been employed in the profession. In 2013-2014 some interns and many other students enrolled in the program had little to no industry experience. Faculty discussed this shift in student experience and the effects on student performance. As a result, faculty are considering increasing the number of required internship hours. In addition, faculty have revised PLOs to more closely align with national (NAEYC) standards. Faculty will revise the assessment experience and assessment instrument during 2014 to align with newly revised PLOs.
II. Methodology
Means of Assessment: The purpose of the End of Program Assessment is to critique students' performance of the
program's major learning outcomes to determine areas for program improvement. An employer evaluation of cooperative student education is utilized to assess student achievement by major learning outcomes in the Early Childhood Education A.S. degree program.
Date(s) of Administration: 2014-15, 2015-16, 2016-17
Assessment Method: Students in the Early Childhood Education program were assessed using
an evaluation developed by the full time faculty in the program.
Instrument: The instrument employed in this evaluation uses a Likert scale. It was developed to assess the students
in the Early Childhood Education program, and target appropriate areas for improvement. The full time faculty and administrators reviewed the instrument for item and content validity. The tool consist of questions relating to behavior of students as observed by the classroom supervising teacher, and an SPC professor.
Items 1j - 1l align with Curriculum Planning and Evaluation.
Weights Desired: Each question has a range from 0 to 3 points.
Scoring Method (Rubric): The results were quantified and tabulated for total points earned.
Population: The End of Program Assessment tool was administered as an evaluative tool to students enrolled in
the capstone course, EEC 2907 Early Childhood Teacher Training, near the end of their 60-hour internship semester. These students demonstrated that they can apply all previous knowledge and skills in a real preschool environment, under the supervision of a classroom supervisor and an SPC Professor.
III. Criteria for Success
Students should rate a mean score of greater than 2.5 on each Curriculum Planning and Evaluation category of the evaluation.
IV. Summary of Assessment Findings
Results via Face-to-Face
2014-15 Assessment Results PLO
3 Number MeanScores Above/BelowCriteria
1j 5 2.8 +0.3
1k 5 2.8 +0.3
1L 5 2.8 +0.3
2015-16 Assessment Results PLO
3 Number MeanScores Above/BelowCriteria
1j 13 2.7 +0.2
1k 12 2.7 +0.2
1L 12 2.6 +0.1
2016-17 Assessment Results PLO
3 Number MeanScores Above/BelowCriteria
1j 7 2.7 +0.2
1k 7 2.7 +0.2
1L 7 2.6 +0.1
Results via Distance Delivery (Online, Blended, etc)
There were no distance sections within the course, the students were observed exclusively face-to-face.
V. Discussion and Analysis of Assessment Findings
This PLO will be retired in Summer 2018.
Students now have the opportunity to videotape their interactions with young children allowing for time to reflect and self-evaluate their performance and their program guidelines.
All students met the criteria for success in Planning and Evaluation this past cycle.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Finalize draft of new PLOs aligned with National Association for the Education of Young Children (NAEYC) standards. 1. The student is able to plan appropriate environments and that support young children's
development and learning. 2. The student is able to create respectful, reciprocal relationships that support and empower diverse families and communities. 3. The student is able to use systematic observation and effective assessment strategies in partnership with families and other professionals to positively influence the
development of every child. 4. The student is able to use positive relationships and supportive interactions as the foundation for their work with young children and families. 5. The student is able to design, implement and evaluate meaningful curriculum that promotes comprehensive learning outcomes for every child. 6. The student is able to apply critical and reflective perspectives on their work and practices and advocate for sound
educational policies.
- Anne Ryan / Aug 2018
Budget / Planning Implications:
NA
Newly revised PLOs will be used to revise course MLOs as appropriate. Components of the NAEYC key elements & curriculum frameworks will influence the revision of the program's assessment tasks and instruments.
- Anne Ryan / Aug 2018
Budget / Planning Implications:
NA
#4:
The student will demonstrate knowledge of physical, social, multicultural and linguistic diversity
of children and families.
I. Use of Past Results
Students consistently met the criteria for success throughout the administration period with one exception. In 2013- 2014 students fell below the criteria for success on the indicator associated with the use of cultural materials in lesson planning. Discussion with assessors revealed that assessors often associate this indicator with a requirement60
to present a lesson on diversity versus a requirement to prepare a culturally inclusive lesson. Faculty have committed to the revision of the assessment specifications plan and will seek to clarify this misconception by improving rubric language and providing assessors with a training/guide on how to use the evaluation instrument.
II. Methodology
Means of Assessment: The purpose of the End of Program Assessment is to critique students' performance of the
program's major learning outcomes to determine areas for program improvement. An employer evaluation of cooperative student education is utilized to assess student achievement by major learning outcomes in the Early Childhood Education A.S. degree program.
Date(s) of Administration: 2014-15, 2015-16, 2016-17
Assessment Method: Students in the Early Childhood Education program were assessed using
an evaluation developed by the full time faculty in the program.
Instrument: The instrument employed in this evaluation uses a Likert scale. It was developed to assess the students
in the Early Childhood Education program, and target appropriate areas for improvement. The full time faculty and administrators reviewed the instrument for item and content validity. The tool consist of questions relating to behavior of students as observed by the classroom supervising teacher, and an SPC professor.
Items 1i - 2n are aligned with Interaction with Children.
Weights Desired: Each question has a range from 0 to 3 points.
Scoring Method (Rubric): The results were quantified and tabulated for total points earned.
Population: The End of Program Assessment tool was administered as an evaluative tool to students enrolled in
the capstone course, EEC 2907 Early Childhood Teacher Training, near the end of their 60-hour internship semester. These students demonstrated that they can apply all previous knowledge and skills in a real preschool environment, under the supervision of a classroom supervisor and an SPC Professor.
III. Criteria for Success
Students should rate a mean score of greater than 2.5 on each Interaction with Children category of the evaluation.
IV. Summary of Assessment Findings
Results via Face-to-Face
2014-15 Assessment Results PLO
4 Number MeanScores Above/BelowCriteria
1i 5 2.6 +0.1 2e 5 3.0 +0.5 2f 5 3.0 +0.5 2j 5 3.0 +0.5 2m 5 3.0 +0.5 2n 5 3.0 +0.5 2015-16 Assessment Results PLO
4 Number MeanScores Above/BelowCriteria
1i 12 2.6 +0.1
2f 12 2.9 +0.4 2j 13 3.0 +0.5 2m 13 2.8 +0.3 2n 13 2.9 +0.4 2016-17 Assessment Results PLO
4 Number MeanScores Above/BelowCriteria
1i 7 2.7 +0.2 2e 7 2.6 +0.1 2f 7 2.9 +0.4 2j 7 2.9 +0.4 2m 7 2.9 +0.4 2n 7 2.9 +0.4
Results via Distance Delivery (Online, Blended, etc)
There were no distance sections within the course, the students were observed exclusively face-to-face.
V. Discussion and Analysis of Assessment Findings
This PLO will be retired in Summer 2018.
Students consistently met the criteria for success in this area during each of the academic years included within the assessment. Assignments have been adapted to specifically address the areas of cultural and linguistic diversity.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Finalize draft of new PLOs aligned with National Association for the Education of Young Children (NAEYC) standards. 1. The student is able to plan appropriate environments and that support young children's
development and learning. 2. The student is able to create respectful, reciprocal relationships that support and empower diverse families and communities. 3. The student is able to use systematic observation and effective assessment strategies in partnership with families and other professionals to positively influence the
development of every child. 4. The student is able to use positive relationships and supportive interactions as the foundation for their work with young children and families. 5. The student is able to design, implement and evaluate meaningful curriculum that promotes comprehensive learning outcomes for every child. 6. The student is able to apply critical and reflective perspectives on their work and practices and advocate for sound
educational policies.
- Anne Ryan / Aug 2018
Budget / Planning Implications:
NA
Newly revised PLOs will be used to revise course MLOs as appropriate. Components of the NAEYC key elements & curriculum frameworks will influence the revision of the program's assessment tasks and instruments.
- Anne Ryan / Aug 2018
Budget / Planning Implications:
NA
#5:
The student will demonstrate knowledge of the professional standards and behavior of an early
childhood professional.
I. Use of Past Results
Students consistently met the criteria for success throughout the administration period with one exception. In 2013- 2014 students fell below the criteria for success on the indicator associated with submitting lesson plans to their supervisor in advance. Interestingly, the trend of underperformance for the 2013-2014 cohort is apparent in many PLO indicators for the program. This is likely indicative of a shift in industry experience in the student population. Historically, students have been employed in the profession. In 2013-2014 some interns and many other students enrolled in the program had little to no industry experience. Faculty discussed this shift in student experience and the effects on student performance. As a result, faculty are considering increasing the number of required internship hours. In addition, faculty have revised PLOs to more closely align with national (NAEYC) standards. Faculty will revise the assessment experience and assessment instrument during 2014 to align with newly revised PLOs.
II. Methodology
Means of Assessment: The purpose of the End of Program Assessment is to critique students' performance of the
program's major learning outcomes to determine areas for program improvement. An employer evaluation of cooperative student education is utilized to assess student achievement by major learning outcomes in the Early Childhood Education A.S. degree program.
Date(s) of Administration: 2014-15, 2015-16, 2016-17
Assessment Method: Students in the Early Childhood Education program were assessed using
an evaluation developed by the full time faculty in the program.
Instrument: The instrument employed in this evaluation uses a Likert scale. It was developed to assess the students
in the Early Childhood Education program, and target appropriate areas for improvement. The full time faculty and administrators reviewed the instrument for item and content validity. The tool consist of questions relating to behavior of students as observed by the classroom supervising teacher, and an SPC professor.
Items 1g,1h, 2g, 2h, and items 3a - 3k are aligned to Professionalism.
Weights Desired: Each question has a range from 0 to 3 points.
Scoring Method (Rubric): The results were quantified and tabulated for total points earned.
Population: The End of Program Assessment tool was administered as an evaluative tool to students enrolled in
the capstone course, EEC 2907 Early Childhood Teacher Training, near the end of their 60-hour internshilp semester. These students demonstrated that they can apply all previous knowledge and skills in a real preschool environment, under the supervision of a classroom supervisor and an SPC Professor.
III. Criteria for Success
Students should rate a mean score of greater than 2.5 on each Professionalism category of the evaluation.
IV. Summary of Assessment Findings
Results via Face-to-Face
2014-15 Assessment Results PLO 5 Number Mean Scores Above/Below Criteria 1g 4 2.8 +0.3 1h 5 2.8 +0.3 2g 5 3.0 +0.5 2h 5 3.0 +0.5 3a 5 2.6 +0.1 3b 5 3.0 +0.5 63
3c 5 3.0 +0.5 3d 5 2.8 +0.3 3e 4 2.8 +0.3 3f 5 3.0 +0.5 3g 4 3.0 +0.5 3h 5 3.0 +0.5 3i 5 3.0 +0.5 3j 5 3.0 +0.5 3k 5 3.0 +0.5 2015-16 Assessment Results PLO
5 Number MeanScores Above/BelowCriteria
1g 12 2.6 +0.1 1h 13 2.7 +0.2 2g 13 2.7 +0.2 2h 13 2.8 +0.3 3a 13 2.6 +0.1 3b 13 2.7 +0.2 3c 13 2.8 +0.3 3d 13 2.8 +0.3 3e 13 2.7 +0.2 3f 13 2.9 +0.4 3g 13 2.8 +0.3 3h 13 2.7 +0.2 3i 13 3.0 +0.5 3j 13 2.9 +0.4 3k 13 2.8 +0.3 2016-17 Assessment Results PLO
5 Number MeanScores Above/BelowCriteria
1g 6 2.7 +0.3 1h 6 2.7 +0.2 2g 7 2.7 +0.1 2h 7 2.9 +0.1 3a 7 2.7 +0.2 64
3b 7 2.6 +0.1 3c 7 2.6 +0.3 3d 7 2.9 +0.4 3e 6 2.8 +0.4 3f 7 2.9 +0.4 3g 7 2.9 +0.3 3h 7 2.9 +0.4 3i 7 2.9 +0.5 3j 7 2.9 +0.4 3k 7 2.9 +0.4
Results via Distance Delivery (Online, Blended, etc)
There were no distance sections within the course, the students were observed exclusively face-to-face.
V. Discussion and Analysis of Assessment Findings
This PLO will be retired in Summer 2018.
Students consistently met the criteria for success in Professionalism for each year assessed. Student intern
requirements were modified for students with little experience in this field and faculty worked closely with supervising teachers and Directors regarding this PLO.
VI. Action Plan and Timetable for Implementation
Based on the analysis of the results the following Action Plan Items have been selected for implementation:
Finalize draft of new PLOs aligned with National Association for the Education of Young Children (NAEYC) standards. 1. The student is able to plan appropriate environments and that support young children's
development and learning. 2. The student is able to create respectful, reciprocal relationships that support and empower diverse families and communities. 3. The student is able to use systematic observation and effective assessment strategies in partnership with families and other professionals to positively influence the
development of every child. 4. The student is able to use positive relationships and supportive interactions as the foundation for their work with young children and families. 5. The student is able to design, implement and evaluate meaningful curriculum that promotes comprehensive learning outcomes for every child. 6. The student is able to apply critical and reflective perspectives on their work and practices and advocate for sound
educational policies.
- Anne Ryan / Aug 2018
Budget / Planning Implications:
NA
Newly revised PLOs will be used to revise course MLOs as appropriate. Components of the NAEYC key elements & curriculum frameworks will influence the revision of the program's assessment tasks and instruments.
- Anne Ryan / Aug 2018
Budget / Planning Implications:
NA
#6:
Overall student performance: Students will demonstrate application of knowledge and skills
defined in the Early Childhood Education Program of Study.
I. Use of Past Results
Nearly all students assessed during the administration period received an overall rubric score in the excellent range. There were only three exceptions all of which received an overall score in the good range.
II. Methodology
Means of Assessment: The purpose of the End of Program Assessment is to critique students' performance of the
program's major learning outcomes to determine areas for program improvement. An employer evaluation of