Elementary Education Associate of Arts Program Assessment Plan and Results
Period of Assessment: AY Fall 2005- Spring 2006
AA Elementary
Education
Division: CDTE
Program:
Persons responsible for implementation of assessment plan: Afton Sells, Amelia Black, Ben Barney, Thomas P.
Benally, Janel Hinrichsen
Relevant statement(s) from Diné 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.
o
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.
The mission of the Associate of Arts in Elementary Education program is to advise and prepare students for careers as educators
utilizing Sa'ah Naaghi Bik'eh Hozhoon. Our Program Goals further show how the program supports both missions:
AAElemEd0506AssessPlan
Outcomes
*(Attach Program Matrix)*
Students will articulate what it
means to be a teacher.
1.1 Student will able to express
her/his own philosophy of
education.
1.2 Student knows what
schools and education systems
are.
1.3 Student has beginning
skills and knowledge that are
used in a learning environment.
1.4 Student can participate in
rich professional, critical talk.
Assessment Measures &
Criteria
(Attach any rubrics)*
Results/Data
Continue refining program
assessment process and
gather feedback from other
faculty as they engage in
program assessment
through gathering artifacts
from their courses.
Particularly refining the
rubric or other assessment
instruments In Fall 2005,
EDU 111 and EDU 238
Faculty gathered and
analyzed artifacts. They
will continue and in Fall
2006, course EDU 290 has
been added. We are
planning to add EDU 292
in Fall 2006 and have all
courses providing an
artifact for program
assessment by Spring 2007
with the inclusion of EDU
240.
Finalize a process for
reviewing the program
holistically.
Decide what to set as
reasonable expectations for
how we define successful
program delivery
AAElemEd0506AssessPlan
Recommendations – Work
Plan for AY FA05 – SP06
(Closing the Loop)
Outcomes
*(Attach Program Matrix)*
Students will become educators
of Navajo students.
2.1 Student knows Navajo
Nation schools and
communities.
Assessment Measures &
Criteria
(Attach any rubrics)*
Results/Data
We will be discussing how
to add Goal 2 as a part of
program assessment by
extending current rubric
guidelines or expanding
into new rubric or other
form of assessment.
2.2 Student knows Navajo
students and their families.
2.3 Commits herself/himself to
be an advocate for quality
education.
Students will transfer to a BA
program of their choosing.
3.1 Courses transfer
successfully.
3.2 Student performs well in a
BA program.
AAElemEd0506AssessPlan
We will continue to use
advisement data faculty
retain on students and
continue contacts with
nearby 4-year institutions.
We will also continue to
seek information from
internal DC resources such
as Articulation Committee,
Development Office, etc
for information.
Recommendations – Work
Plan for AY FA05 – SP06
(Closing the Loop)
Elementary Education Associate of Arts Degree Program Assessment Matrix
Goal 1. Students will articulate what it means to be a
teacher.
EDU
111
EDU
238
EDU 290
EDU
292
EDU
240
Essay
Final
Materials
Critique
N
Y
PowerP
N
N
Y
Y
1.3 Student has beginning skills and knowledge that are used in a
learning environment.
Essay
Essay
Materials
Critique
N
Y
1.4 Student can participate in rich professional, critical talk.
Essay
Final
Grp Work
Y
Y
Essay
N
N
Y
Y
N
N
Lesson
Plan
N
Y
Essay
Book
Article
Critique
Y
Y
1.1 Student will able to express her/his own philosophy of education.
1.2 Student knows what schools and education systems are.
Goal 2. Students will become educators of Navajo
students.
2.1 Student knows Navajo Nation schools and communities.
2.2 Student knows Navajo students and their families.
2.3 Commits herself/himself to be an advocate for quality education.
Goal 3. Students will transfer to a BA program of their
choosing.
3.1 Courses transfer successfully.
3.2 Student performs well in a BA program.
AAElemEd0506AssessPlan
.
Use existing College system through Articulation
Committee and internal CDTE process of contacting
area institutions
Utilize data from Development Office. Modify an
existing survey?
Elementary Education Associate of Arts Degree Program Guide for Rubric
Assessment of Students' Feelings
Does the student through his/her work show.....
1.
how opinions, judgments, or decisions have been formed and why?
2.
how to be resourceful, to gain information when questions arise tomorrow, the next day, or further in the future?
3.
a passion/curiosity/enthusiasm/strong feelings for the topic? In other words, do they show they care?
Assessment of Students' Thinking Skills
Does the student through his/her work show.....
1.
Knowledge: Recall/ recite information from resources and/or personal experiences related to topic?
2.
Comprehension: Retelling in own words, interpreting; translating from one medium to another; describing or organizing in one's way and selecting facts and ideas in a deliberate way?
3.
Application: pose or identify problem(s) to solve and/or a position, point of view?
4.
Analysis: analyze idea(s) through showing patterns, organization of parts, recognition of hidden meaning, and/or identification of elements that make up the problem(s)?
5.
Synthesis: use known/old ideas to create new ones; (connect prior knowledge), identify alternative solutions, generalize from given facts; relate knowledge from several areas; predict
(what could be done in the future), and/ or draw conclusions?
6.
Evaluation: evaluate by comparing and discriminating between ideas and/or more than one point of view; assess value of theories, show choices based on reasoned argument; verify
value of evidence; recognize own subjectivity?
Assessment of Students' Communication Skills
Does the student through his/her work show.....
1.
Organization & Support of Ideas: use relevant examples, descriptions/definitions, and/or explanations(details, facts, reasons, examples and descriptions)? Contextualize his/her
opinion with examples, descriptions to clarify his/her ideas?Are the examples, descriptions/definitions, and/or explanations helpful to the reader to understand the student's POV?
personal experiences used to support or lend better understanding of viewpoint? ideas expressed linked together (unified) throughout?
2.
Style: Are metaphors, symbolism, sensory detail, and/or idioms used to show the subtleties of language and power of imagery? Is there a redundant use of particular words/ideas? Are
there precise word choices?
3.
Grammar: Accurate capitalization? standard grammar and usage (e.g., subject-verb agreement, pronoun agreement and consistency of verb tense)?accurate spelling?Accurate us of
punctuation (e.g., comma, ellipsis, apostrophe, semicolon, colon)? use of persuasive word choices and sentence structure (e.g., connotation, strong verbs, repetition and parallelism)?
AAElemEd0506AssessPlan