2.3.4MVNU Annual Education Unit & Program Assessment

2006-07Part I

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Drive

Checked for

Aggregated for Used for

Evaluated by

Generate

assessment scores

Collected atDemonstrated byMVNU

Conceptual Framework, SPA, and

Ohio Standards

Expected Competenc

y Levels

Program

Gates

Program/Unit Review & Improvement: Reported by Research Questions driven by Conceptual Framework and Ohio

Standards

Candidate Admissions, Retention,

and Program

Completion

Assessment Validation & Reliability

Data Collected, Analyzed: Chalk

& Wire, University Database

Department Approved Rubrics

Selected

Artifacs

MVNU Performance Assessment System

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Reviewing How the System Works with Additions & Changes

Unit Assessments Includes both Departments Only Key Assessments reported Assessments are aggregated from multiple

measures at different transition points (Gates)

Program Assessments Assessments disaggregated by program area Inform the Unit of candidate performance by

program

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Logistics 2005-2006

Transition from assessments based solely on Department Outcomes to ITASC Standards

2006-2007 Transition form INTASC Standards to Ohio

Standards for the Teaching Profession

2007-2008 All assessments on Chalk & Wire or CARS!

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How will last year’s (2006-07) report look?

Answer: Much like the reports for Fall Semester 2006. Most significant difference is the linkage

to Ohio Standards for the Teaching Profession

Let’s look at major Unit Assessment Tables (W/O the data)

Unit Key Assessments by Gates (Transition Points)

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Undergraduate (Initial)

Gate 1 Program Entry Freshman Year

ACT/SAT Scores (Admissions Data)

Gate 2 Admission to Teacher Education

Sophomore Year

* Candidate Profile Field Assessments

* Praxis I Math Writing Reading

* Faculty Assessments of Candidate Dispositions

Gate 3 Admission to Clinical Practice

Junior Year

* Candidate Profile Field Assessments* Faculty Recommendations for Student Teaching* Faculty Assessments of Candidate Dispositions

Gate 4 Program Exit Senior Year

* Portfolio Review * Candidate Profile Student Teaching Assessments

* Unit Work Sample Reflection

* Praxis II PLT and Specialties* Teacher Quality Partnership Measures (Pre-

service) * Internal Stakeholder Assessment of Unit Programs

and Processes* External Stakeholder Assessment of Unit

Programs and Processes

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Graduate: PEL (Advanced Initial)

Gate 5 Admission to Degree Status

Second Semester

* Candidate Profile Field Assessments* Faculty Assessments of Candidate Dispositions

Gate 6 Admission to Clinical Practice

Third Semester

* Candidate Profile Field Assessments* Faculty Recommendations for Student Teaching

Gate 7 Program Exit Final Semester

* Portfolio Review * Candidate Profile Student Teaching Assessments

* Unit Work Sample Reflection

* Praxis II PLT and Specialties

* Teacher Quality Partnership Measures (Ohio

comparisons)* Faculty Assessments of Candidate Dispositions* Internal Stakeholder Assessment of Unit Programs

and Processes* External Stakeholder Assessment of Unit

Programs and Processes

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Graduate: C&I (Advanced)

Admission to Graduate Status Undergraduate GPA (Admissions Data)

Gate 8 Admission to Degree Status

End of Second Semester

* Unit Work Sample* Proposal for Action Research Project/National

Board Licensure* Faculty-research advisor recommendations:

commence research study/project

* Faculty Assessments of Candidate Dispositions

Gate 9 Program Exit Final Semester

* Portfolio Review * Chalk & Wire Overall Course Assessments

* Completed Action Research Project/National

Board Licensure process* Faculty Assessments of Candidate

Dispositions* Internal Stakeholder Assessment of Unit

Programs and Processes* External Stakeholder Assessment of Unit

Programs and Processes

Unit Performance Triangulation Table

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Internal Measures:

Portfolio Score

(holistic)

 

Student Teaching Score

(initial only)

Action Research Score

(advanced only)

Faculty/Recent Grad Survey

Unit Work Sample

Grand Mean Score:

Quality Index

External Measures:

TQP:

In service

Alumni/Employer Surveys

Praxis I

Praxis II

Candidate Performance by Program

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Compassion: How well do our candidates respond to issues of compassion?

Ohio Standards for the Teaching Profession

And Other Measures of Performance

Gates Undergraduate Graduate

ECE MCE AYA PEL C&I

1.3 Teachers expect that all students will achieve to their full potential.

2-9

1.4 Teachers model respect for students’ diverse cultures, language skills and experiences.

2-9

5.1 Teachers treat all students fairly and establish an environment that is respectful, supportive and caring.

2-9

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Additional Reports by Program

Candidate Demographics (C&W)

Interrater Reliability (C&W)

Rubric Scores by Percentage, Mean, Median, Std. Dev. (C&W)

Scores by Licensure Area; by Gate (C&W)

Customized Reports upon request

Are Candidates Ready for the Gates?

Chalk & Wire is Ready…CARS is Ready…

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Department action following candidate review at each Gate:

Pass The candidate progresses to the next Program Gate or completes the program.

Pass/Conditional The candidate continues in the Program while all remaining Gate requirements are completed.

Pending The candidate remains at the Program Gate until the successful completion of a Department Action Plan.

Fail Candidate dismissed from the Program.

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Next Step: Part II

An analysis and review of Unit data for: 2005-06 2006-07 Preparation of 2007-08

MVNU Annual Education Unit & Program Assessment

2006-07Part II

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2006-07 Unit Data Report

Points to consider: Within Gate Data Across Gates Data Across Years Data Unusually High Scores Unusually Low Scores Review: what does the Triangulation

Table tell us?