Assessment

Admissions Interview & Writing Sample

Rationale

The School of Education closely aligns itself with the Campus Student Outcome Learning Objectives for Indiana University East.   There is an outcome that directly pertains to written and oral communication:

" Educated persons should be able to express themselves clearly, completely, and accurately. Effective communication entails sharing ideas through a variety of techniques, including reading, writing, speaking and technology.”  

  Beyond the minimal requirements of the Teacher Education Program such as the writing courses (Example: ENG W131) and writing section of the PRAXIS I, the School maintains the need for exceptional communication skills from education candidates.  

These exceptional communication skills are absolutely necessary to be successful in methods courses and in our profession. One of the means by which this outcome is assessed is through the Writing Sample/Interview Process.

Procedures

Students will be asked to write an essay to a question selected by the Admission Committee.  The question will not cover specific information related to education, but will be more related to the students' perceptions, beliefs, and attitudes regarding education.  (Example:  Why do you want to be a teacher?  How can you incorporate multiculturalism in to your classroom?)  Students will have 30 minutes to write their answer on the computer before saving the file to a disk so it can be printed and scored at a later date.  Students will not be allowed to use their computer's "tools" such a spell-check while writing their essay.  Essays will be scored anonymously.

Writing Sample

The purpose of the writing sample is to measure the students' ability to use correct grammar, punctuation, and spelling.  Points will also be award for the quality of the content of their answers.  (Example:  Can they express their ideas clearly?)

Interview Questions

The interview questions will be similar to the writing prompt.  The questions will not cover specific information related to education, but will be more related to the students' perceptions, beliefs, and attitudes regarding education. 

See the scoring rubric for an explanation of what is expected and what is acceptable levels of assessment..

Deferred Status

Students obtaining a score placing them in the Deferred * category in any area of the admissions process will not be admitted to the Teacher Education Program.  Students scoring in the “Deferred” category will NOT be allowed to enroll in either EDUC E339/E340 or EDUC M314 until they have successfully passed all portions of the admissions process.  Students will have an opportunity to speak with a member(s) of the Admission Committee concerning strategies to improve their future performance on the Writing Sample/Interview.

Re-taking the admissions process

Students will be allowed to retake the portion of the admissions process in which they obtained a score placing them in the Deferred category the next time the Writing Sample/Interview is offered (once per semester, and summer) or at a later time when they feel that they are prepared to be successful (see paragraph below).

Repeat attempts

Students in the “Deferred” category have a three year time period from the date of their initial attempt in which to obtain passing scores and be accepted into the TEP.  Within this three year period of time, students will be allowed to retake the deferred portion of the Writing Sample/Interview process a maximum of two additional time (i.e., three times total).  If after three years, students have not achieved scores placing them in the admitted category, they will be required to wait one year before reattempting the Writing Sample/Interview process.  After this one year waiting period, students can again attempt to pass the Writing Sample/ Interview.  Following their first attempt after the one year waiting period, students will again be allowed to retake the deferred portion of the Writing Sample/Interview process a maximum of two additional time (i.e. three times total) within three years

* Any student currently denoted as “”Conditionally Accepted” will fall under the guidelines for “Deferred” status.

Appeal Process

A student failing to meet the minimum score required to be admitted into the Teacher Education Program (TEP) has the following appeals available:

  1. The student may request that two additional faculty members from the School of Education read and score the essay.
  2. The student may appeal to the Dean of the School of Education.