Western Carolina University
Program Assessment Report
Elementary Graduate Education
Department of EMGE
College of Education and Allied Professions
Annual Assessment Report for 2007-2008
Primary Contact Name: Terry D. Rose; EMGE; 243 Killian Education
Bldg.; (828) 227-3348; rose@email.wcu.edu
Department Vision:
Educational environments where students and teachers engage as co-learners to critically, creatively and reflectively impact a rapidly changing world.
We acknowledge the following values as driving our vision: lifelong learning, embracing diversity, curiosity, critical thinking, multiple perspectives, social justice, reflective nature and actions, passion, competence, rigor, self assessment and growth, honesty, mindful action, collegiality, resourcefulness and research informing actions and practice and critical entrepreneurship (these values are not in priority order).
Department Mission Statement:
The department of EMGE strives to model practices that form our vision and create supportive communities of practice, which encourage and engage students and others in critical examination and improvement of current educational practices.
(See Appendix B of the BKEMGE Program Assessment Plan 2006-2011 for the Information pertaining to the development of the Vision, Mission, Goals and Objectives for the EMGE department formerly known as BKEMGE.)

Statement on Alignment of Program Mission with the University and
College Mission:
In relation to the University Mission and Vision, our mission statement reflects a strong commitment to not only teaching, but also to creative individual and collective endeavors as well as service to the larger educational community and the fostering of positive relationships and partnerships within the region and beyond.
In relation to the College Mission and Vision, our mission statement reflects an emphasis on the three areas of teaching, research and service with a focus on support for and partnerships with educational communities within the region and beyond in order to not only prepare beginning professional educators to be successful and remain in the profession but also to support and build successful partnerships with those already in the profession through collaborative endeavors and staff development.
EMGE Program Goals and Objectives: (See the BKEMGE Program
Assessment Plan 2006-2011 for a complete listing of all goals for the department. See Appendix B in the Program Assessment Plan 2006-2011 for Information Regarding Development of these Goals and Objectives.)
The following represent the goals pertaining most directly to student outcomes.
Goals and Objectives Most Directly Related to Student Outcomes: The following goals and objectives are those which are associated most directly with student outcomes.
(Goal 4) Empower all students to achieve self-efficacy and leadership in the field.
Objectives:
-Continue opportunities for student leadership roles such as increase CHILD organization membership and participation, encourage increased

participation in the Rural/Urban Exchange program and involve students in professional organizations such as NCCTM.
-Evaluate, refine and choose curricula in our existing courses for promotion of student empowerment and self efficacy.
-Incorporate classroom management and leadership skills into our existing courses.
-Provide more opportunities for public presentation of student projects such as the graduate research projects.
-Work collaboratively with both undergraduate and graduate students on research projects and presentations.
(Goal 5) Encourage all students to reflect on, critically examine and improve their educational knowledge and practice.
Objectives:
-Evaluate and refine existing courses to reflect the current Educational and
Technology Standards and best practice for all subjects.
-Evaluate and refine existing courses for opportunities for students to reflect on and inform their own practice.
-Give opportunities for revision of projects and encourage improvement.
(Goal 6) Prepare all students to work with diverse communities and learners.
Objectives:
-Incorporate current research and literature in the area of diversity into existing courses.
-Incorporate more assignments such as “Crossing Borders” into existing courses.
-Hire diverse faculty.
-Encourage participation in and sharing of experiences in programs such as
Rural/Urban Exchange.
-Incorporate more diverse experiences of faculty into existing courses
(teaching in Jamaica, working with Francine Delany, Japan, etc.).

-Incorporate more curricula into existing classes which helps students prepare for working with diverse groups including ELL, special education, socioeconomics, etc.
The following table represents the relationship between the departmental goals and objectives most directly related to student outcomes and the
Intended Learning Outcomes, Curricular and Co-Curricular Experiences and
Methods of Assessment as required by Western Carolina’s Program
Assessment Handbook (p. 43).
Departmental
Goal
Departmental
Objectives
(Goal 4)
Empower all students to achieve selfefficacy and leadership in the field.
-Continue opportunities for student leadership roles such as increase
CHILD organization membership and participation, encourage increased participation in the
Rural/Urban exchange program and involve students in professional organizations such as
NCCTM.
-Evaluate, refine and choose curricula in our existing courses for promotion of student empowerment and self efficacy.
-Incorporate classroom management and leadership skills into our existing courses.
-Provide more opportunities for public presentation of student projects such as the graduate research projects.
-Work collaboratively with both undergraduate and graduate students on research projects and presentations.
Intended
Learning
Outcome
Students will participate in and take leadership roles in professional educational organizations.
Students will conduct and present research in their courses and in the professional arena.
Graduates will conduct research in their classrooms and share their findings with the appropriate
Curricular and
Co-Curricular
Experiences
Student organizations such as CHILD,
NCCTM,
Rural/Urban
Exchange Program and Student
Advisory Boards within the program and across campus.
Courses in the program in science, technology, mathematics, social studies and literacy education
(ELMG 416, 466,
419, 417 and various literacy courses.)
Participation in the annual
Undergraduate
Research
Symposium on campus.
EDEL 695 & 696 graduate research course is comprised partially of WCU graduate students who are
Methods of
Assessment
The assessment coordinator for the department will maintain records each year from faculty sponsors of organizations and experiences.
Every three years, the assessment coordinator for the department will compile and analyze the data pertaining to the number of students participating in and holding leadership positions in school educational organizations and advisory boards as well as the number of types of research presentations students participate in.
The assessment coordinator will contact the graduate school for numbers of participants and

(Goal 5)
Encourage all students to reflect on, critically examine and improve their educational knowledge and practice.
-Evaluate and refine existing courses to reflect the current
Educational and
Technology
Standards and best practice for all subjects.
-Evaluate and refine existing courses for opportunities for students to reflect on and inform their own practice.
-Give opportunities for revision of projects and encourage improvement. audiences.
Graduates will participate in and take leadership roles in their schools and in professional organizations.
Graduates will serve on curriculum revision committees, textbook adoption committees, etc.
Students will use models of current best practice and knowledge of current state and national standards to plan, implement and evaluate developmentally and individually appropriate lessons and units of instruction.
Students will reflect on, critically examine and improve their currently teaching.
The Annual
Graduate Research
Symposium at
WCU.
State curriculum revision committees and textbook adoption committees as well as various leadership positions at the school, local and state levels.
National Board
Certification
Process
Projects, lesson and unit plans developed, implemented evaluated and revised in EDEL
311, 312, 418,
ELMG 415, 416,
417, 419, 466,
EDRD
303,334,474, 433,
467, 453 and
Internship I
(ELMG 484) and
Internship II
(ELMG 495). graduate students are required to submit on completion of the program. These data will be analyzed each year.
Records of all and examples of some projects and plans from courses in the program will be kept, formatively evaluated and revised and maintained by each instructor. Each year, on a rotation schedule agreed upon by the department, instructors will work collectively to evaluate course projects toward awards for research presentations each year. The assessment coordinator will contact College
Director of
Assessment for alumni information from graduates and employers concerning participation in leadership roles,
National Board
Certification, etc.
Data will be analyzed for program improvement every three years.
The assessment coordinator for the department will analyze the data from the comprehensive portfolios that

educational knowledge and practice.
Graduates will use models of current best practice and knowledge of current state and national standards to plan, implement and evaluate developmentally and individually appropriate lessons and units of instruction
Graduates are able to reflect on, critically examine and improve their educational knowledge and practice.
Their classroom practice.
(Goal 6)
Prepare all students to work with diverse communities
-Incorporate current research and literature in the area of diversity into existing courses.
-Incorporate more assignments such as
“Crossing Borders” into existing courses.
-Hire diverse faculty.
Students will be able to plan, implement and evaluate lessons and units of instruction which reflect a knowledge, understanding and appreciation for all individuals within a diverse community
Projects, lesson and unit plans developed, implemented evaluated and revised in EDEL
311, 312, 418,
ELMG 415, 416,
417, 419, 466, three years.
The assessment coordinator for the department will analyze the data from the comprehensive portfolios that graduate students are required to submit on completion of the program. These data will be analyzed each year.
Records of all and examples of some projects and plans from courses in the program will be kept, formatively evaluated and revised and maintained by each reflection of student outcomes.
Teacher work samples and portfolio assessment data will be kept by the department and analyzed every three years by a committee from the department for demonstration of student outcomes.
The assessment coordinator for the department will contact the Office of Assessment for the College for alumni and employer hiring, success and satisfaction data.
These data will be analyzed every

and learners. -Encourage participation in and sharing of experiences in programs such as
Rural/Urban exchange.
-Incorporate more diverse experiences of faculty into existing courses
(teaching in Jamaica, working with
Francine Delany,
Japan, etc.).
-Incorporate more curricula into existing classes which help students prepare for working with diverse groups including ELL, special education, socioeconomics, etc. of learners.
Graduates will be able to plan, implement and evaluate lessons and units of instruction which reflect a knowledge, understanding and appreciation for all individuals within a diverse community of learners.
EDRD
303,334,474, 433,
467, 453 and
Internship I
(ELMG 484) and
Internship II
(ELMG 495).
Their classroom practice.
The assessment coordinator for the department will contact the Office of Assessment for the College for alumni and employer hiring, success and satisfaction data.
These data will be analyzed every three years.
The assessment coordinator for the department will analyze the data from the comprehensive portfolios that graduate students are required to submit on completion of the program. These instructor. Each year, on a rotation schedule agreed upon by the department, instructors will work collectively to evaluate course projects toward reflection of student outcomes.
Teacher work samples and portfolio assessment data will be kept by the department and analyzed every three years by a committee from the department for demonstration of student outcomes.

data will be analyzed each year.
The following table represents the 2007-2008 assessment of the three goals examine and improve their educational knowledge and practice.
(Goal 6)
Prepare all students to work with diverse communities and learners. most closely associated with student learning outcomes.
Intended
Learning
Outcome
Portfolio
Standard
Curricular and/or
Co-Curricular
Experiences
Methods of Assessment Results of
Assessment
(Goal 4)
Empower all students to achieve selfefficacy and leadership in the field.
A project from any of the five standards could potentially meet any of the goals..
See each box below where courses are listed that provide students with opportunities to address and / or meet the stated standard.
The Master’s
Comprehensive Portfolio is used as the evidence that the student has met each particular standard.
The rubric for scores of 1-4 is included after this table. 3-4 is considered passing.
The overall portfolio rating (Goal 5)
Encourage all students to reflect on, critically average for
2007-2008 was
3.46 /4: N= 10
All ten students passed the overall rating with a 3-4 with
5 students scoring 3.5 or above and 5 students scoring above 3.0 but less than 3.5.
3.22 / 4; N= 10 Instructional
Expertise:
1. Apply theoretical, philosophical and research bases for educational practice in elementary
EDCI 602
EDCI 604
PSY 621
SUBJECT MATTER
CORE*
(603,604,605,606,607,
608, 653)
EDEL 695
EDEL 696
Master’s Comprehensive
Portfolio Standard 1:
Instructional Expertise

Students select two or more pieces of evidence from their
MAEd coursework to demonstrate competence in this standard. The

school classrooms to improve student learning.
2. Plan, implement and evaluate instruction that is rigorous, coherent and consistent with a well-developed theoretical and philosophical stance and with best practices emerging from educational research.
Knowledge of
Learners:
1.
Incorporate knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning.
2. Plan, implement, and evaluate instruction that is responsive to wide variations in students’ learning needs and learning styles.
SPED 620
SUBJECT MATTER
CORE*
(603,604,605,606,607,
608, 653)
EDEL 566 portfolio is evaluated by graduate faculty in the department.

Examples: o Does
Student
Choice
Relate
Directly to
Student
Motivation and an
Increase in
Positive
Classroom
Climate?
(EDEL
605) o Improving the Use of
Journals in
Elementary
Classrooms
(EDEL
606)
Master’s Comprehensive
Portfolio Standard 2:
Knowledge of Learners

Students select two or more pieces of evidence from their
MAEd coursework to demonstrate competence in this standard. The portfolio is evaluated by graduate faculty in the department.

Examples: o Literature
Circles as a
Way to
Connect to
Individual
Students
(EDEL
653) o Curriculum
Blueprint:
An
Integrated
Plan to
Meet All
Abilities
3.33 / 4; N =
10

Research
Expertise:
1.
Understand and employ methods of research to examine and improve instructional effectiveness and student achievement.
2. Conduct and present research in course contexts and in the professional arena.
EDCI 602
SUBJECT MATTER
CORE*
(603,604,605,606,607,
608, 653)
EDEL 695
EDEL 696
Connecting
Subject Matter and Learners:
1.
Understand and link subject matter and students’ developmental and diverse needs in the context of school settings.
SPED 620
SUBJECT MATTER
CORE*
(603,604,605,606,607,
608, 653) and Levels
(SPED
620)
Master’s Comprehensive
Portfolio Standard 3:
Research Expertise

All students are required to plan and conduct a research project (EDEL
695/696)

Students select two or more pieces of evidence from their
MAEd coursework to demonstrate competence in this standard. The portfolio is evaluated by graduate faculty in the department.

Examples: o Self-
Contained
Versus
Department alized
Elementary
Education:
A
PowerPoint
Presentatio n (EDEL
614) o Action
Research on
Classroom
Meetings
(EDEL
604)
Master’s Comprehensive
Portfolio Standard 4:
Connecting Subject Matter and Learners

Students select two or more pieces of evidence from their
MAEd coursework to demonstrate competence in this standard. The portfolio is
3.43 /4; N= 10
3.43 / 4; N =
10

2. Plan, implement, and evaluate instruction that reflects intellectual rigor and depth of knowledge in both subject matter disciplines and students’ diverse learning needs.
Professional
Development and
Leadership:
1.
Demonstrates self-directed, self-reflective professional behavior
2. Provides leadership to colleagues and communities through collaboration.
3.
Participates in and takes leadership roles in their schools and professional organizations.
EDCI 604
EDCI 613
SUBJECT MATTER
CORE*
(603,604,605,606,607,
608, 653)
EDEL 695
EDEL 696 evaluated by graduate faculty in the department.

Examples: o Strategies to Help
English
Language
Learners in
Kindergart en Learn to
Read
(SPED
620) o
Individual
Problem
Solving
PowerPoint
Presentatio ns for Math
Journals
(EDEL
607) o Wade into
Water: An
Inquiry-
Based
Science
Unit
(EDEL
603)
Master’s Comprehensive
Portfolio Standard 5:
Professional Development and Leadership

Students select two or more pieces of evidence from their
MAEd coursework to demonstrate competence in this standard. The portfolio is evaluated by graduate faculty in the department.

Examples: o Elementary
Teacher
Job
Satisfaction
: A
Graduate
Student
Presentatio n to Public
3.44 / 4; N =
10

School
Faculty/Pee rs (EDEL
695/696) o Advocacy
Action Plan for Math
Assessment
(EDCI 613) o Real
People Do
Science!
An article submitted for publication
(EDEL
603)
*Many of the subject matter core courses allow students to design individual projects with instructor guidance. These projects are aligned with at least one of the 5 intended learning outcomes.
The following rubric represents the criteria used to derive the above ratings for each student on each of the five portfolio standards.
TASKSTREAM 2008
MAT/MAED Standards 1 - 5 Rubric
Level 1: Unsatisfactory Entries fail to address the standard, address none or few of the elements of the standard. Entries are not original work; entries are substantially commercial products, reprints from published materials, or clearly the work of others.
Standard contains less than two entries. One of the two required entries is used for more than two standards. Standard contains more than five entries. Entries are inaccessible to reviewer.
Level 2: Below Standard Entries only marginally address the standard or address less than most of the elements of the standard. Entries are poor quality; entries contain inaccurate information. Entries are superficial. Entries are sloppy; contain errors in grammar, spelling, punctuation, etc. Entries fail to meet guidelines. Standard does not include an explanation page with listing of standard, entries, strengths, and weaknesses. Entries are excessive in length causing entire portfolio to take more than two hours to review.
Level 3: Meets Standard Entries clearly address most or all elements of the standard. Entries are graduate level quality; entries contain accurate information. Entries are clearly original work and mostly free of commercial products. The work of others is appropriately cited and does not comprise a major part of any particular entry.
Standard contains two to five entries. None of the entries is used for more than two standards. Standard includes a reflection with listing of standard, entries, strengths, and weaknesses. Entries are mostly free of errors in grammar, spelling, punctuation, etc. Entries are clearly identified and easily accessible to reviewer. Time to view entries for the standard is appropriate and viewing the portfolio does not take more than two hours.
Level 4: Above Standard Entries comprehensively address the standard. Entries are high quality, and contain accurate information and original thinking. Entries demonstrate a significant contribution to the growth of the candidate and to the profession. Entries are varied, original, and appropriate to the standard.

Entries have qualities that go beyond expectations. Not all entries are papers, review of the literature, or standard coursework. Standard contains two to five entries. None of the entries is used for more than two standards. Standard includes a reflection with listing of standard, entries, strengths, and weaknesses. Entries are free of errors in grammar, spelling, punctuation, etc. Entries are clearly identified and easily accessible to reviewer. Standard is well-organized and easily accessible to the reviewer. Entries are appropriate in length.
Changes Made to Program Based on 2007-2008 Assessment
No one area stood out among the five standards as needing improvement, so we decided to” fine tune” our program with the goal of “4” on each standard as our benchmark. Program improvement efforts will be in the form of syllabi information and “first night” information as well as changes to our website. We will be putting even more emphasis on the MAED portfolio standards in all of our courses as not only just the portfolio goals, but the goals for our program as well. Instructors will be working with students to ensure that any projects and assignments from courses in our programs meet and preferably exceed the expectations for these standards on course completion.
This year, we moved to assessing the portfolios on Taskstream, which presented a new challenge to both faculty and students. With this implementation, several areas have been noted by our faculty during discussion as areas to target for improvement.
While our pass rate for elementary education majors is high, our faculty would like to make several changes based on feedback from the faculty evaluating the individual entries for the portfolios in terms of assessment reliability, consistency and management. Each portfolio is rated first by two evaluators separately and then an overall rating is assigned to the student.
According to the faculty member who reconciled the scores for each student, faculty ratings of individual portfolios ranged more widely than we would expect while still giving an overall rating of “Meets Standard” or “Above
Standard.” Our faculty will meet next year early for “training” on portfolio assessment in order to reflect on the meaning of our rubric and our department interpretation of the rubric. We will use student samples and each faculty member will rate the submissions separately, in a “mock” rating period, then we will come together and discuss the ratings in order to produce a more consistent and reliable overall rating for student portfolios.

With Taskstream submission now the standard, we need a new procedure for managing the process. In the past, since the portfolio has been in place, the
ELMG 695-696 instructor has taken the responsibility for guiding students through the portfolio completion, submission and return and for coordinating faculty assignments for reading/rating portfolios. The MAT coordinator took the responsibility this year for reconciling the scores this first year using Taskstream submissions. As a result of what we learned about the assessment process this year, we have decided to meet early in the fall to discuss and decide who should be responsible for the coordination of the portfolios.
Also, in terms of management, it was noted that Taskstream submission, reading and grading would require changes to our MAED Portfolio guidelines. For example, the submission directions need to be changed in order to indicate mandatory Taskstream submission, and the rubric which is now different due to Taskstream will need to be updated on the original document. Both of these changes will need to be updated on our website.
Resources
Bellon, Jerry J. and Handler, Janet R. (1982). Curriculum Development and
Evaluation: A Design for Improvement. Kendall Hunt Publishing Co.,
Dubuque, Iowa.
Bellon, J., Bellon, E., Blank, M., Brian, D., Kershaw, C., Rose, T., Veal, J.
(1989). Needs Assessment Guide . Tennessee Department of Education,
Nashville, Tennessee.
BKEMGE Department (2006). BKEMGE Program Assessment Plan 2006-
2011 . Western Carolina University. Cullowhee, NC.
Wargo, Melissa C. (2006). Western Carolina University Handbook for
Program Assessment: March 2006 ed.
Office of Assessment, Western
Carolina University.