Program Assessment Plan and Results AY 07-08
Analysis of SP08 Data
Division:
CDTE
Elementary Education
Program:
Person(s) responsible for implementation of assessment plan:
Period of assessment:
Academic Year 2007-2008
Thomas P. Benally, Coordinator of AA Elem Ed Prgm
Relevant statements(s) from Din4 College’s mission:
The Diné College Mission and Center for Diné Teacher Education Elementary Education Associate of Arts Program are interwoven. All of the major
concepts are addressed directly.
Diné College is a public institution of higher education chartered by the Navajo Nation. The mission of Diné College is to apply the Sa'ah Naagháí
Bik'eh Hózhóón principles to advance quality student learning:
•
•
•
through Nitsáhákees (Thinking), Nahatá (Planning, Iiná (Living) and Sihasin (Assurance)
in study of the Diné language, history and culture
in preparation for further studies and employment in a multi-cultural and technological world in fostering social responsibility, community
service and scholarly research that contribute to the social, economic and cultural well being of the Navajo Nation
Program mission
The mission of the Associate of Arts in Elementary Education program is to advise and prepare students for careers as educators utilizing Sa'ah
Naaghai Bik'eh Hozhoon. Our Program Goals further show how the program supports both missions.
Program goals addressed by this plan:
1. Students will articulate what it means to be a teacher.
1.1 Students will be able to express her/his own philosophy of education.
1.2 Students know what schools and education systems are.
1.3 Students have beginning skills and knowledge that are used in a learning environment.
1.4 Students can participate in rich professional critical talk.
2. Students will become educators of Navajo students.
2.1 Students know Navajo Nation schools and communities.
2.2 Students know Navajo children and their families.
2.3 Students advocate for quality education.
EE08ResultsRev4TB SPjh .doc
The Program Outcomes reflect content knowledge and skills we hope to see students grow as a result of instruction in our Elementary Education program. Program Outcomes further define each Program
Goal. The Assessment Measures & Criteria used evaluate students’ articulation of this content. We have identified a range and depth of demonstrable skills to be measured. Each of the five EDU courses
collects a minimum of 10 student artifacts for program review. Artifacts are collected from campuses and centers where the course is taught each semester. They are collected throughout various times of
the semester. For Program Assessment Results/Data, we are currently setting a milestone at 50% of reviewer findings. Anything below 50% will be further addressed in Program Assessment
Recommendations.
Program
Outcomes
Program Assessment Measures
& Criteria
Program Assessment
Results/Data
Program Assessment Recommendations
(Closing the Loop)
Program Matrix attached indicates types of student artifacts collected.
Goal 1. Students will articulate what it means to be a teacher.
With reviewers aware of the content knowledge expected based an artifact’s prompts stimulating student responses, the following criteria were used to assess student learning:
1.1 Students
express a
philosophy of
Education
1.2 Students know
what schools and
education systems
are.
1.3 Students show
beginning skills
and knowledge
that are used in a
learning
environment.
EF: Do students show effective
engagement when expressing
feelings related to the four
outcomes for Goal 1?
CT: Do students show effective
engagement in different levels of
critical thinking skills related to
the four outcomes for Goal 1?
1.4 Students have
skills to participate
in rich,
professional,
critical talk.
EE08ResultsRev4TB SPjh .doc
EF: Program data shows that 90% of
reviewer findings indicate students are
successfully expressing their feelings
as they address the four program
outcomes for Goal 1.
CT: Program data shows that 66% of
reviewer findings indicate students are
successfully demonstrating critical
thinking skills as they address the four
program outcomes for Goal 1. A deeper
analysis of the data indicate:
• 92% Knowledge
• 86% Compreh/Unders
• 72% Application
• 44% Analy and/or Synth
• 37% Evaluative
EF: Program aggregated data at 90% indicates we are
appropriately using assessment prompts to elicit student
responses and that their responses indicate they have the
skills to successfully express their feelings regarding
what it means to be a teacher. We really made an
improvement in this area, but we still considering additional
efforts after concerns regarding critical thinking are
addressed.
CT: Program aggregated critical thinking data at 66%
indicates we need to examine the prompts for the courses
which showed students performing very (under 50%) From
previous years, we learned that sometimes an inadequate
assessment prompt influences how students provide
information. Based on analysis of SP08 data, we will examine
possibilities for modifications for Fall 2008: For EDU 240.
We will also look into asking an external reviewer for the AA
Elementary Program now that we are assessing all courses.
We will also change the number of artifacts and collect a
minimum of 4 to be assessed for program integrity.
Program
Outcomes
Program Assessment Measures
& Criteria
Program Assessment
Results/Data
Program Assessment Recommendations
(Closing the Loop)
Program Matrix attached indicates types of student artifacts collected.
Goal 2. Students will become educators of Navajo students.
With reviewers aware of the content knowledge expected based an artifact’s prompts stimulating student responses, the following
criteria were used to assess student learning:
EF: Do students show effective
2.1 Students know
Navajo Nation
Schools and
communities.
2.2 Students know
Navajo students
and their families.
2.3 Students
commit
her/self/himself to
be an advocate for
quality education.
engagement when expressing
feelings related to the three
outcomes for Goal 2?
CT: Do students show effective
engagement in different levels of
critical thinking skills related to
the three outcomes for Goal 2?
EE08ResultsRev4TB SPjh .doc
EF Program data shows that 93% of
reviewer findings indicate students are
successfully expressing their feelings
in regards to Goal 2.
EF: Program aggregated data for students’ expression of
CT: Program data shows that 73% of
reviewer findings indicate students are
successfully demonstrating critical
thinking skills in regards to Goal 2. A
deeper analysis of the data indicate:
• 99% Knowledge
• 86% Compreh/Underst
• 77% Application
• 47% Analy and/or Synth
• 29% Evaluative
CT: Program aggregated data for critical thinking
feelings as they articulate knowledge of Navajo schools,
communities and children and see themselves as
advocates, indicates we are appropriately using assessment
prompts to elicit student responses and that their responses
indicate they have the skills to successfully express their
feelings regarding what it means to be a teacher. We need to
continue to study this area but our first priority is to better
understand the critical thinking element of our assessment of
student learning.
indicates that most courses are finding students’ showing
higher order critical thinking at 60-70%. However, the EDU
240 course is well below the 50% benchmark set. From
previous years, we learned that sometimes an inadequate
assessment prompt influences how students provide
information. Based on analysis of SP08 data, we will examine
possibilities for modifications for Fall 2008 for EDU 240.
Program
Outcomes
Program Assessment
Measures & Criteria
Program Assessment
Results/Data
Program Assessment Recommendations
(Closing the Loop)
Program Matrix attached indicates types of student artifacts collected.
Overall Assessment of Students’ Communication Skills when
addressing Program Outcomes for Program Goals 1 & 2
1.1 Students
express a
philosophy of
Education
1.2 Students know
what schools and
education systems
are.
CS: Do students show
CS: Program data shows that 83% of
CS: Program aggregated communication skills data
effective everyday
communication skills and
college-level
communication skills as
they articulate information
related to Goals 1 & 2?
reviewer findings indicate students are
successfully demonstrating communication
skills in both Goal 1&2. A deeper analysis of
the data indicate:
• 87% Everyday Comm
• 83% College-level Comm Style
• 80% College-level grammar
indicates that we are exceeding our initial milestone of 50%
by 33% (83%). We need to continue efforts reflecting
effective student output but concentrate our efforts first on
understanding how students are showing learning through
critical thinking
1.3 Students show
beginning skills and
knowledge that are
used in a learning
environment.
1.4 Students have
skills to participate
in rich,
professional, critical
talk
2.1 Students know
Navajo Nation
Schools and
communities.
2.2 Students know
Navajo students
and their families.
2.3 Students
commit
herself/himself to
be an advocate for
quality education.
EE08ResultsRev4TB SPjh .doc
Overall program assessment decisions
o Consider asking an outside reviewer for program assessment to give us a different viewpoint
o Consider other ways to tap into program evaluation such as surveys
Elementary Education Associate of Arts Program Matrix
Goal 1. Students will articulate what it means to be a teacher.
EDU
111
EDU
238
EDU
290
EDU
292
EDU 240
Philosophy
Stmt
Final
N
N
Final
N
Final
Materials
Critique
Interview
N
Philosophy
Stmt
Final
Materials
Critique
Interview
N
Philosophy
Stmt
Final
N
N
N
Philosophy
Stmt
Final
N
Interview
Final
N
N
N
Interview
Final
Philosophy
Stmt
Final
Materials
Critique
Interview
Final
1.2 Students know what schools and education systems are.
1.3 Students show beginning skills and knowledge that are used in a learning
environment.
1.4 Students have skills to participate in rich, professional, critical talk
Goal 2. Students will become educators of Navajo students.
2.1 Students know Navajo Nation Schools and communities.
2.2 Students know Navajo students and their families.
2.3 Students commit herself/himself to be an advocate for quality education.
EE08ResultsRev4TB SPjh .doc