Program Assessment Plan and Results
Report ending Spring 2005
Division: CDTE
Program:
Period of Assessment: AY 04-05
AA Elementary
Education
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:
ƒ through Nitsáhákees (Thinking), Nahatá (Planning, Iiná (Living) and Sihasin
(Assurance).
ƒ in study of the Diné language, history and culture
ƒ 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.
o
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:
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Our Three Program Goals and Objectives:
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.
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.
Students will transfer to a BA program of their choosing.
3.1 Courses transfer successfully.
3.2 Student performs well in a BA program.
On the following pages are the details organized as follows:
Goals and Outcomes
Assessment Measures & Criteria
Results/Data
Recommendations
Data Collected at end of Fall 2004. Data analyzed and reported in Spring 2005.
Goals and Outcomes
Goal 1: Students will articulate what it means to be a teacher.
Outcomes:
1.1 Student will able to express her/his own philosophy of education.
1.2 Student knows what schools and education systems are.
Assessment Artifact
Criteria for
Measurement
Essay
Rubric 1
Essay
Rubric 1
1.3 Student has beginning skills and knowledge that are used in a learning
environment.
Essay
Rubric 1
1.4 Student can participate in rich professional, critical talk.
Essay
Rubric 1
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Results/Data
Feelings
Demonstrated
through Artifact
how opinions,
judgments, or
decisions have been
formed and why?
how to be resourceful,
to gain information
when questions arise
tomorrow, the next
day, or further in the
future?
1.1
90% of artifacts
indicated students
expressed strong
feelings as a part of
their philosophy of
education showing a
passion for a career as
an educator
1.2
70% of artifacts
indicated students
expressed strong
feelings as a part of
showing what they
know of schools and
education systems.
1.3
70% of artifacts
indicated students
expressed strong
feelings as a part of
showing beginning
skills and knowledge
used in a learning
environment.
1.4
70% of artifacts
indicated students
expressed strong
feelings as a part of rich
professional, critical
talk.
1.1
70% of artifacts
indicated students
expressed a philosophy
exhibiting knowledge
level content. Less than
50% of artifacts
revealed
comprehension,
application, analysis,
synthesis or evaluation
levels of critical
thinking.
1.2
40% of artifacts
indicated students
expressed awareness of
schools and education
systems exhibiting
knowledge level
content. Fifty percent or
less of artifacts revealed
comprehension,
application, analysis,
synthesis or evaluation
levels of critical
thinking.
1.3
70% of artifacts
indicated students
expressed knowledge
and skills used in a
learning environment.
Less than 50% of
artifacts revealed
comprehension,
application, analysis,
synthesis. None of the
students exhibited an
evaluation level of
critical thinking.
1.4
60% of artifacts
indicated students
expressed knowledge
and comprehension for
critical talk. Less than
50% exhibited
application and
analysis skills. Fifty
percent exhibited
synthesis. None of the
students exhibited an
evaluation level of
critical thinking.
1.1
40% of artifacts
indicated students
utilized acceptable
organization & support
of ideas, and style. 50%
utilized acceptable
grammar when
expressing a philosophy
of education.
1.2
40% of artifacts
indicated students
utilized acceptable
organization & support
of ideas, 30% style, and
40% grammar when
expressing ideas on
schools and education
systems.
1.3
70% of artifacts
indicated students
utilized acceptable
organization & support
of ideas, 40% style, and
50%grammar when
expressing ideas on
skills and knowledge
used in a learning
environment.
1.4
60% of artifacts
indicated students
utilized acceptable
organization & support
of ideas and style. 50%,
grammar when
expressing ideas on
skills and knowledge
used in critical talk.
a passion/curiosity/
Enthusiasm/strong
feelings for the topic?
In other words, do
they show they care?
Thinking Skills
Demonstrated
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Communication
Skills Demonstrated
Organization &
Support of Ideas
Style
Grammar
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Recomendations
Using the Rubric as an assessment instrument
The results of using Rubric 1:
We collected and showed rubric data to spark formative assessment conversations by program professors. In
this instance, in a discussion of March 1, 2005, Amelia Black and Clay Slate discussed their independent
reactions to five student essays, artifacts from EDU 111. We continue to refine this process. In this case, Black
responded with “Yes, No, or Maybe”, and Slate with narrative. Each type of response provided ground for
further discussion.
Rubric Tally Discussion
3/1/05
Amelia and Clay
Comments during Closing the Loop session on data from five EDU 111 essays.
Improving EDU 111 - AB gives this assignment twice. The first time, she doesn’t give it a grade, but uses
it as a prompt to get them going on becoming a teacher. At the end the students write a fresh paper on the
same topic (see essay111.pdf), and AB runs it against the rubric.
Possibilities:
Always grade with a number, 1-5, even if you are going to include narrative. This will help with
summative assessment.
Include narrative wherever it occurs to grader. This can be used effectively during formative
assessment (during the time that CDTE teachers are talking about the data amongst themselves).
Set up a system for gathering our gradings that will co -locate all of them in one place,
automatically, for next session. e.g., all comments from II - 1 of 3 would be automatically.
Possibly take the narrative prompts under Feelings and put them in columns, or possibly simplify
them.
Next time, each grader make all comments on one sheet, instead of one sheet per student. Then
"close the loop".
The "Tally" Sheet, on a per course basis, needs to be set with NA in appropriate boxes.
If there are elements of the competencies that donÿt show up in the essay, should we change the
assignment that students are given before writing the essay. Probably so.
We now need to develop rubric for Goal 2.
Add EDU 238 to Program Assessment
Utilize children’s book as source for program assessment
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