WIU Unit Assessment System Description
Overview of the Unit Assessment System
The Unit’s assessment system has been revised since the last NCATE visit. Unit requirements
have been added to help candidates develop competencies needed to fulfill their responsibilities
as pre-student and student teachers. For example, candidates are now required to complete
mandated reporter and safety training modules. Unit assessments have been added to assist
candidates in developing the knowledge, skills, and dispositions needed to create effective
instruction and learning environments for diverse student populations. Candidates now complete
a Universal Design project that provides experience in creating differentiated instruction to
enable all learners to be successful. Advanced programs have revised capstone experiences that
focus to a greater extent on the impact of their teaching on student learning. These changes in
our assessment system have strengthened the ability of the unit and programs to use data to
improve candidate performance and curriculum.
Our ability to collect and aggregate data for unit and program improvement has been enhanced
by the development and implementation of a web-based data management system, the Western
Education and Professional Program Assessment System (WEPPAS). WEPPAS is designed to
be secure, confidential, and able to integrate all traditional assessment information that exists
within the WIU mainframe (such as GPA, course grades, state certification exam scores, etc.)
with performance assessment data that is aligned with curriculum, state and national standards,
and measurable outcomes. Development of WEPPAS has enhanced communication and
collaboration across the university and is changing the conversation related to program
assessment and evaluation. The revised system provides for both formative as well as
summative data on candidates as they progress through specific programs and allows for timely
feedback to candidates and advisors regarding their progress toward certification and graduation.
It also facilitates the aggregation and use of data, including data related to unit operations. Our
system incorporates data collected, analyzed, and reported to the university, the Illinois State
Board of Education (ISBE), and the federal government.
Technical Aspects of WEPPAS
The UTEC Assessment Subcommittee was actively engaged in the development and monitoring
of WEPPAS. Prior to WEPPAS, the Unit managed data through the use of an application within
MVS, the WIU mainframe system. The MVS application, referred to as the TEP screens,
provided the ability to track various data points as candidates progress throughout their
experiences in the teacher education program, including information about field experiences,
student teaching, and the Illinois certification exams. However, the MVS system did not allow
for collection of extensive performance assessment data or the ability to analyze data specific to
accreditation standards. Additionally, the MVS system did not provide the ability for individual
programs, such as Elementary Education or History, to analyze information that could be used
for program evaluation. Finally, the combination of technology-based and non-technology-based
components of the assessment system was cumbersome.
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A summary of the capabilities of WEPPAS is presented below.
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Maintenance of a checklist of candidate progress through the program including but not
limited to:
o Admission to WIU TEP requirements (see Table 1)
o Clearance to student teach requirements (see Table 2)
o Recommendation for certification requirements (see Table 3)
o Disposition information and/or concerns
o Performance assessment outcomes
Reporting interfaces that aggregate data using a variety of criteria for:
o NCATE accreditation standards and elements
o Program planning and evaluation
o Individual candidate assessment
o Historical data trends
Mechanisms for communication including:
o Built-in system announcements
o Messaging framework utilizing email for alerts and reminders
Ability to assign various user roles and permissions to use data and screens within the
system that provides a customized view which is specific to the type of user. Significant
security restrictions were put in place to allow access only to screens and information
appropriate for the current user.
Performance assessment rubric management interfaces allows the system administrator to
add new rubrics, edit existing rubrics, or set a date for an existing rubric to be disabled
and thus retired from the system.
Extensive administration interfaces provides the ability to:
o Alter decision points within the system as requirements for candidates evolve
over time (i.e. GPA threshold, dispositions, etc).
o Provide manual override of candidate checklist items based on outcomes of the
SRA (Selection, Retention, and Appeals) process for a candidate.
o Generate reports using an extensive list of criteria as well as export data for
analyzing with a third party software package such as MS Excel or SPSS.
WEPPAS was developed in compliance with the Illinois Information Technology Accessibility
Act (IITAA) which mandates development standards to ensure the system is accessible to
individuals with disabilities. [For more information regarding the IITAA standards, please visit
http://www.dhs.state.il.us/IITAA .]
WEPPAS is customized to support the needs of the WIU Teacher and Professional Education
Program (TPEP) at the initial and advanced levels. The system provides flexibility and can be
easily updated when collecting and reporting a variety of assessment data. The system leverages
data residing in the MVS mainframe system in addition to providing an interface to collect
additional data. All data is accessible when reporting for program and unit decision-making.
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Assessments for Initial Programs
The Assessment Subcommittee is comprised of multiple stakeholders and was initially formed to
analyze the original assessment system and recommend needed revisions. The Assessment
Subcommittee was also charged with the review and revision of key Unit assessments for initial
programs.
The Assessment System is comprised of three transition points that allow candidates, programs,
and the Unit to examine candidate progress through their respective programs. Data are
monitored at three points in the program: (a) admittance to the teacher education program
(TEP), (b) clearance to student teach (STCH), and (c) recommendation for program completion
and certification. Each assessment is aligned with one or more of the NCATE Standards. The
number of standards addressed by these assessments increases as candidates move through their
programs; this is consistent with a developmental approach to learning to teach. The
assessments completed for Admission to TEP focus on two elements of Standard 1: (a) 1a –
Content Knowledge and (b) 1g – Professional Dispositions. As candidates progress towards the
next transition point, their competencies continue to be monitored. Assessments completed for
Clearance to Student Teach provide candidates with information about their progress toward
achieving elements 1b (Pedagogical Content Knowledge or PCK), 1c (Contextual Factors and
Facilitating Learning, and 1d (Assessing Student Learning). These assessments are formative in
nature to allow the Unit and programs to determine how well candidates are progressing and
whether program or Unit level changes are needed. The assessments completed prior to
Clearance for Certification are summative assessments and address NCATE Standard 1 elements
1a, 1b, 1c, 1d, and 1g. The assessments used at each of the transition points will be discussed in
the following sections.
Requirements for Acceptance to the Teacher Education Program (TEP)
Multiple requirements and three key Unit assessments are used to evaluate candidates for
acceptance into the teacher education program. In order to be accepted into an initial Teacher
Education Program, candidates must demonstrate that they are acquiring content knowledge, as
evidenced by their cumulative and major GPAs. The major GPA varies by program with the
minimum GPA for most programs being a 2.5. Several majors, including History, Early
Childhood, Elementary Education, and Special Education require a minimum GPA of 2.75.
Candidates’ overall and major GPAs are monitored on an ongoing basis beginning the first
semester they declare a major that will lead to teacher certification. Candidates also must
demonstrate reading, writing, grammar, and mathematical knowledge and skills as measured by
the Illinois State Basic Skills Exam. Reflective Paper 1 helps ensure that candidates understand
the dispositions required by the Unit and their implication for their future as a professional.
Through this project, they design plans to address any weaknesses in these dispositions.
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All assessments and requirements for Transition Point 1 are included in Table 1.
Table 1: Requirements for TEP Acceptance
Assessment:
Standard
Assessment Name
Assessment Type
1a
Cumulative GPA
Grades
1a
Major GPA
Grades
1a
1a
1a
1a
English 180
English 280
Communication 241
General Education
Mathematics (course
varies by program)
Basic Skills Test
Grade
Grade
Grade
Grade
Technology
Competency
Assessment
Reflective Paper 1
On-line Modules
including submission
of projects.
Paper – Rubric on
WEPPAS
On-line training.
Certificate provided
when all items
answered correctly.
FBI fingerprint
1a
1b
1g
Safety Training
1g
1g
1a, 1b,
1c, 1d,
1g
Background
Investigation #1
National Registries
Check #1
Departmental
Approval
State Exam
Check of National
Registries by Advisor
Approval by
Department Chair or
Designee based up
satisfactory
completion of
requirements
Scoring
Minimum GPA requirement: 2.5 or
2.75 depending upon program
Minimum GPA requirement: 2.5 or
2.75 depending upon program
Grade of “C” or higher required
Grade of “C” or higher required
Grade of “C” or higher required
Grade of “C” or higher required
Passing Score set by State in Each
of 4 subareas
Rubric used to score projects.
Required score of met on all
projects to pass.
Rubric – all items on rubric must be
scored as met to pass.
Self-scoring. Items missed recycle
the candidate back to the
information until they get the item
correct.
Background check clear or approval
by SRA.
Student not identified on the three
National Registries or approval by
SRA Committee
Satisfactory completion of program
requirements.
Requirements for Student Teaching Approval/Clearance
Multiple requirements and four key Unit assessments are used to approve candidates for student
teaching. Disposition checks provide feedback to the candidates regarding their performance
related to dispositions prior to admission into student teaching. Candidates are evaluated two
times as they progress from transition point one, admission to TEP, through transition point two,
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clearance to student teach, in order to assess their dispositional performance in different settings.
They also must successfully complete the Universal Design assessment. All candidates must
successfully pass the requirements for their content-specific field experiences. Candidates who
are not successful must repeat the field experience after participating in individualized
remediation experiences or are counseled into another non-teaching major. Candidates must
pass their discipline-specific state content test(s) prior to being approved to student teach. This
assures the Unit that student teachers have developed the content knowledge needed for effective
teaching.
All assessments and requirements for Transition Point 2 are included in Table 2.
Table 2: Requirements for STCH Approval/Clearance
Assessment:
Standard
Assessment Name
Assessment Type
Scoring
Student
Letter of Application Approval of Department Chair or
Teaching/Clinical
and Resume
Designee for the Program area.
Application
1a
Cumulative GPA
Grades
Minimum GPA requirement: 2.5 or
2.75 depending upon program
1a
Major GPA
Grades
Minimum GPA requirement: 2.5 or
2.75 depending upon program
1a
Content Test
State Exam
Passing Score for Overall Test – set
by State
1b
ELL Modules
On-line Modules
Self-scoring. Items missed recycle
the candidate back to the
information until they get the item
correct.
Mandated Reporter
On-line State
Self-scoring. Items missed recycle
Training
training. Certificate
the candidate back to the
provided when all
information until they get the item
items answered
correct.
correctly.
1g
Disposition Check 1
Checklist on
Completed by faculty when taking
WEPPAS
EIS 302
1g
Disposition Check 2
Checklist on
Completed by faculty when taking
WEPPAS
the final methods course.
1b
EIS 201
Course Grade and
Grade of “C” or higher required
Preschool Project
Rubric to assess candidates’
Essay
abilities to assess children’s
physical, cognitive, and socialemotional development.
1b
EIS 301
Course Grade
Grade of “C” or higher required
1b
EIS 302
Course Grade and
Grade of “C” or higher required
Diversity Field
Rubric to determine candidates’
Experience Paper
abilities to evaluate the contextual
factors and social interactions as
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Standard
1b
Assessment:
Assessment Name
EIS 401
1b
Universal Design
[(SpEd 310 or Psych
425) and SpEd
390/Music
334/Kin393]
1b, 1c, 1d Pre-Clinical Field
Experience
1a, 1b,
Departmental
1c, 1d, 1g Approval
1g
1g
1g
National Registries
Check #2 (at time of
application)
TB Test
Background
Investigation #2
National Registries
Check #3 (prior to
start of STCH)
Assessment Type
Course Grade and
Case Study
Course Grade and
Universal Design
Project – Rubric on
WEPPAS
Course Grade and
Preclinical
Evaluation form
Approval by
Department Chair or
Designee based upon
satisfactory
completion of
requirements
Check of National
Registries by Advisor
TB Test at an
approved medical
facility
FBI fingerprint
Check of National
Registries by Advisor
Scoring
well as develop a critical analysis of
the experience.
Grade of “C” or higher required
Rubric to assess candidates’
abilities implement State Standards
related to legal and ethical issues.
Grade of “C” or higher required
Satisfactory completion of
Universal Design Project – all
components must be scored as met.
Grade of “C” or higher required and
Satisfactory Score on Evaluation
Form
Satisfactory completion of program
requirements.
Student not identified on the three
National Registries or approval by
SRA Committee
Clearance by medical professional
Background check clear or approval
by SRA.
Student not identified on the three
National Registries or approval by
SRA Committee
Requirements for Recommendation for Program Completion and Certification
Multiple requirements and five key Unit assessments are used to recommend candidates for
program completion and certification. The Western Teacher Work Sample is used to evaluate
candidates’ ability to positively impact student learning as they analyze contextual factors, create
pre- and post assessments, design instruction, collect formative data and use it to revise their
instruction, analyze student learning and achievement, and reflect on their practice. Disposition
Check 3 assesses student teachers’ ability to demonstrate professional behaviors in authentic
contexts. The Student Teaching Clinical Experience Evaluation is aligned with the performance
competencies of the Illinois Professional Teaching Standards (IPTS). Reflective Paper 2 and the
state’s Assessment of Professional Teaching (APT) also assess candidates’ knowledge and skills
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related to the IPTS. In addition, Reflective Paper 2 requires candidates to discuss their strengths
and weaknesses related to the TEP dispositions and state standards. Candidates must
successfully complete these assessments in order to be recommended for certification.
Candidates who are unsuccessful must repeat student teaching after participating in
individualized remediation experiences or are counseled into another non-teaching major.
All assessments and requirements for Transition Point 3 are included in Table 3.
Table 3: Requirements for Recommendation for Certification (Program Completion)
Assessment:
Standard
Assessment Name
Assessment Type
Scoring
1b, 1c
APT Test
State Exam
Passing Score for Overall Test – set
by State
1a, 1b, 1c,
Western Teacher
Project – Rubric on
Scoring Rubric. Must meet Program
1d
Work Sample
WEPPAS
requirements to pass.
1a, 1b, 1c,
Reflective Paper 2
Paper – Rubric on
Rubric – all items on rubric must be
1g
WEPPAS
scored as met to pass.
1g
Disposition Check
Checklist on
Completed by each student teaching
3
WEPPAS
mentor during student teaching
semester.
1a, 1b, 1c,
Midterm Evaluation Evaluation Form with Rubric – completed by each mentor
1d, 1g
Rubric available on
during student teaching.
WEPPAS
1a, 1b, 1c,
Final Evaluation
Evaluation Form with Rubric – completed by each mentor
1d, 1g
Rubric available on
during student teaching.
WEPPAS
1a, 1b, 1c,
Departmental
Approval by
Not applicable
1d, 1g
Approval
Department Chair or
Designee based up
satisfactory
completion of
requirements
* Highlighted items are considered key assessments.
Assessment in Programs for Other School Professionals
To be admitted to the Graduate Reading program, candidates must have a 2.75 GPA in their
undergraduate program and a teaching certificate. To be admitted into the two clinical
experiences (tutoring students in grades K-6 and grades 7-12), they must have completed the
appropriate foundational reading course for the grade level span of the experience, the
assessment course, and the instructional strategies course. To exit from these practica,
candidates must have successfully tutored students as evidenced in the university supervisor’s
observation and in the documentation of student learning in the case study reports. Candidates
must successfully complete the action research and professional development projects in the
Leadership in Reading course, as well as all coursework and all program assessments to be
eligible for program completion and graduation. Candidates who wish to apply for the reading
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specialist endorsement must pass state tests and be recommended by the department. Specific
program assessments are discussed in the Reading Specialist SPA report.
Candidates seeking admission to the School Psychology program must have a minimum 2.75
undergraduate GPA, score at least 50% or higher on the GRE, submit letters of recommendation
and a personal goal essay, and document at least 15 semester hours of coursework in psychology
from an accredited institution in the areas of introductory psychology, statistics/experimental
psychology, and learning/cognitive psychology. To be admitted to clinical experiences,
candidates must successfully complete a background check. To enroll in the internship, they
must successfully complete case studies during the practica, complete at least 54 semester hours
of coursework, and earn a passing score on the portfolio through which they address the
knowledge indicators for the eleven domains of training required by the Illinois State Board of
Education. To exit from the internship and complete the program, candidates must successfully
complete four case studies, which are evaluated by faculty, complete a research project or a
thesis, be positively evaluated by the internship supervisor, and pass the Illinois certification
exam. A discussion of the assessments used in this program can be found in the SPA report.
Admission to the Educational Leadership superintendency program requires candidates to have a
masters’ degree in Educational Administration/Leadership from an accredited university, a
recommendation by a superintendent, transcripts of all graduate work, official Graduate Degree
Plan approved by the department, completed application form, and successful completion of nine
hours of 600 level courses with grades of B or better. Admission to the internship requires
completion of EDL 620 and 20 hours of educational leadership coursework. Candidates
document 300 hours during the internship and are required to complete reflective papers, job
shadowing, clinical supervision episodes, a self-assessment of the internship, and a portfolio.
They must successfully complete the internship and all program requirements. To earn the
superintendent certificate, candidates must pass the state exam and document two years of
experience in a position requiring a Type 75 administrative certificate or its equivalency. A
discussion of the assessments used in this program can be found in the SPA report.
To be admitted to the Alternative Certificate Initiative program for the superintendency,
candidates must document at least five years of supervisory experience, a master’s degree in a
management field or meet the Life Experience Master’s Equivalency, passage of the state Basic
Skills Test, and be under contract in a full-time administrative position in a school district. To
enroll in the internship, candidates must pass required coursework and the state exam for the
superintendency. Candidates document 300 hours during the internship and are required to
complete reflective papers, job shadowing, clinical supervision episodes, a self-assessment of the
internship, and a portfolio. They must successfully complete their internship and all program
requirements. To be eligible for the superintendent certificate, candidates must complete a oneyear internship under a Type 26 certificate and then be recommended for the permanent
certificate. A discussion of the assessments used in this program can be found in the SPA report.
To be admitted to the Counselor Education Program, candidates must have an undergraduate
GPA of 3.0 during the last two years of the undergraduate degree. Candidates must take the
GRE; minimum scores have not yet been established. Candidates seeking admission must also
complete an interview with department faculty and submit references and an essay. To be
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admitted to clinical practice, candidates must earn a grade of A or B in four required classes. A
grade of A or B in CN 597 and completion of the Counselor Preparation Comprehensive Exam is
needed to exit from clinical practice. To exit from the program, candidates must complete 52
semester hours of required and directed elective courses with a GPA of at least 3.0.
Admission to the Communication Sciences and Disorders program requires a minimum
undergraduate GPA of 3.0. Candidates must take the GRE, with preferred verbal and quantitative
scores at 50% or higher and a writing score of 4.0 or higher. Three letters of recommendation
and a personal goal essay must be submitted. Candidates are admitted to the first clinical
experience during the first semester of the program. To continue in the program, they must earn
at least a 3.0 on a five-point scale on all clinical supervisor grading rubrics in diagnostics and
therapy. No grade lower than a B in clinical experiences can be earned. To exit the program,
candidates must earn a 3.0 on a five-point scale on all Knowledge and Skill Assessment forms
for all academic and clinical courses and successfully complete a graduate portfolio.
Assessment in Advanced Programs
To be admitted to the Elementary or Special Education graduate program, candidates must have
a minimum GPA of 2.75 in their undergraduate coursework and a teaching certificate. Candidate
in the Special Education Graduate program must also submit three letters of reference and an
essay. To be admitted into field/clinical practice, Elementary Education graduate candidates
must have completed 24 s.h. of coursework, including all core courses and two program
assessments (four area of specialization assessments and a core course assessment). Special
Education candidates must complete two required prerequisites and four assessments (data
driven, curriculum development, paraeducator and Speech related services projects) to be
admitted into the field/clinical experience. In both programs, the field/clinical experience serves
as the capstone course. During this experience, candidates complete an action research project
focusing on student learning. Elementary education candidates also complete a leadership
project and a final reflective paper. Successful completion of these assessments in both
programs is required for exit from field/clinical practice. Candidates must complete all required
courses and the required number of semester hours to complete the program.
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