Assessment

Evaluation Goals

  • Systematically integrate self-assessment from the first field experience through student teaching,
  • Provide knowledge, performance, and disposition benchmarks to be attained at each level, and
  • Reflect the increasing complexity of integration of professional knowledge, performance and dispositions appropriately that lead to the desired outcomes at the completion of the program.

Student Assessment

Each of the following areas has a separate method of assessment. Below are the details for those methods, as well as the reasoning for how and why we apply this assessment to students.

Admission to Teacher Education Program
Assessment requirements
  • GPA: 2.5 or higher¬†
  • PPST: Reading 176, Writing 172, Math 175
  • Writing Sample on Site
  • Interview with Admission Committee
  • Philosophy of Education Statement
  • Multicultural Rationale
  • Completed Foundational Course Requirements
Why we do this

This assessment is used to make a decision whether or not the student meets the requirements to be admitted to the Teacher Education Program. If a student does not meet the requirements, s/he may be close enough that only remediation is required. If a student does not score high enough to qualify for remediation, there is a counseling appeals process available.

How we use this assessment to gauge our Education program

We look at trends in students passing through this program and identify patterns. Individual courses are redesigned, sometimes resulting in changes to the program at large, as needed. We also identify our remediation resources. We use professional exams to measure the program quality, but also what it's lacking. We also track growth regarding understanding and integration of Division Themes/INTASC principles.

Admission to Student Teaching
Assessment requirements
  • GPA: 2.7 or higher overall, 3.0 in methods courses, 2.5 in content areas (secondary)
  • PPST: Reading 176, Writing 172, Math 175
  • Completed at least 75% of content courses
  • Pre-Student Teaching Portfolio
    • Videotape/Lesson Plan with description & reflection
    • Demonstrate competency in INTASC & Division Themes: 2.5 average
    • Rubric score: 2.5 average with a minimum of 2.0 in each area
  • Interview with Director of Field Experiences
Why we do this

Since our Education majors will be working in a real world situation with actual students, it's important to determine beforehand that our future teachers are indeed ready to go out into the real world. If student's portfolio is not approved, students have one opportunity to re-submit via our Portfolio Appeal Process. If the other requirements are not met, counseling will determine whether remediation is feasible. Alternately, it may be determined that the student graduates without licensure.

How we use this assessment to gauge our Education program

We look at trends in students passing through this program and identify patterns. Individual courses are redesigned, sometimes resulting in changes to the program at large, as needed. We also identify our remediation resources. We use professional exams to measure the program quality, but also what it's lacking. We also track growth regarding understanding and integration of Division Themes/INTASC principles

Recommendation for Graduation / Licensure
Assessment requirements:
  • GPA: 2.7 or higher overall
  • NTE Specialty Exam(s) passed
  • Receive a satisfactory evaluation of student teaching from Cooperating Teacher and University Supervisor
  • Student Teaching Portfolio
    • Videotape/Lesson Plan/Unit Plans with description & reflection
    • Demonstrate competency in INTASC & Division Themes: 3.0 average
    • Rubric score: 3.0 average with a minimum of 2.0 in each area
    • Oral presentation: 3.0 average
  • Meet state requirements for licensure
Why we do this

Graduation determines that you have completed the courseload required to become an educator, but licensure indicates that our School of Education agrees that you are indeed ready to actually teach in specific areas. It is possible that counseling will recommend the student graduates (has completed their required courses) without licensure. Students are afforded the opportunity to resubmit their portfolio once through our Portfolio Appeal Process.

How we use this assessment to gauge our Education program

We look at trends in students passing through this program and identify patterns. Individual courses are redesigned, sometimes resulting in changes to the program at large, as needed. We also identify our remediation resources. We use professional exams to measure the program quality, but also what it's lacking. We also track growth regarding understanding and integration of Division Themes/INTASC principles

Field Experience Evaluations
Assessment requirements
  • Self-assessment by Student Teachers
  • Completed by Cooperating Teacher (M201, M301, M401, Student Teaching)
Why we do this:

The practical portions are crucial in the pedagogy process, and self-assessment encourages reflection and allows the students to track their own growth and change over time. Students are encouraged to identify their areas that need work, but to also point out their strong areas. All self-assessments are compared with the assessments of the cooperating Teacher evaluations.

How we use this assessment to gauge our Education program

The field experience evaluations we receive help us to improve field placements. We are also able to look at these evaluations and better prepare future Cooperating Teachers to receive Student Teachers. We can also corroborate the effectiveness of how well we believe you should be prepared, based on what our programs tells us, with how well you actually are prepared.

INTASC Evaluation
Assessment requirements
  • Completed pre- and post-M401 by Preservice Teachers and Post-Student Teaching
  • Completed post-M401 by Cooperating Teachers
  • Completed by Portfolio Assessment Committee at appropriate decision points
Why we do this

The INTASC evaluation is done for similar reasons to the Field Experience evaluations. It allows students to gauge their progress and see both how far they've come, but also what they still have to learn. The INTASC Evaluation is incorporated into the student's portfolio.

How we use this assessment to gauge our Education program

This evaluation allows us to track the student development patterns through analyzing the results. This information is used to both improve the preparation of Cooperating Teachers, and also to adjust the Education program as needed to better suit future students.

Assessment of Professional Potential (APP)
Assessment requirements
  • Self-assessment completed in F205 and all Field Experiences
  • Incorporated into field Experience Evaluations by Cooperating Teachers and University Supervisors
Why we do this

The APP assessment is done for similar reasons to the Field Experience evaluations. It allows students to gauge their progress and see both how far they've come, but also what they still have to learn. Counseling is provided to guide the student through the process.

How we use this assessment to gauge our Education program

This evaluation allows us to track the student development patterns through analyzing the results. This information is used to both improve the preparation of Cooperating Teachers, and also to adjust the Education program as needed to better suit future students.

Exit Questionnaire / Graduate Survey
Assessment requirements

Pre-Service Teacher at completion of program / Evaluation of program by graduates

Why we do this

Help make our education even better for tomorrow's teachers! This exit questionnaire helps us to see where we shine and where we need to polish up, it also allows the student to appreciate their own accomplishment of completion of our rigorous program. 

How we use this assessment to gauge our Education program

The exit questionnaires / surveys are included in our annual report. We use the information you provide to identify trends and patterns among our undergraduate and graduate level students. Knowing these trends is useful when we look to redesign individual courses or to make the program at large more effective, and also to identify future remediation resources for areas that are shown to be consistently lacking.