Bachelor of Science in Elementary Education Degree Program
Learning Outcome
What should a graduate in this major know, value, or be able to do at graduation and beyond?
Data Collection
and Analysis
What assessment tools and/or methods will you use to determine achievement of the learning outcome? Describe how the data from these tools and/or methods will be collected. Explain the procedure to analyze the data.
Results of
Evaluation
What were the findings of the analysis? List any specific recommendations.
Use of Evaluation
Results
What changes in curriculum, courses, or procedures were made as a result of the program learning outcome assessment process?
Demonstrate mastery of the knowledge and skills associated with both the content and pedagogy of the undergraduate degree program in elementary education
College BASE, a criterion-referenced academic achievement exam (covering mathematics, social studies, science, and English) will be piloted in spring 2006 in CEL 301, Introduction to Education, as a measure of students’ content knowledge. An
institutional summary, as well as individual score reports, will provide data.
Institutional reports and individual score reports for PRAXIS II Content: Elementary Education: Curriculum, Instruction, and Assessment, K-5, taken by all candidates prior to admission to student teaching, will be analyzed in the aggregate to determine strengths and weaknesses in candidates’ knowledge of content and pedagogy in the field.
Score reports for the spring 2006
administration of College BASE will be available June 2006.
Faculty reviewed PRAXIS II Content test data for spring 2006 student teachers during a retreat and found that most candidates scored within the average range when compared with a national norm group. More students scored in the above average range on the content portion of the PRAXIS than on the PRAXIS II: Principles of Learning and Teaching. In general, a slightly greater percentage of candidates scored at the below average range than at the above average range.
Test results will be used to establish cut scores and to make a decision as to whether College BASE is a reasonable measure of content for students in the program. A decision will be made as to whether a minimum score on College BASE will be required for entry into teacher education, or the test should be used for advisement purposes (or both).
Faculty members
determined that students scored fairly well on the PRAXIS II Content test in comparison to national norm groups, noting that ACT scores of some candidates indicate that scholarship is not a strength. In an effort to strengthen emphasis on content in the program, the faculty required students in CEL 317, Principles and
contacted all content area methods instructors in an effort to coordinate best practice strategies in the respective content areas.
Demonstrate the ability to plan and implement instruction for diverse populations in the
elementary school setting that reflects Interstate New Teacher Assessment and Support Consortium (INTASC) Standards1
Candidates will plan instruction for and teach diverse populations during field experiences in CEL 317, Principles and Techniques of Teaching in Early
Childhood, and CEL 318, Principles and
Techniques of Teaching in the Middle Grades, as well as in the student teaching clinical experience. The STAI (Student Teacher Assessment Instrument) will be used to collect data on candidates’ performance. The STAI, cross-referenced to Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, is an
instrument used statewide to measure teacher
candidates’ abilities within the following domains: planning and preparation;
communication and interaction; teaching and learning; managing the learning environment; assessment of student learning; and
professionalism and partnerships.
The Teacher Work Sample (TWS) will be used during the student teaching clinical experience to assess candidates’ knowledge, skills, and dispositions related to best
All candidates evaluated in field and clinical experiences scored at the acceptable or outstanding level on final evaluations using the Student Teacher Assessment Instrument (STAI) during the fall 2005 and spring 2006 semesters. While overall scores were at the
acceptable or outstanding level, a small percentage of candidates in field experiences did not score as highly on indicators dealing with problem solving, critical thinking, and the use of a variety of strategies. These have been recurring themes for the past several years.
Similarly, all candidates in field and clinical experiences scored at the acceptable or outstanding level on final evaluations of the Teacher Work Sample. The assessment committee found that the overall quality of
reflections on the Teacher Work Sample improved from fall 2005 to spring 2006. The Teacher Work Sample replaces the STAI questionnaire which had been used for many years in an effort to prompt candidates to reflect upon their teaching. It was found to be ineffectual.
Based on results from evaluations of field experiences in CEL 317/CEL 318, faculty members have made plans to incorporate more opportunities for problem solving, critical thinking, and planning/teaching using varied methods throughout courses across the program.
Teacher work sample was well received and
practice/reflective thought with respect to a
candidate’s ability to plan and implement instruction for a range of learners with varying needs. The components include contextual factors associated with learning; the development of learning goals; an
assessment plan; a design for instruction; evidence of instructional decision making; analysis of student learning;
reflection and evaluation; a specific design for instruction incorporating content areas within elementary education; and a research-based
component for scientific practice. Each component has an associated rubric for assessment.
Demonstrate ability to measure impact on student learning in the elementary school setting based on assessment data
The Teacher Work Sample (TWS) will be used during the student teaching clinical experience to assess candidates’ knowledge, skills, and dispositions related to best
practice/reflective thought with respect to candidate impact on student
learning, specifically the component for reflection and evaluation, with its accompanying rubric.
All candidates scored at the acceptable or
outstanding level on the Teacher Work Sample rubrics. Candidates revealed a strong ability to analyze test data in terms of pre- and post-test gains/losses, but a lesser (though acceptable) ability to reflect upon the implications of the data. [Students were given feedback by supervisors as they developed their work sample, allowing them to improve their scores across the experience.] While candidates had in the past administered pre- and post-tests within their STAI units, they often neglected to reflect upon the results in a systematic
Faculty members found the Teacher Work Sample to be a strong
methodology for helping students to focus and reflect upon their instruction, with much transfer to actual teaching. They did, however, find that candidates still need growth opportunities for reflection and, therefore, plan to incorporate more case studies/field
the increased emphasis on dispositions and related conferences. While students at initial and intermediate points in the program exhibited a range of development with regard to dispositions, candidates in student teaching exhibited acceptable and/or
outstanding dispositions. In previous years,
candidates were assessed on a number of
dispositions prior to admittance into Teacher Education and Student Teaching. Approximately 5-10% of
students/candidates required improvement plans prior to admittance, with approximately an additional 10-15% of students/candidates requiring conferences to address weaknesses. The new dispositions
assessment plan targets students earlier in the program and in a more systematic fashion with the hopes of fostering appropriate dispositions prior to
students/candidates being admitted to Teacher Education/Student Teaching. Of course, some dispositions are most appropriately developed during the latter stages of the program.
faculty/supervisors, in an effort to pinpoint
strategies for enhancing dispositions. The disparity between beginning
students’ scores and candidates’ scores at the exit point indicate that dispositions can and do change with experiences, and, therefore, may be influenced throughout the elementary education program.
1The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards were developed
