Assessment 1: Curriculum and Instruction Content Knowledge
Description: This assessment is the grades in curriculum and instruction required coursework. It
demonstrates foundational knowledge in Curriculum and Instruction and alignment with the National
Board for Professional Teaching Standards Principles.
Alignment: Alignment with NBPTS and University of Cincinnati outcomes is presented in this table:
NBPTS Principles
University of Cincinnati
Course Title and Description
CI7003 Teaching and Learning in Diverse
Classrooms- Research and bibliographic
methods in curriculum and instruction; analytic,
evaluative writing about research; use of research
facilities.
CI7001 Educational Research for Masters’
Students -Research and bibliographic methods
in curriculum and instruction; analytic, evaluative
writing about research; use of research facilities.
18CI702 Inquiry into Learning -Explores
various modes, formal and informal, for posing
and pursuing questions about teaching and
learning. Emphasizes the individual pursuit of
research relevant to one's professional lives as
teachers.
Teachers are
committed to students
and their learning.
Candidates of the University of Cincinnati
are committed, caring, competent
educators who are able to address issues
of diversity with equity.
Teachers know the
subjects they teach
and how to teach
those subjects to
students.
Candidates of the University of Cincinnati
are committed, caring, competent
educators with content knowledge, able to
articulate the central concepts, tools of
inquiry, and the structures of their discipline
Teachers are
responsible for
managing and
monitoring student
learning.
Candidates of the University of Cincinnati
are committed, caring, competent
educators who use assessment and
research to inform their efforts.
Action Research Project
Teachers think
systematically about
their practice and
learn from experience.
Candidates of the University of Cincinnati
are committed, caring, competent
educators who successfully collaborate,
demonstrate leadership, and positive
systems change.
CI7001 Educational Research for Masters’
Students-Explores various modes, formal and
informal, for posing and pursuing questions about
teaching and learning. Emphasizes the individual
pursuit of research relevant to one's professional
lives as teachers.
Candidates of the University of Cincinnati
are committed, caring, competent
educators who successfully collaborate,
demonstrate leadership, and positive
systems change.
Teachers are
members of learning
communities.
Candidates of the University of Cincinnati
are committed, caring, competent
educators with foundation knowledge,
including knowledge of how individuals
learn and develop.
Candidates of the University of Cincinnati
are committed, caring, competent
educators who are able to use technology
to support their practice.
CI7004 Role of Teachers in a Democratic
Society -Builds on the theoretical, philosophical,
and practical foundations of what it means to be a
teacher in a democratic society, with applications
to student's personal and professional lives as
teachers.
CI7002 Curriculum and Instruction: Theories
and Trends -Examines philosophical, historical,
political/ legislative, and socio-cultural forces
shaping school curricula, past and present.
Provides multiple perspectives for indentifying
and evaluating the consequences of curricular
choices.
18CI776 (or other technology course to meet
requirement)
Interpretation of Data: The C&I program has experienced a series of new faculty hires and concurrent
retirements of faculty who had been with the program a number of years. It is fair to say the higher
expectations and increased rigor of the program have resulted in grading of coursework that is more
reflective of actual student performance now.
Data: Data are summarized in charts; the same individual data is presented at the end of the document.
Data are also presented on the following pages.
Curriculum and Assessment Assessment 1 Data
Course
Masters
Seminar
Inquiry
into
Learning
Role of
Teachers
in a
Democra
tic
Society
Forces
Shaping
the
Curriculu
m
Addressi
ng
Diversity
in
Educatio
n
2007 2008
A
17
48.6
%
18
100
%
A6
17.1
%
B+
6
17.1
%
B
3
8.6
%
2008 2009
B2
5.8
%
F
1
2.9
%
A
11
39.3
%
18
69.2
%
A6
21.4
%
6
23.1
%
B+
3
10.8
%
B
1
3.6
%
1
6.3
%
2009 2010
B1
3.6
%
1
6.3
%
C+
4
14.3
%
21
100
%
Classes not yet offered
17
70.8
%
6
25.0
%
16
64%
6
24%
1
4.2
%
1 4%
1
4%
1 4%
C
2
7.1
%
A
A-
13
43%
6
20%
19
73.1
%
6
23.1
%
30
96.7
%
1
3.2%
18
72%
6
24%
22
62.9
%
7
20.6
%
B+
3
10
%
1
3.8
%
B
1
3.3
%
2010 2011
B1
3.3
%
C+
4
13.3
%
C
2
6.6
%
1
4%
2
5.9
%
2
5.9
%
1
2.9
%
A
56
81.2
%
14
3.18
%
A6
8.7%
2
4.5%
B+
3
4.3
%
3
6.8
%
B
B-
3
4.3%
1
1.4%
C+
C
18
40.9
%
2
4.5%
1
2.3
%
4
9.1%
1
1.3
%
63
78.8
%
11
14.1
%
2
2.5
%
2
2.5%
1
1.25
%
39
60%
20
30.8
%
2
3.1
%
2
3.1%
1
15.4
%
27
61.4
%
11
24.4
%
3
6.7
%
2
4.5%
1
2.2%
1
15.4
%
Curriculum and Assessment Assessment 1 Data
Course
Masters
Seminar
Inquiry into
Learning
Role of
Teachers in a
Democratic
Society
Forces
Shaping the
Curriculum
Addressing
Diversity in
Education
2011-2012
A
A-
B+
B
B-
C+
67
51.5%
33
25.4%
6
4.6%
6
4.6%
1
0.8%
1
0.8%
109
81.9%
6
4.5%
6
4.5%
5
3.8%
1
0.8%
83
74.8%
17
15.3%
3
2.7%
2
1.8%
3
2.7%
1
0.9%
151
87.8%
7
4.1%
1
0.6%
1
0.6%
1
0.6%
1
0.6%
120
85.4%
3
2.1%
3
2.1%
5
3.5%
2
1.4%
C
1
0.8%
F
I
W
4
3.1%
10
7.7%
2
1.5%
1
0.8%
1
1.5%
1
1.5%
X
NG
1
0.6%
1
0.6%
2
1.8%
1
0.6%
1
0.7%
1
0.6%
3
1.7%
7
4.9%
3
1.7%