University Assessment Report 2009-2010
Master of Science in Education with a Major in Elementary Education
Learning Outcomes
1.
Candidates demonstrate in-depth knowledge of the subjects they teach and how to teach those subjects to
students.
2.
Candidates demonstrate an understanding of the wide range of student diversity and a commitment to the
achievement of all students.
3.
Candidates apply theoretical and research knowledge to sound reflective practice in early childhood,
elementary, and/or middle school settings.
4.
Candidates manage, monitor, and assess student learning.
5.
Candidates demonstrate capability in taking leadership or advocacy roles in schools or programs.
Analysis of Data
Categories of Performance: U – unacceptable; A – acceptable; E – Exemplary
The number of candidates assessed on each outcome reflects the number of “elementary” education graduate
students enrolled in the course. Reading graduate students were not included in the assessment as they must meet
the standards of the International Reading Association. Their performance is assessed using evaluation tools for
that program.
Outcome 1: Candidates demonstrate in-depth knowledge of the subjects they teach and how to teach those
subjects to students.
Demonstrate in-depth knowledge of the content taught.
Course
RDG 569
Semester
Sum 2009
# of Cand
17
Course
Semester
# of Cand.
RDG 586
Fall 2009
13
Course
RDG 508
Course
ECH 549
Course
RDG 584
Semester
Spr 2010
Sum 2009
Semester
Fall 2009
Semester
Fall 2009
U
U
A
8%
# of Cand
8
10
U
# of Cand.
1
# of Cand
24
A
41%
U
E
59%
E
8%
84%
A
50%
20%
E
50%
80%
U A
100%
E
A
88%
E
12%
Course
LA 578
Course
ECH 565
Course
ECH 524
Course
RDG 553
Course
C&I 574
Semester
Spr 2010
Semester
Fall 2009
Semester
Spr 2010
Semester
Sum 2009
Semester
Fall 2009
# of Cand.
13
U
8%
# of Cand.
17
# of Cand.
13
A
77%
U
U
# of Cand
1
U
# of Cand
27
U
# of Cand.
13
U
8%
E
15%
A
76%
A
38%
A
A
89%
E
24%
E
62%
E
100%
E
11%
Understand content specific pedagogical theories related to student learning.
Course
RDG 569
Semester
Sum 2009
# of Cand
17
U
A
41%
E
59%
Course
LA 578
Semester
Spr 2010
A
84%
E
8%
Course
Semester
# of Cand.
RDG 586
Fall 2009
13
Course
RDG 508
Semester
Spr 2010
Sum 2009
Course
ECH 549
Semester
Fall 2009
Course
RDG 584
Semester
Fall 2009
U
A
8%
8%
84%
A
50%
30%
E
50%
70%
# of Cand
8
10
U
# of Cand.
1
# of Cand
24
E
U A
100%
U
A
88%
Course
ECH 565
Semester
Fall 2009
# of Cand.
17
U
A
76%
E
24%
Course
ECH 524
Semester
Spr 2010
# of Cand.
13
U
A
77%
E
23%
Course
RDG 553
E
E
12%
Course
C&I 574
Semester
Sum 2009
# of Cand
1
Semester
Fall 2009
# of Cand
27
U
U
A
100%
A
100%
E
E
Select and use a broad range of instructional strategies that promote student learning.
Course
RDG 569
Semester
Sum 2009
# of Cand
17
Course
Semester
# of Cand.
RDG 586
Fall 2009
13
Course
RDG 508
Course
ECH 549
Course
RDG 584
Semester
Spr 2010
Sum 2009
Semester
Fall 2009
Semester
Fall 2009
U
U
A
6%
A
E
U
# of Cand.
1
# of Cand
24
A
50%
U
U
Course
LA 578
92%
Course
ECH 565
Semester
Fall 2009
# of Cand.
17
Course
ECH 524
Semester
Spr 2010
# of Cand.
13
U
# of Cand
1
U
E
8%
# of Cand
8
10
94%
E
50%
100%
A E
100%
A
62%
E
38%
Course
RDG 553
Course
C&I 574
Semester
Spr 2010
Semester
Sum 2009
# of Cand.
13
Semester
Fall 2009
# of Cand
27
Semester
Spr 2010
# of Cand.
13
U
A
38%
U
U
E
62%
A
88%
A
38%
E
12%
E
62%
A
E
100%
A
85%
E
15%
Use content specific technology to promote student learning.
Course
RDG 569
Semester
Sum 2009
# of Cand
17
U
A
100%
E
Course
RDG 584
Semester
Fall 2009
# of Cand
24
U
A
79%
E
21%
Course
ECH 549
Semester
Fall 2009
Course
Semester
RDG 586
Course
RDG 508
Fall 2009
Semester
Spr 2010
Sum 2009
# of Cand.
1
# of Cand.
13
# of Cand
8
10
U
A
100%
U A
100%
U A
50%
Course
LA 578
E
E
E
50%
100%
U
A
46%
Course
ECH 565
Semester
Fall 2009
# of Cand.
17
U
12%
Course
ECH 524
Semester
Spr 2010
# of Cand.
13
U
# of Cand
1
U
Course
RDG 553
Course
C&I 574
Semester
Sum 2009
Semester
Fall 2009
# of Cand
27
U
E
54%
A
88%
A
100%
A
A
E
E
E
100%
E
100%
Analysis of Data:
Four competencies that address knowledge of content and the ability to teach that content are assessed. Overall, at least 92% of candidates demonstrated acceptable or exemplary performance for their knowledge of discipline specific content. In the subject area of “literacy,” content knowledge was assessed in four reading courses and one language arts course. At least 92% of the candidates in the literacy education and elementary curriculum specializations demonstrated acceptable or exemplary performance for their knowledge of reading and language arts content. One hundred percent of candidates demonstrated similar performance for their knowledge of content related to early childhood education. Overall, at least 92% of all candidates demonstrated knowledge of content specific pedagogical theories that impact student learning. Ninety-­‐two percent of literacy and elementary curriculum candidates and 100% of early childhood candidates demonstrated acceptable or exemplary performance. Eight percent of candidates in LA 578 (Language Arts for Diverse Learners) failed to meet this competency. One hundred percent of candidates met or exceeded performance expectations for their ability to select and use a broad range of instructional strategies that promote student learning. Of the four competencies assessed for this outcome, candidates earned the greatest number of exemplary scores for this competency. Overall, at least 88% of candidates earned acceptable or exemplary scores for their ability to use content specific technology to promote student learning. One hundred percent of literacy and elementary curriculum candidates and 100% of candidates in two early childhood courses successfully demonstrated their ability to use content specific technology. Twelve percent of candidates did not meet minimum expectations for this competency in one early childhood course. Outcome 2: Candidates demonstrate an understanding of the wide range of student diversity and a
commitment to the achievement of all students.
Understand the types of diversity in classrooms/early childhood settings
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
8
5
U
25%
20%
A
50%
60%
E
25%
20%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
12
3
U
17%
A
50%
33%
E
33%
67%
Understand techniques, procedures, and/or approaches that demonstrate a belief that all students can learn.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
8
5
U
13%
20%
A
37%
60%
E
50%
20%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
12
3
U
A
50%
67%
E
50%
33%
Understand and/or demonstrate commitment to meeting needs of all students in caring, non-discriminatory, and
equitable manner
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
8
5
U
20%
A
50%
60%
E
50%
20%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
12
3
U
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
12
3
U
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
11
4
U
A
50%
E
50%
67%
33%
Takes steps to develop a classroom climate that values diversity.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
8
5
U
13%
A
74%
80%
E
13%
20%
A
67%
33%
E
A
82%
50%
E
33%
67%
Identify accommodations for atypical students.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
5
4
U
A
20%
75%
E
80%
25%
18%
50%
Connect instruction with students’ experiences.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
5
4
U
A
40%
75%
E
60%
25%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
11
4
U
A
100%
25%
E
75%
Analysis of Data
Six competencies are assessed for this outcome, which is evaluated during the capstone experience. Data for two competencies (accommodations and connecting instruction with students’ experiences) were not available for candidates who were not teaching during the capstone experience. Overall, at least 75% of candidates met or exceeded expectations for these six competencies. At least 75% of candidates in the specializations of literacy education and elementary curriculum demonstrated an understanding of the types of diversity that are likely to be found in elementary classroom settings, while at least 83% of candidates in the early childhood specialization demonstrated similar performance. At least 80% of candidates in the literacy education and elementary curriculum specializations and 100% of those in the early childhood specialization demonstrated acceptable or exemplary performance for their understanding of the techniques, procedures, and/or approaches that demonstrate a belief that all students can learn. Eighty percent of candidates in the literacy and elementary curriculum specializations and 67% of those in the early childhood specialization during the Fall 2009 semester were able to articulate an understanding of and commitment to meeting the needs of all students in a caring, non-­‐discriminatory, and equitable manner. All candidates met expectations for this competency in Spring 2010. At least 87% of candidates in the literacy and elementary curriculum specializations and 100% of those in the early childhood specialization were able to describe the steps they have taken to develop a classroom that values diversity. All candidates met or exceeded expectations for identifying accommodations for atypical students and connecting instruction with students’ experiences. Overall, candidates in the literacy and elementary curriculum specializations earned the greatest number of “exemplary” scores for their ability to identify accommodations for atypical students, while those in the early childhood specialization earned the greatest number of “exemplary” scores for their understanding of and commitment to meeting the needs of all students in a caring, nondiscriminatory, and equitable manner. Outcome 3: Candidates apply theoretical and research knowledge to sound reflective practice in early
childhood, elementary, and/or middle school settings.
Understands and is able to apply theories of learning.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
U
38%
5
A
E
62%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
12
3
U
17%
33%
E
24%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
12
3
U
100%
A
58%
34%
E
25%
33%
Understands “best practices.’
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
8
5
U
13%
20%
A
63%
80%
A
58%
33%
E
42%
67%
Applies best practices
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
5
4
U
A
20%
75%
E
80%
25%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
11
4
U
9%
A
64%
25%
E
27%
75%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
11
4
U
A
73%
50%
E
A
50%
33%
E
Identify strengths and areas of improvement in teaching.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
5
4
U
A
40%
75%
E
60%
25%
27%
50%
Understands the influence of practices, techniques, and actions on student learning
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
8
5
U
A
20%
80%
E
80%
20%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
12
3
U
A
57%
75%
E
14%
25%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
12
4
U
8%
50%
67%
Analyze and synthesize educational research.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
7
4
U
29%
A
67%
50%
E
25%
50%
Analysis of Data
Six competencies were assessed for this outcome through the action research project and the final reflective paper
completed during the capstone course. Data for “applies best practices” were not available for candidates who
were not teaching during the capstone experience.
At least 62% of candidates in the literacy education and elementary curriculum specializations and 67% of
candidates in the early childhood specialization met or exceeded expectations for all competencies for this
outcome. The weakest performance for all specializations was in the ability to “understand and apply theories of
learning,” with 38% of Spring 2010 literacy and elementary curriculum candidates and 33% of Fall 2009 early
childhood candidates earning “unacceptable” scores. At least 80% of candidates in the literacy and elementary
curriculum specializations and 100% of those in the early childhood specialization were able to convey their
understanding of best practices. One hundred percent of literacy and elementary curriculum candidates and at
least 91% of early childhood candidates were able to apply best practices during instruction in their classrooms.
All candidates who had teaching positions in classrooms were able to identify strengths in their teaching and areas
in which improvement was needed. One hundred percent of candidates met or exceeded expectations for their
understanding of the influences of practices, techniques, and actions on student learning. At least 71% of
candidates in the literacy and elementary curriculum specializations and at least 92% of those in the early
childhood specialization were able to analyze and synthesize educational research.
Overall, the candidates in the literacy and elementary curriculum specializations earned the greatest number of
“exemplary” scores for their ability to “apply best practices.” The candidates in the early childhood specialization
earned the greatest number for their understanding of the influences of practices, techniques, and actions on
student.
Outcome 4: Candidates manage, monitor, and assess student learning.
Use technology to promote student learning.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
5
4
U
A
60%
50%
E
40%
50%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
11
4
U
9%
A
73%
100%
E
18%
Identify assessments that are aligned with instructional objectives and reflect best practices in assessment.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
5
4
U
A
20%
75%
E
80%
25%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
11
4
U
# of Cand
11
4
U
A
100%
75%
E
A
91%
75%
E
25%
Appropriate and adequate pre-assessment data was used to inform instruction
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
5
4
U
A
40%
75%
E
60%
25%
Course
ECH 603
Semester
Spr 2010
Fall 2009
9%
25%
Use formative assessment data to inform daily instruction to insure all students have opportunities to learn.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
5
4
U
A
60%
75%
E
40%
25%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
11
4
U
A
91%
75%
E
9%
25%
Use pre-, during, and post-assessment data to analyze students’ attainment of instructional objectives.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
5
4
U
A
60%
75%
E
40%
25%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
11
4
U
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
11
4
U
A
91%
75%
E
A
82%
50%
E
9%
25%
Factors influencing student learning were discussed
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
5
4
U
A
20%
75%
E
80%
25%
18%
50%
Analysis of Data
All candidates in the literacy and elementary curriculum specializations and at least 91% of those in the early
childhood specialization demonstrated acceptable or exemplary performance for the six competencies assessed for
this outcome. Nine percent of candidates in the early childhood specialization did not meet expectations for their
ability to use technology to promote student learning.
Overall, the greatest number of “exemplary” scores was earned by candidates in the literacy and elementary
curriculum candidates for their ability to identify assessments that are aligned with objectives and reflect best
practices in assessment and their ability to identify factors that influence student learning. Candidates in the early
childhood specialization earned the greatest number of “exemplary” scores for their ability to identify factors that
influence student learning.
Outcome 5: Candidates demonstrate capability in taking leadership or advocacy roles in schools or
programs.
Demonstrate capability in taking leadership or advocacy roles in schools or programs.
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
7
5
U
A
57%
100%
E
43%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
12
5
U
A
33%
60%
E
67%
40%
Understands characteristics/actions that impact the ability to serve as a leader (Leadership project #2)
Course
C&I 600
Semester
Spr 2010
Fall 2009
# of Cand
7
4
U
A
57%
75%
E
43%
25%
Course
ECH 603
Semester
Spr 2010
Fall 2009
# of Cand
12
5
U
20%
A
42%
60%
E
58%
20%
Analysis of Data:
Data were analyzed to gauge candidates’ capability in taking leadership or advocacy roles in schools or programs.
All candidates in these courses reached or exceeded an acceptable level in demonstrating this ability. All the
candidates except for 20% of the ECH 603 (Fall 2009) demonstrated an understanding of the factors that impact
the ability to serve as a leader.
Summary of Data
Most candidates completing the elementary education graduate program with specializations in literacy education,
elementary curriculum, and early childhood education demonstrated acceptable or exemplary performance on the
program outcomes. Candidates demonstrated the weakest performance as measured by the percent of candidates
earning “unacceptable” scores on Outcome 2 (understanding the wide range of student diversity and a
commitment to the achievement of all students). Our newly implemented required course, C&I 574 (Assessment
and Differentiation of Instruction), will provide instruction that will enable candidates to develop a greater
understanding of the characteristics and needs of diverse learners in elementary classrooms and enhance their
ability to use that knowledge to design instruction and assessments that enable all learners to demonstrate their
learning.
Action Plan
Revisions in the ELED master’s program are ongoing.
1.
Capstone courses will continue to be revised to ensure that all candidates are better able to analyze and
synthesize educational research, recognize and apply “best practices,” and demonstrate the effects of their
practice on student learning.
2.
Revisions to the areas of specialization have strengthened candidates’ professional knowledge. The
Elementary Curriculum area of specialization requires candidates to take courses in four content areas
(literacy, mathematics, social studies, and science). The Literacy area of specialization provides a strong
foundation for candidates, particularly emphasizing best practices in reading instruction.
3.
The implementation of technology to promote student learning will be stressed to a greater extent in all
courses.
4.
As the elementary education graduate program must also meet NCATE Standards 1, 3, and 4, the faculty will
review assessments to insure that sufficient and appropriate data is being collected to fully address these
standards.
5.
In the “Continual Improvement” model required by NCATE, all programs in the teacher education unit must
move towards meeting the criteria for “target” performance on at least one standard. Faculty will examine
curriculum, course requirements, assessments, and assessment data to insure that the elementary graduate
program is moving towards “target” performance for NCATE Standard 1 (Knowledge, Skills, and
Dispositions).
University Assessment Report 2008-2009
Master of Science in Education with a Major in Elementary Education
Learning Outcomes
1.
Candidates demonstrate in-depth knowledge of the subjects they teach and how to teach those subjects to
students.
2.
Candidates demonstrate an understanding of the wide range of student diversity and a commitment to the
achievement of all students.
3.
Candidates apply theoretical and research knowledge to sound reflective practice in early childhood,
elementary, and/or middle school settings.
4.
Candidates manage, monitor, and assess student learning.
5.
Candidates demonstrate capability in taking leadership or advocacy roles in schools or programs.
Analysis of Data
Categories of Performance: U – unacceptable; A – acceptable; E – Exemplary
Outcome 1: Candidates demonstrate in-depth knowledge of the subjects they teach and how to teach those
subjects to students.
Demonstrate in-depth knowledge of the content taught. (Area of Spec. #1)
Course
RDG 569
Semester
Sum 08
Course
Semester
RDG 580
RDG 580
Sum 08
Sp 09
Course
LA 675
Semester
Sum 08
# of Cand
27
# of Cand.
U
U
11
6
# of Cand
7
U
A
7%
E
93%
A
E
50%
100%
50%
A
14%
E
86%
Course
SCED 507
Course
LA 578
Course
ECH 571
Course
ECH 524
Semester
Spr 2009
Semester
Spr 2009
Semester
Spr 2009
Semester
Spr 2009
# of Cand
9
# of Cand.
28
U
U
# of Cand.
12
# of Cand.
12
A
89%
E
11%
A
29%
E
71%
U
U
A
33%
A
8%
E
67%
E
92%
Understand content specific pedagogical theories related to student learning. (area of spec. #2)
Course
RDG 569
Semester
Sum 08
Course
Semester
RDG 580
RDG 580
Sum 08
Sp 09
Course
LA 675
Semester
Sum 08
# of Cand
27
# of Cand.
U
11
6
# of Cand
7
U
U
A
E
100%
A
E
50%
100%
50%
A
14%
E
86%
Course
SCED 507
Course
LA 578
Semester
Spr 2009
Semester
Spr 2009
# of Cand
9
# of Cand.
28
U
U
A
100%
A
7%
E
E
93%
Course
ECH 571
Semester
Spr 2009
# of Cand.
12
U
A
33%
E
67%
Course
ECH 524
Semester
Spr 2009
# of Cand.
12
U
A
33%
E
67%
Select and use a broad range of instructional strategies that promote student learning. (area of spec. #3)
Course
RDG 569
Semester
Sum 08
Course
Semester
RDG 580
RDG 580
Sum 08
Sp 09
Course
LA 675
Semester
Sum 08
# of Cand
27
# of Cand.
U
U
11
6
# of Cand
7
U
A
7%
E
93%
Course
SCED 507
A
E
Course
LA 578
50%
100%
50%
A
E
100%
Semester
Spr 2009
Semester
Spr 2009
# of Cand
9
# of Cand.
28
U
A
100%
U
A
7%
E
E
93%
Course
ECH 571
Semester
Spr 2009
# of Cand.
12
U
A
42%
E
58%
Course
ECH 524
Semester
Spr 2009
# of Cand.
12
U
A
E
100%
A
89%
E
11%
A
18%
E
82%
Use content specific technology to promote student learning. (area of spec. #4)
Course
RDG 569
Semester
Sum 08
Course
Semester
RDG 580
RDG 580
Sum 08
Sp 09
Course
LA 675
Semester
Sum 08
# of Cand
27
# of Cand.
U
U
11
6
# of Cand
7
U
A
100%
E
A
E
17%
100%
83%
A
Course
SCED 507
Course
LA 578
E
100%
Semester
Spr 2009
Semester
Spr 2009
# of Cand
9
# of Cand.
28
U
U
Course
ECH 571
Semester
Spr 2009
# of Cand.
12
U
A
92%
Course
ECH 524
Semester
Spr 2009
# of Cand.
12
U
A
E
8%
E
100%
Analysis of Data:
Data indicate that in the literacy courses, 100% of the candidates performed at or above the acceptable level in
demonstrating in-depth knowledge of the content taught, and in RDG 569 and RDG 580, 81% attained an
exemplary level. In LA 675 and LA 578, 100% of the candidates attained an acceptable level with 79% exceeding
expectations. Candidates in SCED 507 demonstrated an acceptable level of achievement, with 11% reaching an
exemplary level. In the two ECH courses, 100% of the candidates demonstrated an acceptable level, with 92% of
the candidates in ECH 524 demonstrating an exemplary performance.
The data confirm candidates’ understanding of pedagogical theories related to student learning in the eight area of
specialization courses analyzed. One hundred percent of candidates attained an acceptable level or higher; 100%
of candidates in RDG 569 and RDG 580 in Summer 2009 attained the exemplary category of performance.
In selecting instructional strategies, 100% of the candidates in the eight courses analyzed, attained an acceptable
level, while in ECH 524, LA 675, and the Summer 2008 RDG 580, 100% of the candidates reached an exemplary
level.
In using technology to promote student learning, the data from the eight courses analyzed found 100% of the
candidates attained an acceptable level with 100% of the RDG 580 (Summer 2008) and ECH 524 candidates
reaching an exemplary level.
Outcome 2: Candidates demonstrate an understanding of the wide range of student diversity and a
commitment to the achievement of all students.
Understand the types of diversity in classrooms/early childhood settings (Final Reflective Paper #3)
Course
C&I 600 & 605
Semester
Spr 2009
# of Cand
19
U
16%
A
68%
E
16%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
14%
E
86%
Understand techniques, procedures, and/or approaches that demonstrate a belief that all students can learn (Final
Reflective Paper #4)
Course
C&I 600 & 605
Semester
Spr 2009
# of Cand
19
U
5%
A
74%
E
21%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
14%
E
86%
Understand and/or demonstrate commitment to meeting needs of all students in caring, non-discriminatory, and
equitable manner (Final Reflective Paper #5)
Course
C&I 600 & 605
Semester
Spr 2009
# of Cand
19
U
5%
A
74%
E
21%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
E
100%
Takes steps to develop a classroom climate that values diversity. (Final Reflective Paper #6)
Course
C&I 600 & 605
Semester
Spr 2009
# of Cand
19
U
11%
A
74%
E
16%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
E
100%
Semester
Spr 2009
# of Cand
7
U
A
29%
E
71%
Identify accommodations for atypical students. (Action Research #3)
Course
C&I 600 & 605
Semester
Spr 2009
Fall 08
# of Cand
20
6
U
5%
A
65%
33%
E
30%
67%
Course
ECH 603
Connect instruction with students’ experiences. (action Research Project #9)
Course
C&I 600 & 605
Semester
Spr 2009
Fall 08
# of Cand
20
6
U
10%
A
45%
50%
E
45%
50%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
43%
E
57%
Analysis of Data:
The analysis of data from the three capstone courses indicate that 16% of the candidates in C&I 600/605 failed to
reach an acceptable level in describing the types of diversity in a classroom setting. All candidates in ECH 603
attained acceptable levels of performance.
Data from C&I 600/605 indicate that 5% of the candidates failed to understand appropriate techniques,
procedures, and/or approaches to support the learning of all students, and 5% of the candidates failed to
demonstrate commitment to meeting all students’ needs in a caring, non-discriminatory, and equitable manner.
However, 100% of the ECH candidates attained an acceptable or higher level of achievement in these areas.
Although 11% of the Spring 2009 C&I 600/605 candidates failed to take steps to develop a classroom climate that
valued diversity and 5% of candidates in these courses did not adequately identify accommodations for atypical
students, 100% of the candidates in ECH 603 and the Fall 2008 C&I 600/605 met or exceeded expectations.
One hundred percent of candidates in ECH 603 and C&I 600/605 (Fall 2008) were able to connect instruction
with students’ experiences; whereas10% of candidates in C&I 600/605 (Spring 2009) were unable to do so.
Outcome 3: Candidates apply theoretical and research knowledge to sound reflective practice in early
childhood, elementary, and/or middle school settings.
Understands and is able to apply theories of learning. (#7 – Final Reflective Paper)
Course
C&I 600 & 605
Semester
Spr 2009
# of Cand
19
U
26%
A
42%
E
32%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
86%
E
14%
Understands “best practices.” (#8 – Final Reflective Paper)
Course
C&I 600 & 605
Semester
Spr 2009
# of Cand
19
U
11%
A
58%
E
32%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
14%
E
86%
A
55%
17%
E
40%
83%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
57%
E
43%
Applies best practices (Action Research #8)
Course
C&I 600 & 605
Semester
Spr 2009
Fall 08
# of Cand
20
6
U
5%
Identify strengths and areas of improvement in teaching. (#9 – Final Reflective Paper; Action research #11)
Course
C&I 600 & 605
FRP
Semester
Spr 2009
# of Cand
19
U
5%
A
58%
E
37%
Course
ECH 603
FRP
Semester
Spr 2009
# of Cand
7
Course
C&I 600 &
605 AR
Semester
Spr 2009
# of Cand
20
U
15%
A
45%
E
40%
Course
ECH 603
AR
Semester
Spr 2009
# of Cand
7
33%
67%
Fall 08
6
U
A
14%
U
E
86%
A
57%
E
43%
Understands the influence of practices, techniques, and actions on student learning (#10 – Final Reflective Paper)
Course
C&I 600 & 605
Semester
Spr 2009
# of Cand
19
U
21%
A
53%
E
26%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
Semester
Spr 2009
# of Cand
7
U
A
29%
E
71%
Analyze and synthesize educational research. (Action Research - #2)
Course
C&I 600 & 605
Semester
Spr 2009
Fall 08
# of Cand
20
6
U
15%
33%
A
50%
50%
E
35%
17%
Course
ECH 603
U
A
43%
E
57%
Analysis of Data:
The data indicate that 100% of ECH candidates reached or exceeded expectations in all areas of Outcome 3.
However, 26% of the candidates in C & I 600/605 failed to understand or apply theories of learning; 11% failed to
understand “best practices,” and 5% failed to apply them. Forty-seven percent of the candidates in these courses
attained an acceptable level in identifying strengths and areas of improvement in teaching.
In the area of understanding the influence of practices, techniques, and actions on student learning, 21% of the
candidates in C & I 600/605 did not achieve an acceptable level.
The ability to analyze and synthesize educational research was demonstrated by 85% of the candidates in C & I
600/605 in Spring 2009 and 67% in Fall 2008; however, 48% did not achieve an acceptable level in these courses.
Outcome 4: Candidates manage, monitor, and assess student learning.
Use technology to promote student learning. Action Research #10
Course
C&I 600 &
605
Semester
Spr 2009
Fall 08
# of Cand
20
6
U
15%
A
65%
E
20%
17%
83%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
86%
E
14%
Identify assessments that are aligned with instructional objectives and reflect best practices in assessment. (Action
Research #4)
Course
C&I 600 &
605
Semester
Spr 2009
# of Cand
20
Fall 08
U
6
A
60%
E
40%
33%
67%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
57%
E
43%
A
71%
E
29%
Appropriate and adequate pre-assessment data was used to inform instruction (Action Research #5)
Course
C&I 600 &
605
Semester
Spr 2009
Fall 08
# of Cand
20
U
15%
6
A
40%
E
45%
33%
67%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
Use formative assessment data to inform daily instruction to insure all students have opportunities to learn.
(Action Research #6)
Course
C&I 600 &
605
Semester
Spr 2009
Fall 08
# of Cand
20
U
20%
6
A
40%
E
40%
17%
83%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
57%
E
43%
Use pre-, during, and post-assessment data to analyze students’ attainment of instructional objectives. (Action
Research #7)
Course
C&I 600 &
605
Semester
Spr 2009
Fall 08
# of Cand
20
U
10%
6
A
50%
E
40%
33%
67%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
29%
E
71%
# of Cand
7
U
A
29%
E
71%
Factors influencing student learning were discussed (Action Research #7)
Course
C&I 600 &
605
Semester
Spr 2009
Fall 08
# of Cand
20
6
U
10%
A
50%
E
40%
33%
67%
Course
ECH 603
Semester
Spr 2009
Analysis of Data:
Candidates in C&I 600/605 (Fall 2008) and ECH 603 effectively used technology to promote student learning;
only 85% of the candidates in C&I 600/605 (Spring 2009) reached or exceeded an acceptable level.
In the assessment of student learning, 100% of the candidates in C&I 600/605 and ECH 603 acceptably identified
assessments that were aligned with instructional objectives and reflected best practices in assessment. Fifty
percent of the candidates in these courses demonstrated exemplary performance for this competency. Although
85% of the candidates in the courses were able to use pre-assessment data to inform instruction, 15% were not
successful in this competency. Also 20% did not effectively use formative assessment data to inform instruction.
As far as using assessment data to evaluate students’ attainment of instructional objectives, 100% of ECH 603 and
C&I 600/605 (Fall 2008) reached or exceeded an acceptable level; whereas 10% of the candidates in C&I 600/605
(Spring 2009) did not.
With the exception of 10% of the candidates in C&I 600/605 (Spring 2009), all others reached or exceeded
expectations in addressing factors that influenced student learning.
For Outcome 4, all ECH candidates reached or exceeded an acceptable level of performance.
Outcome 5: Candidates demonstrate capability in taking leadership or advocacy roles in schools or
programs.
Demonstrate capability in taking leadership or advocacy roles in schools or programs. (Leadership Project #1)
Course
C&I 600 & 605
Semester
Spr 2009
Fall 08
# of Cand
20
6
U
A
55%
40%
E
45%
60%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
57%
E
43%
Understands characteristics/actions that impact the ability to serve as a leader (Leadership project #2)
Course
Semester
C&I 600 &
605
Spr 2009
Fall 08
# of
Cand
20
6
U
A
E
10%
55%
35%
40%
60%
Course
ECH 603
Semester
Spr 2009
# of Cand
7
U
A
57%
E
43%
Analysis of Data:
Data were analyzed to gauge candidates’ capability in taking leadership or advocacy roles in schools or programs.
All candidates in these courses reached an acceptable level in demonstrating this ability. All but 10% of the
candidates demonstrated an understanding of the factors that impact the ability to serve as a leader.
Action Plan
Revisions in the ELED master’s program are ongoing.
1.
The new course, C&I 574 Differentiated Instruction and Assessment, is now a core/required course,
developed to strengthen candidates’ understanding of the factors that influence diversity in the classroom,
instructional techniques that can be used to accommodate the individual needs of diverse learners, and the
use of assessment to guide instruction and document student learning.
2.
Capstone courses will continue to be revised to ensure that all candidates are better able to analyze and
synthesize educational research, recognize and apply “best practices,” and demonstrate the effects of their
practice on student learning.
3.
The review and revision of core and area of specialization courses will continue to strengthen the extent to
which the program addresses the competencies candidates must acquire to enhance their effectiveness as
classroom teachers. In particular, emphasis will be placed on candidates’ analysis and use of all student
assessments to inform classroom instruction.
4.
The implementation of technology to promote student learning will be stressed in all courses.
University Assessment Report 2007-2008
Master of Science in Education with a Major in Elementary Education
Learning Outcomes
1.
Candidates demonstrate in-depth knowledge of the subjects they teach and how to teach those subjects to
students.
2.
Candidates demonstrate an understanding of the wide range of student diversity and a commitment to the
achievement of all students.
3.
Candidates apply theoretical and research knowledge to sound reflective practice in early childhood,
elementary, and/or middle school settings.
4.
Candidates manage, monitor, and assess student learning.
5.
Candidates demonstrate capability in taking leadership or advocacy roles in schools or programs.
Analysis of Data
Categories of Performance: U – unacceptable; A – acceptable; E – Exemplary
Outcome 1: Candidates demonstrate in-depth knowledge of the subjects they teach and how to teach those
subjects to students.
Demonstrate in-depth knowledge of the content taught.
Course
SCED 491G
Semester
F 2007
Course
Semester
RDG 586
F 2007
Course
LA 567
Semester
Spr 2008
# of Cand
4
# of Cand.
U
U
5
# of Cand
7
U
14%
A
100%
E
Course
SCED 509
A
E
20%
80%
Course
LA 578
A
43%
E
43%
Course
ECH 603
Semester
Spr 2008
Semester
Spr 2008
# of Cand
23
# of Cand.
17
Semester
Spr 2008
U
U
# of Cand.
2
U
A
87%
E
13%
A
18%
E
82%
A
100%
Understand content specific pedagogical theories related to student learning.
Course
SCED 491G
Semester
Fall 2007
# of Cand
4
Course
Semester
# of Cand
RDG 586
Fall 2007
5
Course
LA 567
Semester
Spr 2008
# of Cand
7
U
U
A
A
100%
E
E
Course
LA 578
100%
U
A
86%
Course
SCED 509
Semester
Spr 2008
Semester
Spr 2008
# of Cand
23
# of Cand
17
U
A
87%
E
13%
U
A
18%
E
82%
A
18%
E
82%
E
14%
Select and use a broad range of instructional strategies that promote student learning.
Course
SCED 491G
Semester
Fall 2007
# of Cand
4
Course
Semester
# of Cand
RDG 586
Fall 2007
5
U
U
A
A
100%
E
100%
E
Course
LA 578
Semester
Spr 2008
# of Cand
17
U
Course
LA 567
Semester
Spr 2008
# of Cand
7
U
14%
A
72%
E
14%
E
Use technology to promote student learning.
Course
LA 567
Semester
Spr 2008
# of Cand
7
U
A
86%
E
14%
Course
LA 578
Semester
Spr 2008
# of Cand
17
U
A
100%
E
Analysis of Data:
Data indicates that the 100% of SCED area of specialization candidates performed at or above the acceptable
level, with 13% of the Spring 2008 SCED 509 candidates achieving at the target level in demonstrating in-depth
knowledge of the content taught. In the literacy courses, RDG 586 and LA 578, 100% of the candidates
demonstrated an acceptable performance, with 81% attaining an exemplary level. In LA 567, 14% of candidates
failed to attain an acceptable level, while 86% reached or exceeded expectations. In the capstone course, ECH
603, both students demonstrated an acceptable level of in-depth knowledge acquired throughout this area of
specialization.
The data confirm candidates’ understanding of pedagogical theories related to student learning in the five areas of
specialization courses analyzed. One hundred percent of candidates attained an acceptable level or higher; 100%
of candidates in RDG 586 attained the exemplary category of performance.
In selecting instructional strategies, candidates in three of the four courses analyzed, attained an acceptable level,
while in one, RDG 586, 100% of the candidates reached an exemplary level. In LA 567, 14% of the candidates
failed to reach an acceptable level of performance.
In using technology to promote student learning, the data from the two literacy courses analyzed found 100% of
the candidates attained an acceptable level with 14% of the LA 567 candidates reaching an exemplary level.
Outcome 2: Candidates demonstrate an understanding of the wide range of student diversity and a
commitment to the achievement of all students.
Describe the context of the classroom.
Course
# of Cand
3
U
C&I 600
Semester
Spr 2008
Course
Semester
# of Cand
2
U
ECH 603 Spr 2008
A
100%
E
A
100%
E
Course
C&I 605
Semester
Spr 2008
# of Cand
8
U
12%
# of Cand
8
U
A
88%
E
Understand the factors that lead to diversity among students.
Course
Semester
C&I 600 Spr 2008
# of Cand
3
U
33%
A
67%
E
Understand the unique factors that influence individual student learning.
Course
Semester
C&I 600 Spr 2008
# of Cand
3
U
33%
A
67%
E
Identify accommodations for atypical students.
Course
C&I 600
Semester
Spr 2008
# of Cand
3
U
67%
A
33%
E
Connect instruction with students’ experiences.
Course
Semester
C&I 600 Spr 2008
# of Cand
3
U
A
100%
E
Course
C&I 605
Semester
Spr 2008
A
100%
E
Analysis of Data:
The analysis of data from the three capstone courses indicate that 12% of the candidates in C&I 605 failed to
reach an acceptable level in describing the context of the classroom. All candidates in C&I 600 and ECH 603
attained acceptable levels of performance.
Data from C&I 600 indicate that 33% of the candidates failed to understand the factors leading to diversity among
students or the factors influencing individual student learning; whereas, 67% of the candidates did not attain an
acceptable level in identifying accommodations for atypical students.
One hundred percent of candidates in C&I 600 and C&I 605 were able to connect instruction with students’
experiences.
Outcome 3: Candidates apply theoretical and research knowledge to sound reflective practice in early
childhood, elementary, and/or middle school settings.
Analyze and synthesize educational research.
Course
ELED 560
Course
ELED 566
Course
C&I 600
Semester
Spr 2008
# of Cand
24
U
Semester
Fall 2007
# of Cand
26
U
Semester
Spr 2008
Fall 2007
# of Cand
3
5
U
33%
A
100%
E
A
100%
E
A
67%
100%
E
Course
C&I 605
Course
ECH 603
Semester
Spr 2008
# of Cand
8
U
A
75%
E
25%
Semester
Spr 2008
# of Cand
1
U
A
100%
E
Semester
Spr 2008
# of Cand
2
U
A
100%
E
Explain how educational research will be used in his/her practice.
Course
# of Cand
3
5
U
C&I 600
Semester
Spr 2008
Fall 2007
Course
Semester
# of Cand
8
U
C&I 605 Spr 2008
A
100%
100%
E
A
100%
E
Course
ECH 603
Apply research on best practice from the literature review in the curriculum developed for the project.
Course
Semester
C&I 600 Spr 2008
Course
Semester
C&I 605 Spr 2008
# of Cand
3
U
# of Cand
8
U
A
100%
E
A
100%
E
Course
ECH 603
Semester
Spr 2008
# of Cand
2
U
A
100%
E
Semester
Spr 2008
# of Cand
2
U
A
100%
E
Apply best practices in the development of instruction.
Course
Semester
C&I 600 Spr 2008
Course
Semester
C&I 605 Spr 2008
# of Cand
3
U
A
100%
# of Cand
8
U
12%
A
88%
E
Course
ECH 603
E
Identify strengths and areas of improvement in teaching.
Course
Semester
C&I 600 Spr 2008
Course
Semester
C&I 605 Spr 2008
# of Cand
3
U
# of Cand
8
U
A
100%
E
A
100%
E
Course
ECH 603
Semester
Spr 2008
# of Cand
1
U
A
100%
E
Analysis of Data:
Candidates’ ability to analyze and synthesize educational research was analyzed in five core courses. Data showed
that one hundred percent of the candidates reached an acceptable level, with 25% of candidates in C&I 605
attaining an exemplary level.
Data from C&I 600, C&I 605, and ECH 603 reflect that 100% of the candidates attained an acceptable level in
explaining how educational research will be used in their practice. Also, 100% of the candidates in these courses
applied research on best practices from the literature reviews developed for the project. However, in applying best
practices in the development of instruction, 12% of the candidates in C&I 605 failed to reach an acceptable level.
One hundred percent of candidates in C&I 600 and ECH 603 reached an acceptable level. One hundred percent of
the candidates in the three courses attained an acceptable level in identifying strengths and areas of improvement
in teaching.
Outcome 4: Candidates manage, monitor, and assess student learning.
Use technology to promote student learning.
Course
Semester
C&I 600 Spr 2008
# of Cand
3
U
100%
A
E
Identify assessments that are aligned with instructional objectives and reflect best practices in assessment.
Course
Semester
C&I 600 Spr 2008
# of Cand
3
U
A
100%
E
Course
C&I 605
Semester
Spr 2008
# of Cand
8
U
A
75%
E
25%
Adapt assessments to accommodate the developmental needs of students.
Course
Semester
C&I 600 Spr 2008
# of Cand
3
U
A
100%
E
Use formative assessment data to inform daily instruction to insure all students have opportunities to learn.
Course
Semester
C&I 600 Spr 2008
# of Cand
3
U
A
100%
E
Use pre-, during, and post-assessment data to analyze students’ attainment of instructional objectives.
Course
Semester
C&I 600 Spr 2008
# of Cand
3
U
A
100%
E
Course
C&I 605
Semester
Spr 2008
# of Cand
U
A
E
Use assessment data to analyze student learning.
Course
Semester
C&I 600 Spr 2008
# of Cand
3
U
A
100%
E
Course
C&I 605
Semester
Spr 2008
# of Cand
6
U
A
75%
E
25%
Analysis of Data:
Candidates in C&I 600 did not effectively use technology to promote student learning.
In the assessment of student learning, 100% of the candidates in C&I 600 and 75% of those in C&I 605
acceptably identified assessments that were aligned with instructional objectives and reflected best practices in
assessment. Twenty-five percent of the C&I 605 demonstrated exemplary performance for this competency. One
hundred percent of students in C& I600 attained an acceptable level in adapting assessments to accommodate the
developmental needs of students and in using formative assessments to inform daily instruction to insure all
students might learn.
In using pre-, during, and post-assessment data to analyze students’ attainment of instructional objectives the
candidates in C&I 600 attained an acceptable level. In using assessment data to analyze student learning, 100% of
C&I 600 candidates and 75% of C&I 605 candidates attained an acceptable level, while 25% of the candidates in
C&I 605 reached an exemplary level.
Outcome 5: Candidates demonstrate capability in taking leadership or advocacy roles in schools or
programs.
Demonstrate capability in taking leadership or advocacy roles in schools or programs.
Course
ELED 560
Semester
Spr 2008
# of Cand
24
Course
Semester
# of Cand
C&I 600
Spr 2008
Fall 2007
3
5
Course
Semester
# of Cand
2
ECH 603 Spr 2008
U
U
A
100%
A
E
ELED 566
E
A
100%
Course
C&I 605
100%
100%
U
Course
Semester
Fall 2007
Semester
Spr 2008
# of Cand
26
# of Cand
8
U
U
A
100%
A
100%
E
E
E
Analysis of Data:
Data were analyzed to gauge candidates’ capability in taking leadership or advocacy roles in schools or programs.
All candidates in the core courses considered reached an acceptable level for this outcome.
Action Plan
Revisions in the ELED master’s program are ongoing.
1.
A new course, Differentiated Instruction and Assessment, is being developed to strengthen candidates’
understanding of the factors that influence diversity in the classroom, instructional techniques that can be
used to accommodate the individual needs of diverse learners, and the use of assessment to guide instruction
and document student learning
2.
Capstone courses will continue to be revised to ensure that all candidates demonstrate the effects of their
practice on student learning.
3.
The review and revision of core and area of specialization courses will continue to strengthen the extent to
which the program addresses the competencies candidates must acquire to enhance their effectiveness as
classroom teachers.
4.
The implementation of technology to promote student learning will be stressed in all courses.