The Unit Assessment System at EMU
EMU’s educator preparation programs, at both the initial and advanced levels, are committed to continuous improvement.
We have developed an assessment system that documents student performances and unit operations. This system
documents the quality of our programs and at the same time provides opportunities to analyze, review, evaluate and
make informed decisions about our educator preparation programs.
The bases for our educator preparation programs at EMU are the conceptual frameworks. The frameworks are short
statements about the vision we have for the kind of educators we want to produce at EMU. These frameworks have been
locally developed over many years and are informed by state standards, national standards, and professional standards.
For example, the initial-level conceptual framework informs our program to prepare mathematics teachers and is aligned
with National Council of Teachers of Mathematics standards, INTASC standards, and outcomes associated with the
initial-level conceptual framework.
Our students move through a series of gateways in their educator preparation programs. Each gateway has one or more
key assessments. We use these key assessments to evaluate our candidates’ knowledge, skills, and professional
behaviors. Data from these assessments are summarized and analyzed by each program area as appropriate. In addition
to student-level data, we collect data about faculty qualifications, academic advising, and surveys from program
completers. This information is summarized and analyzed. When appropriate, summarized data are shared with faculty,
staff, students, and our P-12 partners, through various committees and advisory councils. This information allows us to
not only document the quality of our programs, it also allows us to consider program changes and use data to inform our
curricular decisions.
The assessment system allows for continuous improvement. We regularly review and think critically about our educator
preparation programs at EMU. Our assessment system is a dynamic vehicle for documenting program quality and
allowing us to use data as one factor in our decision-making.
Below are the graphic representations of the assessment system. Though there is one graphic for each conceptual
framework (e.g., initial and advanced), the assessments process is basically the same. This graphic represents the
cyclical process by which we assess our programs and candidates. The goal is both continuous improvement and
documenting the quality of all of our programs.
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Decision Points
With the assistance of the Assessment Committee and other faculty governance bodies, the unit established four decision
points for candidates in educator preparation program. All candidates must meet performance requirements at each of the
decision points in order to move forward in their program. The decision points are known as gateways at EMU. Each
candidate must pass the appropriate gateway assessments at each of the decision points in order to move on.
Remediation and assistance are provided to candidates through faculty advising and mentoring.
Gateways for Initial Candidates
Each program has its own 6-8 gateway assessments that all candidates complete. The Student Teaching Evaluation and
Student Teaching Unit are unit-level assessments. Assessments are embedded in courses. Cumulatively, these
assessments program address appropriate professional standards, initial-level conceptual framework outcomes, and
initial dispositions.
Gateways
1) Admission to the
Teacher
Preparation
Program
( includes major
GPA, overall GPA,
Basic Skills test,
and grade of C or
higher in specific
coursework)
2) Admission to
Student Teaching
(includes lesson
planning,
instructional units,
dispositions, peer
teaching,
observations, etc.)
3) Exit from
Student Teaching
(includes a
comprehensive
Student Teaching
Evaluation and
Student Teaching
Unit to measure
impact on student
learning)
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4) Program
Completion
(includes subject
area test for the
Michigan Test for
Teacher
Certification)
Gateways for Advanced Candidates
Each program has its own 6-8 gateway assessments that all candidates complete. Assessments are embedded in
courses. Cumulatively, all assessments for a given program address appropriate professional standards, advanced
conceptual framework outcomes, and advanced dispositions.
Gateways
1) Admission to the
Program
(includes varied
assessments from
undergraduate
GPAs to writing
assessments)
2) Progress
Evaluation Point 1
(includes
philosophy papers,
curriculum projects,
observations, etc.
that are determined
by the program
area)
3) Progress
Evaluation Point 2
(includes
philosophy papers,
curriculum projects,
observations, etc.
that are determined
by the program
area)
4) Program
Completion
(includes subject
area test for the
Michigan Test for
Teacher
Certification – if
required, capstone
projects, theses,
etc.)
Unit Operations
Unit operations include admission and enrollment reporting, assessment of advising services, student teaching exit
surveys as part of Title II, graduate and employer surveys, and Michigan Title II Report Cards. Report cards are
completed every year with the Michigan Department of Education. Faculty performance information is collected every year
and reported periodically for both internal and external programs reviews. The unit completed advising surveys in 20032004 and 2008. We are conducting another advising survey in 2010. Student teaching exit surveys are administered by
the Michigan Department of Education each year as part of Michigan’s Teacher Preparation Institution report card for Title
II. Exit survey results are shared with EMU annually. Program graduates were surveyed in 2008. Employers have been
surveyed in 2008-2010. When appropriate, data are shared with appropriate faculty and advisory groups for
consideration.
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