PROGRAM/UNIT ASSESSMENT REPORT
College of Education - Lewis University
Complete for each program or unit assessment administered
Check one: Key assessment report ___X___
Program summary report: ________
Faculty name: _Drs. Tatro and Kennedy____________
Date: ___June_2009___
Program: __Field Based Accelerated Master of Arts in Elementary Education
Course number ___NA_
Site: Romeoville
Course title _____________________________________________
Non-course related assessment (entrance exam, comps, etc.): Comprehensive Examination FBAMA
Assessment was administered: Year _2009
Term: Fall ____ Spring ___ Summer __X__
Name of Assessment Instrument: # 2 Additional Assessments, Comprehensive Examination Field
Based Accelerated MA
Assessment used for: Unit ____
Program __X__
Both Unit & Program ______
Brief Information on Assessment (e.g., number of respondents, number of competencies assessed,
scale used): All Master of Arts in Elementary Education initial certification candidates are required
to successfully complete the Master of Arts Comprehensive Examination after completion of student
teaching. There are three (2) competencies assessed.
Competencies assessed include: and understanding of key educational theorists and ability to
construct a teaching interdisciplinary unit demonstrating content knowledge and organizational skills.
The rubric scale used a 1-3 rating. Target (3) indicates the candidate response is thorough and well
defended, answering each aspect of the question and clearly demonstrating knowledge of the content
area and practice related to the question. Acceptable level (2) indicates the candidate’s response
provides evidence that one understands the general knowledge base, theory, and practices related to
the question. Concepts, ideas and information include are generally accurate. Unacceptable: (1)
candidate does not respond or the question with appropriate written expression that is comprehensible
and accurate.
Eighteen graduate candidates took the comprehensive examination in 2009.
Two candidates were required to re-take question #1, all did so with success achieving a score of 12
of 18 or better, and 11 or better of a possible 15 on question #2.
Scores ranged from 8 to 18 on question #1 and 12 to 15 on question #2
The cohort average for question #1 was a Score of 15.7 and question #2 was 14.1 for the 18
candidate/interns.
The following table shows the candidates scores in the respective ACEI Areas.
c:my docs/coe/assessment/2007-2008/program assessment report/rev December 13, 2007
ACEI Standard 1
Theorists
ACEI Standard s 2.1-2.7, 3.1-3.5 and
4 Interdisciplinary Unit
NB
18
13
CB
14
13
EB
17
15
AB
16
14
LH
16
15
RH
17
14
TK
16
15
ML
14
14
CL
11
15
JL
13
13
KL
15
12
JM * 11 #1
14
13
DP * 8 #1
13
13
KP
18
15
MP
16
15
KT
18
14
NW
18
15
EW
Total 18 Candidates’
Average
* Candidate needed
to retake Q #1.
Their second score is
recorded in the
table.
18
15
15.7
14.1
Candidate
Conclusions and Possible Changes to be Made Based on the Data: (Use back or add attachments if
necessary)
Data indicates that candidates demonstrated content, program and teaching knowledge.
Continue the current best practices emphasizing curriculum, theory and construction of effective
teaching used in the Accelerated MA program.
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Comprehensive Examination Questions for the
Accelerated Master of Arts in Elementary
Education
Summer 2009
1. Choose ONE of the educational theorists you have studied in the
program. Write and in-depth essay in which you will address your
knowledge, understanding and use of the major concepts and principles
of this theory. Relate this theory to the development of children and
young adolescents and construct learning opportunities that support
individual student development, acquisition of knowledge, assessment,
and motivation.
(ACEI Standard 1)
2. Choose a topic or a book and use if for the basis of an integrated or
multidisciplinary unit where you incorporate language arts, math,
science and social studies. You may also include areas of physical
education, health and the arts. Specifically incorporate an inquiry based
science lesson, manipulatives or problem solving in a math lesson, and
multiculturalism in a social studies lesson. In your unit plan be sure to
include motivation and management strategies, assessment procedures,
standards and goals and accommodations for students with special
needs. The unit should also explain how the students will be grouped for
instruction and what resources, materials and technology will be used.
(ACEI Standards 2.1-2.7, 3.1-3.5 & 4)
Lewis University College of Education
Developing Learning Communities
Graduate Program
Comprehensive Exam Evaluation Form
Rubric Question 1
Criteria
Identification of
Theory and
Theorists
Target (3)
Shows clearly
defined knowledge
and understanding
of the major
concepts and
Acceptable (2)
Shows a general
knowledge and
understanding of
the major concepts
and principles of the
Unacceptable (1)
Shows little or
inaccurate
knowledge and
understanding of
the major concepts
c:my docs/coe/assessment/2007-2008/program assessment report/rev December 13, 2007
Developmental
Strategies
Learning
Opportunities
Assessment
Motivation
Mechanics, Spelling
and Grammar
principles of the
theory.
Clearly defined
developmental
strategies that
addressed the needs
of children and
young adolescents.
theory.
Shows meaningful
learning
opportunities have
been created.
Appropriate and
well thought out
assessments have
been developed.
Suitable
motivational
strategies have been
developed.
One or 2 errors but
they don’t detract
from the meaning.
Shows general
learning
opportunities have
been created.
Some assessments
have been
developed but lack
thought and depth.
Some motivational
strategies have been
developed.
Shows general
knowledge of
developmental
strategies that
address the needs of
children and young
adolescents.
A few errors are
evident but
comprehension is
not affected by
them.
and principles of the
theory.
Shows little
knowledge or
inaccurate
knowledge of
developmental
strategies that
address the needs of
children and young
adolescents.
Show poor quality
or no learning
opportunities have
been created.
Assessments lack
depth and
thoughtful
construction.
Inappropriate
motivational
strategies have been
developed.
Many errors are
evident.
SCORING:
3=Target: Candidates response is thorough and well defended, answers each aspect of the question, and clearly
demonstrates knowledge of the content area and practice related to the question.
2=Acceptable: Response provides evidence that candidate understands the general knowledge base, theory, and practices
related to the question. Concepts, ideas, and information included are generally accurate.
1=Unacceptable: Candidate does not respond to the question with appropriate written expression that is comprehensible
and accurate.
Candidates must score 2 points or above on each question in order to pass the exam. If the reviewer’s scores differ such that
one indicates pass and another not, a third reviewer will be asked to read the exam. Candidates who are not successful will be
allowed ONE retake of the exam, consisting of one new question for each that scored below two (2) points.
Lewis University College of Education
Developing Learning Communities
Graduate Program
Comprehensive Exam Evaluation Form
Rubric Question 2
Criteria
Identification of
integrated or
Target (3)
Clearly defined
appropriate unit of
Acceptable (2)
Some components
of study missing or
Unacceptable (1)
Components of
study inaccurate or
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multidisciplinary
unit
Curriculum
ACEI 2.1-2.7
Instruction
ACEI 3.1-3.5
Assessment
ACEI 4.0
Mechanics, Spelling
and Grammar
study.
Demonstrates high
level of
understanding in
core areas plus the
arts, health and
physical education.
Describes
instruction that
connects the areas
of curriculum,
addresses diverse
learner needs,
includes critical
thinking and
problem solving,
has engaging
activities and fosters
collaboration.
Appropriate and
well thought out
formal and informal
assessment
strategies have been
developed.
One or 2 errors but
they don’t detract
from the meaning.
not totally
developed.
Demonstrates
knowledge of only
the core areas.
missing.
Describes some
areas of instruction
that connect the
areas of curriculum,
addresses diverse
learner needs,
includes critical
thinking and
problem solving,
has engaging
activities and fosters
collaboration.
Some informal and
formal assessments
strategies have been
developed but lack
detail.
Does not adequately
describe most areas
of instruction.
A few errors are
evident but
comprehension is
not affected by
them.
Many errors are
evident.
Does not fully
address the core
areas.
No assessments are
included.
SCORING:
3=Target: Candidates response is thorough and well defended, answers each aspect of the question, and clearly
demonstrates knowledge of the content area and practices related to the question.
2=Acceptable: Response provides evidence that candidate understands the general knowledge base, theory, and practices
related to the question. Concepts, ideas, and information included are generally accurate.
1=Unacceptable: Candidate does not respond to the question with appropriate written expression that is comprehensible
and accurate.
Candidates must score 2 points or above on each question in order to pass the exam. If the reviewer’s scores differ such that
one indicates pass and another not, a third reviewer will be asked to read the exam. Candidates who are not successful will be
allowed ONE retake of the exam, consisting of one new question for each that scored below two (2) points.
c:my docs/coe/assessment/2007-2008/program assessment report/rev December 13, 2007
PROGRAM/UNIT ASSESSMENT REPORT
College of Education - Lewis University
Complete for each program or unit assessment administered
Check one: Key assessment report ___X___
Faculty Name: ____Dr. Edward A. Tatro_________
Program summary report: SPA_
Date: __June 15, 2009__
Program: Field Based Accelerated Master of Arts in Elementary Education
Site: _Romeoville ___
Course number: __None______ Course title: ____NA_________________________________
Non-course related assessment (entrance exam, comps, etc.):__FBAMA Content Test___
Assessment was administered: Years 2009 Term: Fall ____ Spring ____ Summer _X__
Name of Assessment Instrument: _ Assessment #2x
FBAMA Content Test____
Assessment used for: Unit _____
Both Unit & Program _____
Program __X___
Brief Information on Assessment (e.g., number of respondents, number of competencies, assessed,
scale used):
All Master of Arts in Elementary Education initial certification candidates are required to
successfully complete the Field Based Accelerated Master of Arts (FBAMA) Program Content Test
prior to approval for student teaching/clinical practice. The FBAMA Content Test is a standardized
test developed from the highest level of Illinois State Achievement Test (ISAT). Ten questions were
selected from the represented content areas of the ISAT. These areas include: Language Arts and
Literature; Science; Mathematics; and Social Studies. Candidates must score at least 60% in each
content area to be successful.
The Field Based Elementary Education Cohorts are organized on an annual bases to
correspond with the local partner schools’ calendar thus this content test is administer to cohort
candidates once during the program.
Analysis of Data: A total of 18 candidates from the FBAMA Graduate Program took the Lewis
University El. Ed. Field Based Accelerated Program Content Test in June of 2009.
The following table shows the program candidates’ content knowledge measured in the ACEI content
areas of Language Arts, Science, Mathematics and Social Studies. The scores for the Lewis Master’s
candidates represent the specific content areas: 2.1 Language Arts, 2.2 Science, 2.3 Mathematics and
2.4 Social Studies and show Lewis University master’s candidates know and demonstrate content
knowledge in each of the areas. A minimum passing score is 6 in each content area. To be successful
no single content area may be below 6. All candidates were successful.
The candidates’ average scores were 9.3 in Language Arts, 8.6 in Science, 8.1 in Mathematic and 8.6
in Social Studies. The strongest area being Language Arts were scores ranged from 8 to 10 points.
Both content areas of Science and Social Studies averaged 8.6 points. The range for Science was 6 to
10 with only one candidate scoring a 6 and two with 7 points. Two candidates scored 10 points in
Science. The range for Social Studies was also 6 to 10 points with one candidate scoring 6 points and
four with 7. Five candidates had 10 points. While all passed in the area of Mathematics four
candidates scored 6 points, two 7 points, five 8 points, three 9 points and four scored 10 points.
c:my docs/coe/assessment/2007-2008/program assessment report/rev December 13, 2007
Further analysis showed no candidate averaged below 7 points personally with the highest candidate
scoring average of 9.75 points.
Field Based Accelerated MA Content Knowledge Assessment
Cohort # 6 June 2009
Language Arts
Candidate ACEI 2.1
NB
8
CB
10
EB
9
AB
9
LH
8
RH
10
TK
10
ML
9
CL
10
JL
9
KL
9
JM
10
DP
9
KP
9
MP
10
KT
10
NW
9
EW
9
Average
9.3
Total 18
Science
ACEI 2.2
9
8
9
8
6
10
9
9
10
9
9
7
9
9
7
9
8
9
8.6
Math
ACEI 2.3
6
10
9
8
6
7
9
8
9
10
8
8
7
6
6
10
10
8
8.1
Social Studies
ACEI 2.4
6
9
10
9
8
10
9
10
10
8
7
7
10
9
7
7
9
10
8.6
Candidate
Average
7.25
9.25
9.25
8.5
7
9.25
9.25
9
9.75
9
8.25
8
8.75
8.25
7.5
9
9
9
Conclusions and Possible Changes to be Made Based on the Data: (Use back or add attachments if
necessary)
Lewis University Master of Arts Elementary Education candidates were successful in all
content areas. Being the first year to assess this content area, it will be interesting to compare future
data.
Action:
1.
2.
3.
Continue the best practices being taught with emphasis on content in the field
based accelerated masters in elementary education program.
Seek additional ways to assess and build content knowledge.
Continue to encourage candidates development of content knowledge through
the field based experience
This content test was devised from the ISAT test samples, years 2005-09. Test information and
samples can be accessed at http://www.isbe.net/assessment/htmls/sample_book.htm.
6-30-09
c:my docs/coe/assessment/2007-2008/program assessment report/rev December 13, 2007
Illinois Assessment Frameworks http://www.isbe.net/assessment/IAFIndex.htm
The Illinois Assessment Frameworks are designed to assist educators, test developers, policy makers,
and the public by clearly defining those elements of the Illinois Learning Standards that are suitable
for state testing. They are not designed to replace local curricula and should not be considered state
curricula. They define the content that may be assessed on ISAT and PSAE.
Download the Illinois Assessment Frameworks
Illinois Mathematics Assessment Framework
Grades 3-8 PDF
RTF (Posted 9/10/04)
Illinois Science Assessment Framework
Grades 4 and 7 PDF
ACEI 2.1
RTF (Updated 06/07)
Illinois Writing Assessment Framework
Grades 3-8 PDF
ACEI 2.2
RTF (Posted 9/10/04)
Illinois Reading Assessment Framework
Grades 3-8 PDF
ACEI 2.3
ACEI 2.1
RTF (Posted 08/01/06)
While ISBE is not currently assessing Social Science many educators have requested copies of the frameworks for
use in local school districts.
Illinois Social Science Assessment Framework
Grades 5, 8, and 11 PDF
ACEI 2.4
RTF (Posted 09/14/07)
c:my docs/coe/assessment/2007-2008/program assessment report/rev December 13, 2007