NORTHWESTERN STATE UNIVERSITY Natchitoches, · PDF fileBased on the belief that assessment and learning are interrelated, this assessment system supports the Conceptual Framework,

NOTE: The Appendices to

this Assessment Handbook are

available in a booklet in the Office of the

Dean of the College of Education and

Human Development, and in the office of each department.

RevisedJanuary 2011

College of Education and Human Development (EH)

NORTHWESTERN STATE UNIVERSITYNatchitoches, Louisiana

Northwestern State University of Louisiana

Professional Education Unit

ASSESSMENT HANDBOOK

Table of Contents

I. CollegeandUnitOrganizationalStructuresandUnitPrograms. . . . . . . . . . . . . . . . . . . . . 3 II. Unit’sConceptualFramework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

III. DevelopmentoftheUnit’sAssessmentSystem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

IV. TransitionPoints,KeyCommonAssessments,andOtherRequirements. . . . . . . . . . . 9 InitialPrograms--Matrices AdvancedPrograms--Matrices

V. ProceduresforMonitoringCandidates’Progress. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 InitialPrograms AdvancedPrograms

VI. AlignmentofAssessmentInstrumentswith ConceptualFrameworkProficiencies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 InitialPrograms AdvancedPrograms

VII. AssessmentofUnitOperations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

VIII. Fairness,Accuracy,Consistency,andEliminationofBias...........................22

IX. UseofInformationTechnologies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

X. ProceduresforDataCollection,Aggregation,Disaggregation, Analysis,Dissemination,andUse. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 XI. Timeline.........................................................................25

XII. CopiesofKeyCommonUnitAssessmentInstrumentsand ScoringGuides/Rubrics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

XIII. Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

2 NSU College of Education & Human Development (Revised and Approved 2011)

3EH Professional Education Unit - Assessment Handbook

ThepurposeofthisAssessmentHandbookistodescribeinwritingtheEHprofessionaleducationunit’sassessmentsystemsothatallprofessionaleducationfacultymembersintheunitareawareofandunderstandthesystem.Theassessmentsystemwasformallyadoptedbythefacultyandimplementedbeginninginfall2003andupdatedannually.

I. COLLEGE AND UNIT ORGANIZATIONAL STRUCTURESAND UNIT PROGRAMS

TheorganizationalstructuresofNorthwesternStateUniversityandtheprofessionaleducationunitaredescribedbelow.

A. Organization of the University

NorthwesternStateUniversityisorganizedintofivecollegesand18schoolsordepartments.Thecollegesare:

• EducationandHumanDevelopment;• NursingandAlliedHealth;• Science,TechnologyandBusiness;• Arts,Letters,GraduateStudiesandResearch;and• LouisianaScholars’College.

Eachcollegeisheadedbyadeanwhoreportstotheassociateprovostandprovost.

TheorganizationalchartforNorthwesternStateUniversityislocatedinAppendix A.

B. Organization of the Unit

TheprofessionaleducationunitconsistsoffacultyteachinginteachereducationprogramswithintheCollegeofEducationandHumanDevelopment(EH)andtheeducationprogramslocatedoutsideofEHinthefollowingdepartments:

• MusicEducation,Instrumental,CreativeandPerformingArts(CAPA);CollegeofArts,Letters,GraduateStudiesandResearch;

• MusicEducation,Vocal,CreativeandPerformingArts(CAPA);CollegeofArts,Letters,GraduateStudiesandResearch;

• EarlyChildhoodEducation,PK-grade3,DepartmentofFamilyandConsumerScience,CollegeofScience,TechnologyandBusiness.

Assessment Handbook


TheEHconsistsofthreedepartments:

• EducationalLeadershipandTechnology;• HealthandHumanPerformance;• TeachingandLearning.

TheorganizationalchartfortheprofessionaleducationunitislocatedinAppendix B.

ATeacherEducationCouncil(TEC),chairedbytheunithead(DeanoftheEH),iscomposedoffacultyandstaffmembersfromtheEHandfromotherdepartmentsandofficesoncampus,P-12representatives,andcandidates.Thiscommitteeservesasacurriculumreviewbodyandabridgebetweenteachereducationandtheotherunitsoftheuniversity.TheTECistheofficialbodytoestablishthepoliciesforadmissionandretentionofcandidatesinteachereducationandtherequirementsforexitasapprovedbytheLouisianaStateDepartmentofEducation.

C. Initial Programs

Thefollowinginitialprofessionaleducationprogramsareoffered—Bachelor’sdegree(BachelorofArts;BachelorofMusic;orBachelorofScience):

• EarlyChildhoodEducation(gradesPK-3)• ElementaryEducation(grades1-5)• MiddleGradesEducation(grades4-8;certificationinSSTandEnglish)• BiologyEducation(grades6-12)• BusinessEducation(grades6-12)• EnglishEducation(grades6-12)• FamilyandConsumerScienceEducation(grades6-12)• MathematicsEducation(grades6-12)• MusicEducation,instrumental(gradesK-12)• MusicEducation,vocal(gradesK-12)• PhysicalEducation(gradesK-12)• SocialStudiesEducation(grades6-12)• SpeechEducation(grades6-12)

MasterofArtsinTeaching(MAT)degree:• EarlyChildhoodEducation(gradesPK-3);• ElementaryEducation(grades1-5);• MiddleGradesEducation(grades4-8)(multiplecontentareasavailable);• SecondaryEducation(grades6-12)(multiplecontentareasavailable);• Integrated/Merged(dualcertificationinGeneralandSpecialEducation)-

o Elementary(grades1-5)o Middle(grades4-8)o Secondary(grades6-12)


D. Advanced Programs

ThefollowingadvancedprofessionaleducationprogramsofferedleadtotheMasterinEducationdegree(MEd):

• CurriculumandInstruction-o Reading,o EnglishEducationo ProfessionalTeachingStandards

• EarlyChildhoodEducation• EducationalLeadership• EducationalTechnologyLeadership• PhysicalEducation• SpecialEducation

o GiftedEducationo Mild/ModerateSpecialEducationo EarlyInterventionist

ThefollowingadvancedprofessionaleducationprogramisofferedthatleadstoaMasterofArtsdegree(M.A.):

• SchoolCounseling

ThefollowingadvancedprofessionaleducationprogramsareofferedthatleadtotheEducationSpecialistdegree(EdS):

• EducationalLeadershipandInstructiono EducationalTechnologyo EducationalLeadershipo SpecialEducation


II. UNIT’S CONCEPTUAL FRAMEWORKBasedonthebeliefthatassessmentandlearningareinterrelated,thisassessmentsystemsupportstheConceptualFramework, Models for Learning,whichdistinguishesgraduatesofNSUprofessionaleducationprograms.TheoverarchinggoaloftheassessmentsystemistosupporttheUnit’sConceptualFrameworkindevelopingeducatorswhomodelproblemsolving,decisionmaking,creativeandcriticalthinking,andresponsibilitytaking.

TheConceptualFramework,Models for Learning,reflectsacentralityofaffirmedprinciples,beliefs,andpracticesthatguidetheprofessionaleducationUnit’sworkwithcandidates,schools,andcommunities.

AModelissomeonewhoservesasastandardofexcellenceworthyofimitation.Unitcandidateshavetheknowledge,skills,anddispositionsneededtobecomeexemplars—idealmodels—forlearning,whichisdefinedastheprocessofacquiringknowledge,skills,anddispositionsfromstudy,instruction,andexperiences.Believingthatindividualslearninvariedways,theUnitsubscribestoaneclecticapproachwithanemphasisoncognitive,observational(social),learningstyle,andhumandevelopmentlearningtheories.

Fourencompassingprinciples—Problem Solving, Creative and Critical Thinking, (Assessment-based) Decision Making, and Responsibility Taking—supportandenhancethetheme,Models for Learning.Theseprinciplesfocusoncompetenciesidentifiedasessentialforthehighlyqualifiededucatorandareinterrelated,notdistinctentities.Pervasivethroughoutisacommitmenttoexpandingcandidates’sensitivitytodiversity,byrecognizingindividualdifferencesanddevelopingmulticulturalawareness,andtointegratingtechnologyappropriatelyasanintellectualtooltoenhanceandaugmentlearning.

Revisedin2011,theunit’smissionandvisionflowfromtheUniversity’smultifacetedvision,whichdirectsacollectiveefforttowardexcellenceinteachingandresearch,innovativeuseoftechnology,andexceptionalservicetocandidatesandotherconstituencies.

MissionThe College of Education and Human Development offers exemplary programs that prepare candidates for career success in a variety of professional roles and settings. As caring, competent, reflective practitioners, our graduates become positive models in their communities and organizations. This mission is fulfilled through academic programs based on theory, research, and best practice. Further, all graduates learn to value and work with diverse populations and to incorporate technologies that enrich learning and professional endeavors.

VisionWe are Models for Learning.

Theunit’sconceptualframeworkdocument,whichincludesitsphilosophicalfoundation,isavailableonitsWebsite:http://education.nsula.edu/conceptual-framework/


III. DEVELOPMENT OF THE UNIT’S ASSESSMENT SYSTEM

Beginningin2001-2002,theUnitAssessmentSystem(UAS)wasdevelopedcollaborativelywiththeprofessionalcommunityandincoordinationwithotherUniversitydepartments,includinginstitutionalresearch,enrollmentmanagement,fiscalaffairs,andinformationtechnology.TheUASconsistsoftwoindependentbutintertwinedcomponentswithaprimarygoaltoevaluateandimprovetheUnitanditsprograms,PASS-PortandTEAS.PASS-Port,anacronymforProfessionalAccountabilitySupportSystemusingaWeb-basedPortalapproach,isaWeb-basedsystemthatprovidesEHcandidates,Universityfaculty,andadministrativestaffatooltogather,manage,andevaluateperformancedataonpre-serviceteachersandgraduates.Aninternallydevelopeddatabase,alongwithPASS-Port,functionsasacandidateassessmentsystemwherebyindividualdataareaggregatedtoassessprogramsuccess.PASS-Portalsofunctionsasamechanismformonitoringfieldexperiencesaswellasdiversityinfieldexperienceplacementsamonggradelevels,SES,andotherdiversityvariables.

TeacherEducationPerformanceAssessmentSystem(TEAS©),developedbyDr.DavidSmith,DeanEmeritusattheUniversityofFloridaisthesecondcomponentofUASusedtomonitorUnitoperations.TEAS©isacomprehensiveprogramcombiningeducationandtechnologytogeneratecredibleandefficientunitreports.TEAS©istheframeworktheEHusestostoredatacollectedfromUniversitysources,including,InstitutionalResearch(http://www.nsula.edu/universityplanning),theUniversitySACSOffice(www.nsula.edu/sacs),andwithinEH.Collectively,PASS-PortandTEAS©functionastheclearinghousefortheUnitAssessmentSystem,asystemmaintainedbytheAssessmentCoordinator.TheUnitadaptedthismulti-facetedsystemtoincludedataspecifictotheUnitandincorporatesmandatesfromtheUniversityofLouisianaSystem,theLouisianaBoardofRegents,andtheLouisianaDepartmentofEducation.

TheUnithasidentifiedmultipleassessmenttoolsandstrategiestobeusedatvariouspointsorportalsduringinitialandadvancedprograms.Assessmentinstrumentsaredesignedandrevisedtopromotefairandconsistentresultswithremediationeffortsrecommendedtoaddresscandidatedeficiencies.ThesystemismonitoredbytheAssessmentCoordinator,COEAdmissionsandRetentionCommittee,departmentheadsandTeacherEducationCouncil.ThearrayofperformancemeasuresidentifiedattheUnit,program,andcourselevelsallowsfordocumentingindividualcandidateprogress,aggregatingdataacrossprograms,andassistingtheUnitinrespondingtomultipledemandsfordata,suchasTitleII,NCATE,andSACS.TheUnit’sassessmentsystemisanumbrellaevaluationsystemthatincludesexistingdatasets,suchascandidateinformationmaintainedwithintheUniversitySIS(StudentInformationSystem)ortheOfficeofTeacherCertification.TheassessmentsystemalsoincludesdatasetscurrentlyunderdevelopmentorpilotedbyUnitfacultymembersanddocumentedwithinthePASS-Portsystem.Inboththeinitialandadvancedprogramsofstudy,theassessmentsystemisdesignedasaportalprogressionusedtomonitorcandidates’development.Fourtransitionpointsorportalshavebeenidentifiedacrossallprogramstodetermineacandidate’sreadinessforthenextstageofstudy.Multiplemeasuresatmultiplepointsduringacandidate’smatriculationareusedtoassesscandidateproficiencies.ProgressisdocumentedthroughtheelectronicportfolioPASS-PortalongwiththeOfficeofTeacherCertification.


PASS-Port,Louisiana’sWeb-basedportfoliosystemforteachercandidates,beganasacollaborativeeffortbetweentheLouisianaBoardofRegentsandtheCenterforInnovativeTeachingandLearning(CITAL).NorthwesternbeganpilotingPASS-PORTinthe2003-2004academicyeartodocumentfieldexperiencesineducationcourses.ExpansionofthePASS-Portsystemhascontinuedsystematicallytoincludedocumentationofacandidate’sclinicalexperiences,portalprogression,andthecreationofaprofessionalportfolio.Thisportfolio,acandidate’scollectionofartifactssubmittedforevaluation,providesamechanismtosynthesizecourseworkandactivitiesandtodemonstratenecessarycompetenciesasabeginningteacherorotherschoolprofessional.

BecausetheUnitrecognizestheimportanceofassessingacandidate’sprogressaccordingtoLouisianaandnationalprogramstandards,ithasdevelopedandmaintainsanassessmentsystemthatcollectsandanalyzesdataonapplicationqualifications,candidateandgraduateperformance,andunitoperationstoevaluateandimprovetheunitanditsprograms.Thedeliberateanalysisofdatato“loopback”forsystematicchangesincourses,sequences,orprogramsiscriticallyimportant.Planning,developingandimplementingacomprehensiveassessmentsystemintheCollegeofEducationandHumanDevelopmenthaveevolvedsince2001.

ThethenCOEestablishedanAssessmentCommitteein2001-2002asastandingcommitteetothoroughlyreviewcurrentpracticesandrecommendchangestomeetUniversity,state,andNCATE2000directives.In2004,theUniversityrecognizedtheneedforanassessmentcoordinatortohandlethedataneedsfortheUnitwithregardtouniversity,stateandnationalaccreditationmatters.Afacultymemberwashiredona12-monthcontracttoserveastheAssessmentCoordinatoralongwithteachingandotheradministrativeresponsibilities.

In2005,theuniversitynamedanundergraduateandgraduatecoordinatorwithinthethenCollegeofEducation.Inanefforttodistributeresponsibilities,theundergraduatecoordinatorwasalsotheAssessmentCoordinator,whilethegraduatecoordinatoralsofunctionedastheNCATEchairperson.

Theuniversityunderwentreorganizationin2010,creatingthreedepartmentswithintherenamedCollegeofEducationandHumanDevelopment;DepartmentsofEducationalTechnologyandLeadership;HealthandHumanDevelopment;andTeachingandLearning.ThedepartmentheadofEducationalTechnologyandLeadershipisalsotheNCATEcoordinator,whilethedepartmentheadofTeachingandLearningisalsoresponsiblefortheAssessmentSystem.

Thisreorganizationalsopromptedtheeliminationofseveralcommittees,includingtheUndergraduateCurriculumCommittee,GraduateCabinet,andtheAssessmentCommittee.ThedepartmentheadsalongwiththedeanofthecollegefunctionhaveassumedresponsibilityforoversightoftheassessmentsystemalongwithcollaborationwithInstitutionalResearch.Programcoordinatorsfunctionasconduitsfordatatobeexaminedbyfaculty.


IV. TRANSITION POINTS, KEY COMMON ASSESSMENTS, AND OTHER REQUIREMENTS

A. Initial Programs--Matrices

TheprofessionaleducationunitidentifiedfourtransitionpointsthatarecommontoallinitialundergraduateandallinitialgraduateMATeducationprograms.TheunitalsoidentifiedkeyassessmentsthatarecommontoallinitialundergraduateandallinitialgraduateMATeducationprograms.

Thefourtransitionpointsandthekeycommonassessmentsforwhichdata are collectedeachsemesterinallinitialundergraduateprogramsareindicatedinthefollowingtable:

Table 1: TRANSITION POINTS AND KEY COMMON ASSESSMENTSFOR INITIAL UNDERGRADUATE EDUCATION PROGRAMS

Transition point 1 Admission to

Northwestern State University


Teacher Certification


Student Teaching/Clinical Experience

Transition point 4 Program Completion and

Recommendation For Certification

Passing PRAXIS I scores or ACT/SAT exemption

Passing PRAXIS II content test and PLT scores

Acceptable score on Student teaching portfolio

Professional Dispositions and Characteristics evaluation (completed by college faculty)

Professional Dispositions and Characteristics evaluations (completed by university supervisor, cooperating teacher)

Professional Dispositions and Characteristics evaluation (completed by university supervisor, cooperating teacher)

Lesson planning competence (completed in methods courses)

Exit interview/survey

Content portfolio (completed in methods courses)

Student teaching observations (completed by cooperating teacher, university supervisor, cooperating principal)

Completion of min of 20 hrs of field experiences, recorded in PASS-Port (varies by program)

Completion of min. of 180 hrs of early field experiences, recorded in PASS-Port (varies by program)

Completion of min. of 180 hrs of independent teaching, recorded in PASS-Port

Othercommonassessmentsforallinitialundergraduateeducationprogramsarethefollowing:

• CandidateEvaluationofStudentTeaching(in student teaching);• EvaluationofUniversitySupervisor(in student teaching);• EvaluationofCooperatingTeacher(in student teaching);• GraduateFollow-UpSurvey(one year out);and• EmployerFollow-UpSurvey(one year out).


Additionally,theunitidentifiedother“checklist”requirementscommontoallinitialundergraduateeducationprograms,whichareindicatedinthefollowingtable,andforwhichdataarenotcollected:

Table 2: TRANSITION POINTS AND OTHER COMMON REQUIREMENTSFOR INITIAL UNDERGRADUATE EDUCATION PROGRAMS


Northwestern State University


Teacher Certification


Student Teaching/Clinical Experience

Transition point 4 Program Completion and

Recommendation For Certification

Need no more than one developmental (remedial) course

Minimum 2.50 GPA Overall Minimum 2.50 GPA Overall Minimum 2.50 GPA Overall

Completion of the Regents core Curriculum

Application Application Application for Louisiana license

2.0 cumulative grade point average OR minimum ACT composite of 20 OR rank in top 50% of graduating class

Completion of all first year courses, including EDUC 2020 or MUED 2020

Completion of all coursework (except 12 hours: student teaching & mgmt course)

Completion of all requirements for graduation

All course grades must be C or higher



ThethreetransitionpointsandthekeycommonassessmentsforwhichdataarecollectedeachsemesterinallinitialGraduatePractitionerTeachereducationprogramsareindicatedinthefollowingtable:

Table 3: TRANSITION POINTS AND KEY COMMON ASSESSMENTSFOR INITIAL Graduate Practitioner Teacher EDUCATION PROGRAMS

Transition point 1 Unconditional admission to

NSU Graduate School

Transition point 2 Admission to Alternate Certification Program

Transition point 3 Exit program with LA teaching certification

OPTIONAL Completion of master of Arts in Teaching degree

Minimum Score of 800 on GRE

PRAXIS II Content Area Passing Score/s

PRAXIS II Pedagogy (PLT or SPED) passing score

Completion of 12 additional hours of coursework

Dispositions Evaluation PRAXIS I passing scores or ACT/SAT or earned advanced degree exemption

Internship portfolio I & II acceptable score

Successful portfolio defense of research

Professional Dispositions and Characteristics evaluation (university supervisor & cooperating principal)


Internship observations (completed by university supervisor & cooperating principal)


OthercommonassessmentsforallinitialGraduatePractitionerTeachereducationprogramsarethefollowing:

• Studentevaluationofinstruction(summer courses);• CandidateEvaluationofInternship(in Internship);• EvaluationofUniversitySupervisor(in Internship);• GraduateFollow-UpSurvey(one year out);and• EmployerFollow-UpSurvey(one year out).

Additionally,theunitidentifiedother“checklist”requirementscommontoallinitialGraduatePractitionerTeachereducationprograms,whichareindicatedinthefollowingtable,andforwhichdataarenotcollected.

Table 4: TRANSITION POINTS AND OTHER COMMON REQUIREMENTSFOR INITIAL Graduate Practitioner Teacher EDUCATION PROGRAMS


NSU Graduate School


Alternate Certification Program

Transition point 3 Exit program with

LA teaching certification

Application Minimum 2.5 overall undergraduate GPA

Minimum 3.00 GPA Overall

Baccalaureate degree from accredited college & transcripts

Application Application for Louisiana license

Louisiana Department of Education Professional Conduct Form

Letter of intent to employ from the personnel director from a LA school district

ThefourtransitionpointsandthekeycommonassessmentsforwhichdataarecollectedeachsemesterinallinitialgraduateMATeducationprogramsareindicatedinthefollowingtable:

Table 5: TRANSITION POINTS AND KEY COMMON ASSESSMENTS FOR INITIAL GRADUATE MAT EDUCATION PROGRAMS


NSU Graduate School


Transition point 3 Admission to Internship/

student teaching

Transition point 4 Exit program with M.A.T.

and LA licensure

Minimum Score of 800 on GRE

PRAXIS II Content Area Passing Score/s

PRAXIS II Pedagogy (PLT or SPED) passing score

Internship portfolio I & II acceptable score

Dispositions Evaluation PRAXIS I passing scores or ACT/SAT or earned advanced degree exemption

Professional Dispositions and Characteristics evaluation

Professional Dispositions and Characteristics evaluation (university supervisor & cooperating principal)

Research competency (EDUC 5010)

Internship observations (completed by university supervisor & cooperating principal)


Oral defense of action research & portfolio


OthercommonassessmentsforallinitialgraduateMATeducationprogramsarethefollowing:• CandidateEvaluationofInternship(in Internship);• EvaluationofUniversitySupervisor(in Internship);• GraduateSchoolCompleterSurvey(in last semester enrolled);• GraduateFollow-UpSurvey(one year out);and• EmployerFollow-UpSurvey(one year out).

Additionally,theunitidentifiedother“checklist”requirementscommontoallinitialgraduateMATeducationprograms,whichareindicatedinthefollowingtable,andforwhichdataarenotcollected.

Table 6: TRANSITION POINTS AND OTHER COMMON REQUIREMENTSFOR INITIAL GRADUATE MAT EDUCATION PROGRAMS


NSU Graduate School


Transition point 3 Admission to Internship/

student teaching

Transition point 4Exit program with M.A.T.

and LA licensure

Application Minimum 2.5 overall undergraduate GPA

Minimum 3.00 overall graduate GPA

Minimum 3.00 GPA Overall

Baccalaureate degree from accredited college & transcripts

Application Application for internship/student teaching

Application for Louisiana license

Louisiana Department of Education Professional Conduct Form

No more than two C grades in MAT Program

Completion of all requirements for graduation

Completion of all coursework, except Internship and EDUC 5950

B. Advanced Programs--Matrices

Theprofessionaleducationunitidentifiedthreetransitionpointsthatarecommontoalladvancedgraduateeducationprograms.Theunitalsoidentifiedkeyassessmentsthatarecommontoalladvancedgraduateeducationprograms.Tables7and8addresscommonassessmentsforallM.Ed.educationprogram;tables9and10addresscommonassessmentsforallM.A.educationprograms;whiletables11and12addresscommonassessmentsforallEd.S.educationprograms.


ThethreetransitionpointsandthekeycommonassessmentsforwhichdataarecollectedeachsemesterinalladvancedM.Ed.graduateeducationprogramsareindicatedinthefollowingtable:

Table 7: TRANSITION POINTS AND KEY COMMON ASSESSMENTSFOR ADVANCED M.Ed. GRADUATE EDUCATION PROGRAMS

Transition point 1 Regular admission to NSU Graduate School

Transition point 2 Admission to Internship/Practicum

Transition point 3 Exit program with M.Ed

Professional Dispositions and Characteristics Evaluation



Minimum Score of 800 on GRE Research Competency In EDUC 5010 Oral defense of research

Courses assessment** Portfolio evaluation

Internship/Practicum Evaluation

**See appendix C for specific key assessments in each M.Ed. program

Additionally,theunitidentifiedotherrequirementsthatarecommontoalladvancedM.Ed.graduateeducationprograms,whichareindicatedinthefollowingtable,andforwhichdataarenotcollected:

Table 8: TRANSITION POINTS AND OTHER COMMON REQUIREMENTSFOR ADVANCED M.Ed. GRADUATE EDUCATION PROGRAMS



Transition point 3Exit program with M.Ed

Undergraduate degree from accredited program with gpa of at least 2.5

Application (varies by program) Minimum 3.0 overall GPA

Application Minimum 3.0 overall GPA Completion of all requirements for graduation

Official Transcript(s) Completion of all coursework except 3 hrs

Certification Application

Valid teaching license

Committee degree plan

OthercommonassessmentsforalladvancedM.Ed.graduateeducationprogramsarethefollowing:

• GraduateSchoolCompleterSurvey(in last semester enrolled);• GraduateFollow-UpSurvey(one year out);and• EmployerFollow-UpSurvey(one year out).


ThethreetransitionpointsandthekeycommonassessmentsforwhichdataarecollectedeachsemesterinalladvancedM.A.graduateeducationprogramsareindicatedinthefollowingtable:

Table 9: TRANSITION POINTS AND KEY COMMON ASSESSMENTSFOR ADVANCED M.A. GRADUATE EDUCATION PROGRAMS



Transition point 3 Exit program with M.A.




Minimum Score of 800 on GRE Research Competency in EDUC 5010 Comprehensive Exam

Courses assessment** Portfolio defense

Internship/Practicum Evaluation

Licensure test**

**See appendix C for specific key assessments in each M.A. program

Additionally,theunitidentifiedotherrequirementsthatarecommontoalladvancedM.A.graduateeducationprograms,whichareindicatedinthefollowingtable,andforwhichdataarenotcollected:

Table 10: TRANSITION POINTS AND OTHER COMMON REQUIREMENTSFOR ADVANCED M.A. GRADUATE EDUCATION PROGRAMS



Transition point 3Exit program with M.A.

Undergraduate degree from accredited program with GPA of at least 2.5

Application (varies by program) Minimum 3.0 overall GPA



Committee degree plan

OthercommonassessmentsforalladvancedM.A.graduateeducationprogramsarethefollowing:



ThethreetransitionpointsandthekeycommonassessmentsforwhichdataarecollectedeachsemesterinalladvancedEd.S.graduateeducationprogramsareindicatedinthefollowingtable:

Table 11: TRANSITION POINTS AND KEY COMMON ASSESSMENTSFOR ADVANCED Ed.S. GRADUATE EDUCATION PROGRAMS


Transition point 2 Admission to Thesis or Field Study

Transition point 3 Exit program with Ed.S.




Minimum Score of 800 on GRE Courses assessment** Oral defense of thesis or field study (EDUC 5990 or 5980)

Exit interview (EDUC 5990 or 5980)

Thesis or field study paper approved

**See appendix C for specific key assessments in each Ed.S. program

Additionally,theunitidentifiedotherrequirementsthatarecommontoalladvancedEd.S.graduateeducationprograms,whichareindicatedinthefollowingtable,andforwhichdataarenotcollected:

Table 12: TRANSITION POINTS AND OTHER COMMON REQUIREMENTSFOR ADVANCED Ed.S. GRADUATE EDUCATION PROGRAMS


Transition point 2 Admission to Thesis or Field Study

Transition point 3Exit program with Ed.S.

Master’s degree from accredited program with gpa of at least 3.0

All coursework completed with grades of B or higher

Minimum 3.0 overall GPA



Minimum of 12 semester hours beyond M.Ed.

Valid teaching license Minimum of 6 hours of research coursework

Committee degree plan Successful defense of thesis of field study proposal

IRB approval for thesis/field study research

OthercommonassessmentsforalladvancedEd.S.graduateeducationprogramsarethefollowing:



Eachprogramattheinitialundergraduate,initialgraduatepractitioner,initialgraduateMAT,advancedgraduateM.Ed.,advancedgraduateM.A.andadvancedgraduateEd.S.levelshaveselectedadditionalcourseassessmentstomeetthecontent,pedagogicalcontentandprofessionalknowledgerequiredineachprogram.AppendixCkeyassessmentsforeachprogram.

V. PROCEDURES FOR MONITORING CANDIDATES’ PROGRESS

Candidates’progressisformallymonitoredateachtransitionpointasdescribedinthe“ProceduresforMonitoringCandidates’ProgressintheProfessionalEducationPrograms.”Theproceduresaredescribedbelow.Appendix DandAppendix Ehaveformsandguidelinesforinitialandadvancedprograms.

Animportantstepinthemonitoringprocessforcandidatesintheinitialundergraduateprogramsisthe“AcademicGrandRounds”meetingthatoccurseachsemester.Aftermidtermgradesareposted,theOfficeofTeacherCandidacyandCertificationchecksteachercandidategradesandreportsonthistounitfacultyatAcademicGrandRounds.Faculty/studentadvisorsdiscusscandidateprogress,offeringsuggestionsforremediationaswellasaccoladesforstudentprogress.Additionally,attheendofeachsemester,theOfficeofTeacherCandidacyandCertificationdetermineseligibilityforformaladmissionandretentionintheteachereducationprogram.Ifacandidatedoesnotmaintaineligibilityforretentioninteachercandidacy,theappealprocessallowsthecandidatetohavehisorherprogressreviewedbytheunit’sAdmissionandRetentionCommittee.

Applicationsforadmissiontoteachercandidacy[transitionpoint2]andtostudentteaching[transitionpoint3]areprocessedbytheOfficeofTeacherCandidacyandCertification.Thisofficeverifieseligibilityforbothstudentteachingandprogramcompletion(graduationandlicensure)[transitionpoint4].

InmonitoringcandidatesintheinitialgraduatepractitionerandinitialgraduateMATprograms,theOfficeofTeacherCandidacyandCertificationworksintandemwiththeGraduateSchool.TheOfficeofTeacherCandidacyandCertificationdeterminesadmissioneligibility,completestheMATStatusreportattheendofeachsemester,verifieseligibilityforinternship,andappliesforlicensure.TheGraduateSchoolofficemaintainsadmissioneligibilityfortheGraduateSchoolanddeterminesifthecandidateiseligibleforenrollmenteachsemester.

Similarly,themonitoringprocessforcandidatesintheadvancedgraduateeducationprograms(M.Ed.,M.A.,Ed.S.)isacollaborativeeffortunitfacultyservingasmajorprofessor/advisor,headsofthedepartmentsofEducationalLeadershipandTechnology(DELT)andTeachingandLearning(TAL)andtheGraduateSchool.Themajorprofessor/advisorisassignedtotheadvancedgraduatecandidateinthefirstsemesterofgraduateschool.Thisfacultymemberisprimarilyresponsibleforadvisingandtrackingcandidateprogressashe/shematriculatesthroughtheprogram.Annually,aStudentDegreePlanReportistabulatedforthedepartmenthead.Thisdataissharedwithadvisorstohelpwithcourseselection.TheStudentDegreePlanReportisalsousedtodevelopcourserotations.

TheGraduateSchoolmaintainsadmissionandretentioneligibilityforeachadvancedcandidate.


Themonitoringproceduresarethefollowing:

A. Procedures for Monitoring Candidates’ Progress in the Professional Education Program--Initial Undergraduate Programs

Transition Point 2: Admission to Teacher Candidacy

1) TheundergraduatecandidatesubmitsaformalapplicationtotheOfficeofTeacherCandidacyandCertification.(Appendix E)

2) TheCertificationOfficerverifiesthecompletionofallrequirementsforadmissiontoTeacherCandidacyandnotifiesthecandidateelectronicallyusingtheircampusemailaddress.Acopyofthisletterisplacedinthecandidate’sadvisingfolderaswellasemailedtothecandidate’sadvisor.

3) TheCertificationOfficerenrollsthecandidateintheEDUC001EZcourseindicatingtheyhavemetalloftherequirementstoenrollinupperleveleducationcourses.Atcertaintimesintheacademicyear,thiscannotbehandledwithintheOfficeofTeacherCandidacyandCertification.Whenthisoccurs,thecandidate’snameandCWIDissenttotheRegistrar’soffice.

4) TheProgramCoordinatorwithassistancefromtheCertificationStaffSupportpersonsendsalettertothecandidateindicatingthatadmissiontotheprofessionaleducationprogramhasbeenapprovedandsendsacopyofthelettertothecandidate’scontentandeducationadvisors.

Transition Point 3: Admission to Student Teaching

1) Thecandidatesubmitsacompleted“ApplicationforStudentTeaching”(Appendix E)totheDirectorofFieldExperiencesandClinicalPracticebyMarch1(fall)orOctober1(spring)deadline.

2) TheOfficeofTeacherCandidacyandCertificationsendsthecandidateastatusletterregardingtheirstudentteachingeligibilityinthefollowingareas:licensuretest/s,degreeaudit,gradepointaverage,andcoursegrades.

3) TheDirectorofFieldExperiencesandClinicalPracticemeetswitheachapplicantregardingtheirstudentteachingplacementrequests,obligationsinadditiontostudentteaching(i.e.,work,otherclasses).

4) TheDirectorofFieldExperiencesandClinicalPracticesendalettertoeachcandidateindicatingtheschooldistrict,school,cooperatingteacherandgradelevelfortheirstudentteachingplacement.

5) AcopyofthecompletelistofstudentteachersalongwiththeirplacementsissharedwiththeAssessmentCoordinator/HeadoftheDepartmentofTeachingandLearning.


Transition Point 4: Program Completion, Graduation and Licensure

1) TheOfficeofFieldExperiencesandClinicalPracticeverifiesallrequirementsforthecompletionofstudentteachinghavebeenmet.Requirementsinclude:formalobservations,teachinghours,portfolio,professionalcharacteristicsandskills,andoraldefenseoftheportfoliointoPASS-Port.

2) TheOfficeofTeacherCandidacyandCertificationverifieseachcandidate’seligibilityforgraduation,notifyingtheRegistrar’sofficeofallcompleters.

3) TheOfficeofTeacherCandidacyandCertificationrequestsanofficialtranscriptfromtheRegistrar’sofficeforeachgraduateandsubmitstotheLouisianaDepartmentofEducationalongwithapplicationsandlicensingfeeforaLouisianalevel1license.

B. Procedures for Monitoring Candidates’ Progress in the Professional Education Program--Initial graduate practitioner and Initial graduate MAT Programs

Transition Point 2: Admission to Alternate Certification Program

1) ThegraduatecandidatesubmitsanapplicationtotheGraduateSchoolwherethecandidateisplacedinapendingstatusuntilverificationofeligibilityisobtainedbytheOfficeofTeacherCandidacyandCertification.

2) ThegraduatecandidatesubmitsaformalapplicationforAdmission to the Alternate Certification ProgramtotheOfficeofTeacherCandidacyandCertification.(Appendix D)

3) TheCertificationOfficerverifiesthecompletionofallrequirementsforadmissiontoalternatecertificationprogramandnotifiesthecandidateofacceptanceintotheprogramalongwithaprescriptionofstudy.Acopyoftheletterandprescriptionofstudyisplacedinthecandidate’sadvisingfolder.

4) TheOfficeofTeacherCandidacyandCertificationnotifiestheGraduateSchoolthattheapplicanthasbeenacceptedintothealternativecertificationprogramandclearedforregistration.

5) TheGraduateSchoolliftstheacademicregistrationholdontheStudentInformationSystem(SIS)andrecordsthenotationonscreen148ofSIS.

6) TheCertificationOfficerenrollsthecandidateintheEDUC007EZcourseindicatingtheyhavemetalloftherequirementstoenrollinalternatecertificationgraduateeducationcourses.Atcertaintimesintheacademicyear,thiscannotbehandledwithintheOfficeofTeacherCandidacyandCertification.Whenthisoccurs,thecandidate’snameandCWIDissenttotheRegistrar’sofficeforenrollment.


Transition Point 3: Admission to Internship/Student Teaching

1) Thecandidatesubmitsacompleted“ApplicationforInternship/StudentTeaching”(Appendix D)totheDirectorofFieldExperiencesandClinicalPracticebyMarch1(fall)orOctober1(spring)deadline.

2) TheOfficeofTeacherCandidacyandCertificationsendsthecandidateastatusletterregardingtheirinternship/studentteachingeligibilityinthefollowingareas:licensuretest/s,degreeaudit,gradepointaverage,andcoursegrades.

3) TheDirectorofFieldExperiencesandClinicalPracticecommunicateswithapplicantsregardingemployment(internship)orstudentteachingplacementrequests.

4) TheDirectorofFieldExperiencesandClinicalPracticecommunicateswitheachcandidateindicatingtheschooldistrict,school,cooperatingteacherandgradelevelforstudentteachers.TheOfficeofTeacherCandidacyandCertificationverifieswithschooldistrictstheinterns’statusandassistswiththeapplicationprocessforpractitionerlicensesfromtheLouisianaDepartmentofEducation.

5) AcopyofthecompletelistofstudentteachersandinternsalongwiththeirplacementsissharedwiththeAssessmentCoordinator/HeadoftheDepartmentofTeachingandLearning.

Transition Point 4: Program Completion, Graduation and Licensure

1) TheOfficeofFieldExperiencesandClinicalPracticeverifiesallrequirementsforthecompletionofinternship/studentteachinghavebeenmet.Requirementsinclude:formalobservations,teachinghours,portfolio,professionalcharacteristicsandskills,andoraldefenseoftheportfoliointoPASS-Port.

2) TheGraduateSchoolverifieseachcandidate’seligibilityforgraduation,notifyingtheRegistrar’sofficeofallcompleters.

3) TheOfficeofTeacherCandidacyandCertificationrequestsanofficialtranscriptfromtheRegistrar’sofficeforeachgraduateandsubmitstotheLouisianaDepartmentofEducationalongwithapplicationsandlicensingfeeforaLouisianalevel1license.

C. Procedures for Monitoring Candidates’ Progress in the Professional Education Program--Advanced Graduate (M.Ed., M.A., Ed. S.) Programs

Transition Point 1: Admission to the Graduate School and program

1) ThegraduatecandidatesubmitsanapplicationforadmissiontotheGraduateSchool.

2) BasedontherequirementsforgraduatestudyadmissionasspecifiedintheUniversitycatalog,theGraduateSchooladmits,conditionallyadmits,provisionallyadmits,ordeniesadmissionforgraduatestudy.


3) TheGraduateSchoolofficesubmitsalistofapplicantstotheOfficeofTeacherCandidacyandCertificationsothatprogramsrequiringateachinglicensemayverifycurrentlicense.

4) Themajorprofessor/programofstudyformiscreatedintheGraduateSchoolandforwardedtotheDepartmentofEducationalLeadershipandTechnologyforcompletion.ThemajorprofessorandcommitteemembersareassignedandtheformisreturnedtotheGraduateSchool.(Appendix E)

5) Thegraduatestudentisnotifiedofhisorherassignedmajorprofessor,committeemembers,andprogramofstudy.

Transition Point 2: Admission to the Internship/Practicum (M.Ed/M.A.) or Thesis/Field Study (Ed.S)

1) Thecandidate’smajorprofessorverifiesthecompletionofallassessmentsandotherrequirements.

2) Candidatecompletesandsubmitsapplication(asrequiredbyeachprogram).

3) Internship/practicumsiteapprovalvariesbyprogram.

4) (Ed.S.only)ThesisproposalorFieldStudyproposalmustbeapprovedalongwithIRBapproval.

Transition Point 3: Graduation/completion of program

1) Candidateappliesforgraduationatthebeginningofthesemesterintendedtograduate(online).(Appendix E)

2) Candidatereceivese-mailconfirmationofapplication,requiringcandidatetocontactmajorprofessor.

3) Themajorprofessorandcandidatescheduleoraldefenseofresearchand/orportfoliowithcandidate’scommittee.

4) GraduateSchoolverifiesthatcandidatehasmetdegreerequirementsandcommunicateswithcandidatethecommencementdate,deadlineforallmaterialstobesubmitted,andanyotherpertinentinformation.


VI. ALIGNMENT OF ASSESSMENT INSTRUMENTS WITH CONCEPTUAL FRAMEWORK PROFICIENCIES

A. Initial Programs

Theunit’sassessmentsystemfortheinitialundergraduate,initialgraduatepractitioner,andinitialgraduateMATeducationprogramsaddressestheunit’sconceptualframeworkproficiencies.Appendix Fcontainsamatrixfortheinitialundergraduate,initialgraduatepractitioner,andinitialgraduateMATprograms’alignmentwiththeconceptualframework.

B. Advanced Programs

Theunit’sassessmentsystemfortheadvancedgraduate(M.Ed.,M.A.,Ed.S.)educationprogramsaddressestheunit’sconceptualframeworkproficiencies.Appendix Gcontainsamatrixfortheadvancedgraduate(M.Ed.,M.A.,Ed.S.)programs’alignmentwiththeconceptualframework.

VII. ASSESSMENT OF UNIT OPERATIONS

Unitoperationsareactivitiesundertakenbytheunitpertainingtogovernance,planning,budget,personnel,facilities,services,andproceduressuchasadvisingandadmission,andresourcesthatsupporttheunit’smissioninpreparingcandidates.

Someofthewaysinwhichunitoperationsareassessedarethefollowing:

A. CandidateEvaluationofFieldExperience:AllcandidatesenrolledintheinitialundergraduateandintheinitialgraduateMATteachereducationprogramscompletea“CandidateEvaluationofFieldExperience”formoneachfieldexperienceplacementeachsemester.TheformhelpstheDirectorofInternshipsandFieldExperiences*andthefacultyassessthequalityandtheappropriatenessofeachfieldexperienceplacement.

B. CandidateEvaluationofUniversitySupervisorandCandidateEvaluationofCooperatingTeacher:AllcandidatesenrolledintheinitialundergraduateandintheinitialgraduateMATteachereducationprogramcompletea“CandidateEvaluationofUniversitySupervisor”anda“CandidateEvaluationofCooperatingTeacher”attheendofthestudentteachingsemester.TheseformshelptheDirectorofFieldExperiencesandClinicalPracticeandthefacultyassessthequalityofthesupervisionthatthecandidatesreceivedfromtheuniversitysupervisorandfromthecooperatingteacher.

C. GraduatingSeniororGraduateSchoolCompleterSurvey:Allinitialandadvancedcandidatescompletea“ProgramCompleterSurvey”attheendofthesemesterinwhichtheycompletetheirprogram.Candidatesareaskedtoassessareassuchas:programadmissionprocedures,advisingandsupportservices,studentteaching/internshipplacement,availabilityofcourses,libraryandtechnologyresources,qualityofinstruction,andoverallqualityoftheprogram.


D. StudentEvaluationofInstruction:Eachsemester,studentsevaluateeachprofessionaleducationcourseforinstructoreffectivenessandcoursequality.Evaluationsarecompletedelectronicallyandaggregatedatthedepartment,collegeanduniversitylevelsbytheOfficeofInstitutionalResearch.Disaggregateddataisprovidedtoeachfacultymemberalongwithstudentcomments.Departmentheadsareprovidedwithbothdatabyfacultymemberanddepartmentwide.Thedeanofthecollegereceiveslikedataalongwithcollegewideresults.

E. GraduateFollowUpSurvey:Annually,graduatesofteachereducationprogramsaresurveyedforadditionalinformationregardingtheirpreparationreceived,jobreadiness,andrecommendationsforchangesintheprogramtheycompletedatNorthwesternStateUniversity.

Asheadoftheunit,theDeanoftheCollegeofEducationandHumanDevelopmenthastheresponsibilitytoeffectivelymanage,coordinate,andoverseethegovernance,planning,budget,personnel,andfacilitiesoftheunit.Feedbackissoughtandobtainedfromfaculty,programcoordinators,departmentheads,andadvisoryboards.

VIII. FAIRNESS, ACCURACY, CONSISTENCY, AND ELIMNATION OF BIAS

Theunitusesthefollowingstrategiestoensurefairness,accuracy,consistency,andeliminationofbiasthroughoutitsassessmentsystem:

A. Theunitensuresthattheassessmentsarelinkedtotheunit’sconceptualframework;andthenationalandstatestandardsasindicatedaboveanddemonstratedinthealignmentmatricesintheExhibits.

B. Initialundergraduateandgraduatecandidatesareinformedofallrequirementsintheeducationprogramwhentheyinitiallymeetwiththeireducationadvisorandbeforetheysubmittheirapplicationforadmissiontotheprogram.Advancedcandidatesareinformedoftherequirementswhentheysigntheirprogramofstudy.Informationabouttheconceptualframework,dispositionsexpectedofcandidates,transitionpoints,keyassessments,andotherrequirementsareincludedintheintroductory/coreclassesforeachinitialandadvancedprogram,whichcandidatescompleteearlyintheirprogram.InformationisalsoavailableontheCollegeofEducationandHumanDevelopmentWebsite.

C. Rubricstoassesscandidates’workaresharedwiththecandidatesbeforetherubricsareused.Thus,candidatesknowwhattheywillbeassessedon,whatisexpectedofthem,andthelevelofproficiencyassociatedwitheachscoringdecision.

D. RubricsthatareusedtoassesscandidatesduringstudentteachingandinternshipsarediscussedbytheDirectorofFieldExperiencesandClinicalPracticeatthebeginningofeachsemesterwiththestudentteachers,interns,cooperatingteachers,anduniversitysupervisors.Rubricsthatareusedforprogramspecificassessmentsarediscussedwiththecandidateseachsemesterbytheprogramfacultymembers.


Dataaretriangulatedwhereverpossibletoenhancethereliabilityoffindings.Forexample,manyofthesamequestionsareaskedonthe“ProgramCompleterSurvey,”“GraduateFollow-UpSurvey,”and“EmployerSurvey”forboththeinitialandadvancedprograms.Alsofortheinitialprograms,multiplefacultyindependentlyassessstudentteachingportfoliosusingtherubricattheendofmethodscoursesaswellasstudentteaching.

E. Inordertoshowacandidate’sprogressduringasemester,someperformanceassessmentsmaybeadministeredtwice--firstforpracticewithsuggestionsprovidedforremediationbytheinstructor,andthenforafinalscoreorgrade(e.g.,lessonplanninginEDUC4430;unitplanninginEDUC5600)

IX. USE OF INFORMATION TECHNOLOGIES

TheunitusesPASS-Porttomaintainthemajorityofdataonitsinitialandadvancededucationcandidates.CandidatesarerequiredtopurchaseaPASS-Portsubscriptionduringtheirfirstcourseintheprogramsimilartopurchasingatextbookforthecourse.Candidatesmaypurchasesubscriptionsforaperiodofoneyear,withincrementsupto7years.Candidatesuploadfieldandclinicalexperiences,submitdesignatedcourseassignments,andreceivefeedbackviarubrics/commentsfromfacultyviaPASS-Port.AlthoughcooperatingteachersdonothaveaccesstoPASS-Port,studentteachingandinternshipobservationsalongwithotherevaluationtoolsareuploadedintoPASS-PortbytheAssessmentCoordinator,PASS-PortCoordinator,oranassistanttoaggregatedataacrossprogramsandtheunit.Northwestern’sStudentInformationSystem(SIS)collectsandmaintainsinstitutionalandcandidatedata,includingbutnotlimitedto,names,contactinformation,diversityinformation(e.g.,race,gender),GPA,transcriptdata(e.g.,major,degreeornon-degreeseeking,courselists,grades),andtestscores(e.g.,SAT,MAT,GRE,Praxis).WorkingwithInstitutionalResearch,theAssessmentCoordinatorhasaccesstoallcandidatesenrolledinaprogramwithintheunit.Additionally,SISdataareimportedintoEXCELspreadsheetstomonitorcandidates’progressatthetransitionpoints.

X. PROCEDURES FOR DATA COLLECTION, AGGREGATION, DISAGGREGATION, ANALYSIS, DISSEMINATION, AND USE

A. Collecting and Entering Data into PASS-Port

DatafromallcommonunitandspecificprogramassessmentswillbecollectedeachsemesterandenteredintoPASS-Portbythefacultymemberteachingcoursesconnectedtounitorprogramassessmentsbytheendofeachsemester.

B. Aggregating and Disaggregating Data

1. Unit datafromallcommonunitassessmentswillbeaggregatedfortheunit,andthendisaggregatedforeachprogramthroughPASS-PortbythePASS-Portcoordinatorwithintwoweeksafterfinalexamweekhasendedeachsemester.


2. Program datafromallspecificprogramassessmentswillbeaggregatedfortheprogramthroughPASS-PortbythePASS-PortCoordinatorwithintwoweeksafterfinalexamweekhasendedeachsemester.

C. Forwarding Data

1. Theaggregated unit datawillbeforwardedbythePASS-PortCoordinatortotheAssessmentCoordinatorwithinthreeweeksafterfinalexamweekhasendedeachsemester.

2. Thedisaggregated unit data and the aggregated specific program datawillbeforwardedbytheAssessmentCoordinatortotheprogramcoordinatorsand/orunitfacultywithinthreeweeksafterfinalexamweekhasendedeachsemester.

D. Summarizing, Analyzing, Reporting, and Disseminating Data (beginning 2011)

1. Fall Semester

a) ByFebruary 15–Programcoordinatorsand/orunitfacultyreviewtheaggregatedspecificprogramdataforthefallsemesterthatincludes:

1) eachunitandprogramassessmentinstrument,thenumberandpercentofcandidatesperformingineachcriteriaoftheassessmentrubric;

2) strengthsandweaknessesidentifiedinacourse(s)orintheprogrambasedonthedata;and

3) change(s)inacourse(s)orintheprogramthatwillbemadebasedonthedata,ifanychangesareappropriateatthistime.

b) ByMarch 1–Eachprogramcoordinatorand/orunitfacultysubmitstotheAssessmentCoordinatoranoverallSummaryandAnalysisofdatareportfortheprogramforfallsemester.

2. Spring and Summer Semesters

a) BySeptember 15–Programcoordinatorsand/orunitfacultyreviewtheaggregatedspecificprogramdataforthespringandsummersemestersthatincludes:

1) eachunitandprogramassessmentinstrument,thenumberandpercentofcandidatesperformingineachcriteriaoftheassessmentrubric;

2) strengthsandweaknessesidentifiedinacourse(s)orintheprogrambasedonthedata;and

3) change(s)inacourse(s)orintheprogramthatwillbemadebasedonthedata,ifanychangesareappropriateatthistime.

b) ByOctober 1–Eachprogramcoordinatorand/orunitfacultysubmitstotheAssessmentCoordinatoranoverallSummaryandAnalysisofdatareportfortheprogramforspringandsummersemesters.


3. Annual

a) ByOctober 1–PRAXISscoredataforthecontentareatest,includingoverallscoreandsub-scoresispreparedbyOfficeofTeacherCandidacyandCertification;

b) ByOctober 1–annualfollow-upsurveytoemployerandfirst-yeargraduatesaggregateddataissubmittedtotheDeanintheCollegeofEducationandHumanDevelopmentandprogramfaculty;and

c) ByNovember 1–TheAssessmentCoordinatorpreparesanannualreportthatincludeschange(s)intheunitthatwillbemadebasedonthedata,ifanychangesareappropriateatthistime.

E. Presenting Data to Unit

TheannualreportwillbepresentedatNovemberfacultymeeting/s.Theunitfacultywillreviewanddiscussthereportsandmakerecommendationsforchangesintheunitandinprograms,asappropriate.

XI. TIMELINE

Theprofessionaleducationunitadherestothefollowingassessmenttimelineeffectivefall2011:

Prior to 14 day count at the beginning of each semester:PASS-PortCoordinatorreceivesinformationtouploadusersintothesystemfromInstitutionalResearch.

During each fall and spring semester and summer:DataarecollectedviaPASS-Portaccordingtodatesidentifiedbyprogramfaculty,theOfficeofFieldExperiencesandClinicalPracticeandthePASS-PortCoordinator.

During each fall and spring semester and summer:ProgressofinitialandadvancedcandidatesismonitoredbyPASS-PortCoordinatorinweeklyreports.Reportsareemailedtofacultyeachweektomonitorsubscriptions,uploadingofcourseartifactsand/orfieldexperiences.Within two weeks after the final exam each semester:PASS-PortCoordinatoraggregatesthedatafromthecommonunitassessmentsfortheunitanddisaggregatestheunitdataforeachprogram;andaggregatedtheprogramdatafromtheprogramassessments.

Within three weeks after the final exam each semester:PASS-PortCoordinatorforwardstheaggregatedunitdatatotheAssessmentCoordinator,andforwardsthedisaggregatedunitdataandtheaggregatedspecificprogramdatatotheprogramcoordinators.

ByMarch 1for the fall semester, and by October 1 for the spring and summer–Eachprogramcoordinatorand/orunitfacultysubmitstotheAssessmentCoordinatoranoverallSummaryandAnalysisofdatareportfortheprogrameachsemester.


XII. COPIES OF KEY COMMON UNIT ASSESSMENT INSTRUMENTS AND SCORING GUIDES / RUBRICS

Acopyofthekeycommonunitassessmentinstrumentsandscoringguides/rubricsusedintheinitialundergraduate,initialgraduatepractitioner,andinitialgraduateMATeducationprogramsarecontainedinAppendix H.

Acopyofthekeycommonunitassessmentinstrumentsandscoringguides/rubricsusedintheadvancedgraduateeducationprogramsarecontainedinAppendix I.

XIII. APPENDICES

A. Organizational Chart: Northwestern State University

B. Organizational Chart: Professional Education Unit

C. Key Assessments by Program

D. Initial program guidelines and forms for monitoring candidates’ progress

E. Advanced program guidelines and forms for monitoring candidates’ progress

F. Initial undergraduate, Initial graduate practitioner, and Initial graduate MAT program alignment with the Conceptual Framework

G. Advanced graduate program alignment with the Conceptual Framework

H. Key Common Unit Assessments and Scoring Guides/Rubrics--Initial Programs

I. Key Common Unit Assessments and Scoring Guides/Rubrics--Advanced Programs

J. Diversity Proficiencies: Unit guidelines, assessments, and program alignments

NOTE: The Appendices to this Assessment Handbook are available in a booklet in the Office of the Dean of the College of Education and Human Development, and in the office of each department head within the COEHD.

Documents

NORTHWESTERN STATE UNIVERSITY Natchitoches, · PDF fileBased on the belief that assessment and learning are interrelated, this assessment system supports the Conceptual Framework,