MAJOR PROGRAM ASSESSMENT SCHEDULE
SCHEDULE
Winter and Spring
Annually
June
MAJOR PROGRAM ASSESSMENTS
USE OF INFORMATION
Purpose and Audience
WEST B and WEST E
To determine admission to the program
Two application essays
Information used by Admissions Committee
Endorsement worksheets and
transcripts of all college work
WEST B and E scores shared with PEAB
MIT Alumni Survey
To assess strengths and needs of program
Annually
To determine possible changes to program
content and structure
Information used by MIT faculty and staff
Major concerns shared with PEAB
June
MIT 3-Year Alumni Survey
Annually for alumni
who have been
teaching for three
years
To assess strengths and needs of program
To determine possible changes to program
content and structure
Information used by MIT faculty and staff
Major concerns shared with PEAB
December and June
MIT Mentor Teacher Survey
Annually
To assess strengths and needs of program
To determine possible changes to program
content and structure
Information used by MIT faculty and staff
Major concerns shared with PEAB
Annually
Field-tested in
2006/07
Implementing in
Fall, 2007
EBI First Year Teacher and Principal
Surveys
MIT Dispositions Survey
To be administered in Fall and Winter
Quarters of Year 1 for each cohort
Contributes to assessment of program
effectiveness
Information shared with MIT faculty and staff
and with PEAB
Candidates use information to self-assess and
make plans for improvement
MIT faculty use information to advise and
counsel students and to make decisions about
continuation in program
SCHEDULE
MAJOR PROGRAM ASSESSMENTS
Submitted and
assessed at the end
of fall quarter of
Year 1 for each
cohort
Advancement to Candidacy Portfolio
Submitted in Fall
and Winter quarters
of Year 1
Integrative seminar papers
USE OF INFORMATION
Purpose and Audience
Candidates use to self-assess and make plans
for improvement
MIT faculty assess content and use to make
decisions about program
continuance for each candidate
MIT faculty assess to determine writing and
critical thinking skills and knowledge of
program content related to theories of learning,
developmentally appropriate teaching,
democracy and schooling, and diversity.
Used in decisions about continuation in
program.
Submitted and
assessed during
spring quarter of
Year 1 for each
cohort
Advancement to Student
Teaching Portfolio
Submitted during
spring quarter of
Year 1 for each
cohort
Inter-disciplinary Curriculum
Development Project
Submitted and
assessed at the end
of fall and spring
quarters of Year 2
for each cohort
Candidates use to self-assess and make plans
for improvement
MIT faculty assess content and use to make
decisions about whether or not the candidate
will be advanced to the first quarter of student
teaching
Included in Advancement to Student
Teaching Portfolio
EALR Project
Positive Impact on Student Learning
Included in Presentation and Professional
Portfolios
Candidates self-assess and make plans for
improvement of knowledge and skills
MIT faculty assess and use to help make
decisions about admission to student teaching
MIT faculty use this project to help determine
continuance in the program and
recommendation for Residency Certification
Exemplar projects kept on file for accreditation
and shared with PEAB
SCHEDULE
MAJOR PROGRAM ASSESSMENTS
USE OF INFORMATION
Purpose and Audience
Administered after
fall and spring
student teaching
quarters for each
cohort
Elements of Effective Teaching Survey
Used to help shape content of winter quarter of
Year 2 and to consider changes to over-all
program foci
*Note: Likert Scale descriptors to be changed
Fall 2007 because of uneven intervals. Content
will be changed when new Standard V is in
WAC.
(Begun in fall 2006)
Submitted at end of
Fall Quarter Student
Teaching for each
cohort
Presentation Portfolio
Includes EALR project, MIT Student
Teaching Rubric and Pedagogy
Assessment. Determines continuation in
program
Submitted no later
than the end of
winter quarter of
Year 2 of the
program for each
cohort
Master’s Paper
Submitted at end of
Spring Quarter
Student Teaching for
each cohort
Professional Portfolio
Administered yearly
starting in 2007
MIT faculty assess and use to make decisions
about continuation in program
EALR projects are shared with PEAB
MIT faculty evaluate and use in decisions about
continuation in program and recommendation
for Residency Certification
PEAB members attend formal presentations of
papers
MIT faculty assess and use to decide on
recommendations for Residency Certification
Includes EALR project, MIT Student
Teaching Rubric and Pedagogy
Assessment
PEAB Survey
Used to help assess program strengths and
weaknesses and to guide program content and
structure
Information shared with MIT faculty and staff
and with PEAB