Program Data Analysis Report
Department Name: Early Childhood/Special Education
Date: April 23, 2013
Contact Person: Dr. Lisa Brightman
Program: Early Childhood Undergraduate
Directions:
1. Review the program assessment data located in D2L.
2. List the 6 to 8 assessments for each program in the box provided for Program Assessments. Examine the data collection for
each program. Be sure to review both the fall and spring data collection. Answer the following questions for each program
assessment placing the information in the appropriate column:
o What does the data indicate for your program?
o What areas of concern if any do you have regarding this assessment?
o What recommendations do you have regarding any revisions for this assessment?
o What program changes if any does this data suggest?
Undergraduate Unit Data
Program
Assessment
PRAXIS II
Data Analysis
The Praxis II is no longer in existence; no
data has been provided at this time
however we are hopeful that Pearson will
provide data for next year so that we can
do data analysis.
Recommendations
We will contact Pearson in hope for
information on the pass rate for individuals
attempting the PECT for the first time.
Implementation Date
We will implement
changes as soon as data
is readily available.
ECED 150
Case Study
Final Field
Evaluation
Form
After reviewing the data from the
previous year regarding the Mini Case
Study:
• From Spring 2012 to Fall 2012,
student scores improved in all four
domains. Our strongest area in
this assessment project is Part I(a),
and our area needing improvement
is Part I(b).
• We showed improvement on the
recommendations that were
suggested from the previous
overview.
After reviewing the data from the
previous year:
• Overall, the students did well in
the core competencies in this
evaluation block.
• The areas in which we see needs
for improvement are assessment,
communication skills, and
knowledge of curriculum.
• The number of students meeting
“target” for interactive student
learning decreased significantly;
we hypothesize that this could be
because of the restrictions that are
placed on the field candidates as
part of the primary block by the
Based on the data analysis, the following
recommendations were made:
• Add content regarding George
Mead and Urie Bronfenbrenner to
both ECED 120 and ECED 150 so
that all students, including dualmajors, have access to content that
could be covered on the PECT
exam.
• The self-application assignment
that was originally part of ECED
110 will be moved to ECED 120.
This will help us with ECED 150.
• A discussion component of Urie
Bronfenbrenner and George Mead
will be added to both ECED 110
and 120.
After carefully examining the
implementation of embedded field in PreK/K and the primary block it was
determined that:
• The teacher candidates were not ready
to do a comprehensive field experience
in the first block; therefore, the PreK/K block should be viewed more as
an initial field in which the teacher
candidates serve as an aide in the
classroom while implementing specific
activities for the course work in which
they are enrolled. Therefore, a
checklist of competencies was
developed to serve as an evaluation of
these experiences.
These changes will
be implemented by
Fall 2013.
We need to
continue to evaluate
the data to see what
trends are
occurring, further
data analysis is
needed as this new
field evolves to its
terminal form.
cooperating teacher who is
teaching in schools.
ECED 495
PDE 430
Form
ECED 495
Instructional
Assessment
Plan
After reviewing the data from the
previous year regarding the PDE 430
Form completed during student teaching
the analysis of the data indicated that all
teacher candidates received a score of
superior or higher. The state requires that
all students must be satisfactory in order
to become certified teachers in the state of
PA.
After reviewing the data from the
previous year regarding the Instructional
Assessment Plan, the analysis of the data
suggested several areas of improvement:
• Grading terminology needed to be
consistent among university
supervisors in their grading. It is
important that all of our
stakeholders are on the same page
regarding how to score individuals
in particular domains.
• We would like to note that we
have a low sample size right now,
because we have made a
•
The primary block reflects students
who have had more instruction in
implementation of effective pedagogy
skills; this suggests a hierarchy of
application.
Based on the data analysis the following
recommendations were made:
• A study needs to examine the
scores received on the PDE 430
Form and the Instructional
Assessment Plan to see how well
the two assessments assess two
areas; planning and preparation
and instruction and delivery.
• A committee will closely examine
the types of assessments completed
during student teaching looking for
areas of inconsistency and areas
for improvement.
Based on the data analysis, the following
recommendations were made:
• A suggestion was made to complete
the Teacher Candidate Performance
Profile (TCPP) at the end of field. We
would continue to include it in student
teaching at the end of each placement.
We would like to do a comparison
data-analysis to compare what the
university supervisor and the
cooperating teacher send to PDE 430.
• We recommend that we implement
ways to plan based on assessment and
interpretation of data. We need more
Fall 2013
Fall 2013
significant program change in last
year from an ELED to the ECED
model.
ELED 580
Case Study
ELED 244
Family
Literacy Bags
The ELED 580 case study has been
moved to a new course, ECED 381,
which has been aligned with our new
program. Data is currently coming in
to see our areas of strength and
deficiency.
After reviewing the data from the
previous year, for ECED 244, data
analysis yielded the following results:
• Students are continuing to show
deficiencies on the writing
component on the Literacy Bag
assignment
work in alignment among objectives,
instruction, and assessment. This can
be implemented as a part of the ECED
380 course, which is taught in
conjunction with student teaching.
• Under our new department structure,
we plan to look specifically at the
adaptations in the ECED 380 course,
which is a new course. This
information and strategies will be
implemented now that the instructional
assessment plan is part of a course.
Based on the small amount of data
gathered, the following recommendations
were made:
•
More support will be provided for
inference writing during class time.
Sample scenarios will be
incorporated into the course.
•
Students will have the opportunity
to discuss each of the four domains
(Physical-Intellectual-EmotionalSocial) as the case study has been
completed.
Based on the data analysis, the following
recommendations were made:
• A recommendation was made to
analyze the placement of the Literacy
Bag potential in either ECED 270 or
ECED 290
• We will begin building an additional
Fall 2013
Fall 2013
alternative assessment in LiveText for
• All teacher candidates are showing
ECED 244
100% on selection of children’s
literature and character doll
Teacher candidates are required to
Continue to examine grades to
maintain a minimum of a 3.0 GPA in
ensure that all teacher candidates
Grades
order to graduate from the program.
are prepared and knowledgeable in
Grades were examined in ECED 270,
the content areas specific to early
290, 340, 341, 342, 343, 350, 360, and
childhood curriculum
370 as these courses deal with content
knowledge specific to language arts,
math science, social studies and fine
arts. After reviewing the data from
the previous year it is apparent that
our teacher candidates are obtaining
the content knowledge needed to be
successful in clinical experiences.
• The majority of the teacher
candidates (75% or better)
received a grade of B or better
in all the courses examined
• Fewer students received a
grade lower than a B in Fall 12
as compared to Spring 12
After reviewing all the assessments it has become clear that professional writing and data analysis should continue to be the main
focus for next year. The data analysis indicated that teacher candidates have difficulty writing critically, providing evidence to
support findings and applying educational terminology in their writing. Additionally, teacher candidates continue to struggle in
analyzing data collected to determine a course of action in the classroom. Several recommendations have been made based upon the
course in which the assessment is assigned.