Teacher Education Department Assessment Manual · 2017-05-09 · in TESL GPA & Transcript Review...

Teacher Education Department Assessment Manual

Revised April 22, 2011

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Table of Contents

Page Number Introduction……………………………………………………………………. 3 Assessment System…………………………………………………………….. 4

System Design ………………………………………………………… 4 Candidate Assessment ………………………………………………… 6 Program Assessment ………………………………………………….. 15 Unit Assessment ………………………………………………………. 16 Procedures to Ensure Fairness, Accuracy, Consistency, and Freedom of Bias 17

Data Management Process ……………………………………………………. 18 Data Coordination.……………………………………………………. 18 Data Collection ..………………………………………………………. 19

Assessment Reports …………………………………………………………… 20 Annual Assessment Reports …………………………………………………… 21 Unit Assessment Schedule ……………………………………………. 21 Profile of Candidates ..………………………………………………… 21 Program Review ………………………………………………………. 21 Unit Profile ……………………………………………………………. 22 Assessment Committee Summary ……………………………………. 23 Data Analysis and Evaluation ………………………………….……………. 23 Use of Data for Program Improvement ……………………….……………… 24 Summary ……………………………………………………………………… 24 References ……………………………………………………………………. 25

Tables Table 1: Undergraduate Candidate Assessment………………………………… 7 Table 2: M.A.T. Candidate Assessment ………….…………………………….. 8 Table 3: M.A.T. English as a Second Language ……………………………….. 9 Table 4: M.Ed. Curriculum and Instruction………………….…………………. 10 Table 5A/B: M.Ed. Educational Leadership …………………………………… 11 Table 6: M.Ed. Reading Specialist ....................................................................... 13 Table 7: M.Ed./M.Sc. School Counseling ……………………………………… 14

Figure Figure 1: Assessment System Design…………………………………………… 5

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Introduction The Carson-Newman College Teacher Education Department is dedicated to preparing candidates who are equipped with knowledge, skills, and dispositions for serving the diverse educational communities in which they will be assigned. In order to meet this goal, the unit has identified the expected outcomes and standards for its educational programs, established a comprehensive and systematic assessment strategy to analyze and interpret whether the outcomes are being achieved, and implemented a process for incorporating program improvements based on assessment findings. The assessment process, a series of linked professional activities, is a collaboration of people from across the educational community. Faculty, staff, administrators, alumni, campus personnel, local and state educational community members, and others are considered key contributors to the unit’s assessment process. As the complexities of such an encompassing enterprise are extensive, this manual is designed to detail the major elements of the unit’s assessment process.

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Assessment System Assessment can be defined as well-developed data collection strategies, analyses, and reporting processes that provide information that can be used to determine whether or not intended program or unit outcomes are being achieved (Banta, 2002; Walvoord, 2004; Whitley, et al., 1992). The Carson-Newman College (CNC) Teacher Education Assessment System is designed to provide a consistent analysis of candidate success and the unit strength. As stated in the CNC Conceptual Framework, “the unit envisions that it provides an environment in which candidates initially learn how to teach and perform other school-related roles effectively by the manner in which they are taught and advised” (p.2). Consequently, the unit’s mission is “to prepare caring and competent education, allied health, and leisure service professionals who feel called to lifelong commitments to leadership, learning, and service.” (CNC Conceptual Framework, p. 2).The unit’s assessment process allows it to determine overall program effectiveness as related to the vision and mission.

Assessment System Design The assessment system is designed to be aligned with recognized professional and state standards. A comprehensive assessment strategy must include supporting performance-based evidence of candidates’ content knowledge, skills, dispositions, as well as program and unit effectiveness and improvement (Banta, 2002). In order to facilitate the design and implementation of this system, the Assessment Committee, composed of unit faculty and staff, was formulated. As shown in Figure 1, the committee oversees the implementation and refinement of the assessment process as it relates to the following areas: candidate performance, program effectiveness, and unit effectiveness and improvement.

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Figure 1 Assessment System Design

Teacher Education Council

- Review of Profile Report of Candidates, Program Review

Report, and Unit Profile Report - Improvement

Recommendations - Review of Assessment System

design

Assessment Committee (Faculty & Staff)

- Assessment System Coordination and Refinement

- Facilitate Resulting Improvements

Data Management Coordinator

- Data Collection and Reporting - Instrument Design and Coordination

- Database Management

Unit Faculty & Staff

- Review and Analysis of Profile Report of Candidates,

Program Review Report and Unit Profile Report

- Improvement Recommendations

- Review of Assessment

Candidate Performance Assessments

Program Effectiveness Assessments

Unit Effectiveness & Improvement Assessments

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The performance-based assessment system is grounded in the unit’s conceptual framework. The system, which is based on the Tennessee Framework for Evaluation and Professional Growth, is designed to focus on the outcomes as outlined in the unit’s conceptual framework which specify that candidates are able to:

1. Establish appropriate goals and objectives to plan for instruction that effectively meets the needs of diverse learners;

2. Use knowledge of the subject matter, the student, and instructional strategies to teach in ways that all students learn;

3. Use appropriate assessment and evaluation strategies that can be used to make effective instructional decisions and to communicate student progress to students, parents, and other professionals;

4. Provide a learning environment in which all students’ abilities are nourished and in which resources are used effectively;

5. Continue to engage in activities that promote professional growth, including reflecting on one’s own practice, collaborating with others, continuing with formal training, and performing professional responsibilities effectively and efficiently; and

6. Use appropriate nonverbal, verbal, and written techniques to communicate effectively with students, parents, teachers, and others.

Candidate Assessment The unit’s primary goal is to prepare candidates who are caring, professionally competent, and feel called to a lifelong commitment to leadership, learning, and service. Hence, the system assesses candidate, program, and unit performance continuously via multiple direct and indirect methods. Direct assessment methods, such as course-based projects, reflection papers, action research, critical reviews, and oral and technology-enhanced presentations are designed by the unit faculty to assess candidates’ knowledge and skills as they matriculate through the program. These assessment strategies are developed in conjunction with best practices as reflected in national professional standards. The candidates’ path through the Teacher Education program is assessed as indicated in the tables below.

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Table 1 Undergraduate Candidate Assessment

Transition Points Assessment Methods Relevant Courses

1. Entry into Program

GPA & Transcript Review Interview Rating Faculty Recommendations ACT/SAT, Praxis I scores Dispositional Rating Teacher Evaluation of

Practicum Early Warning Report, if

applicable Professional Development

Plan – Transition Stage One

Education 203/303 General Education courses

2. Entry into Student Teaching

GPA & Transcript Review Praxis II: PLT and Specialty

Area Test scores Early Warning Report, if

applicable Dispositional Rating Teacher Evaluation of

Practicum Professional Development

Plan – Transition Stage Two Work Sample

Education 403 Education 440 Education 444 Education 449 Relevant Method Courses

3. Exit from Program

GPA & Transcript Review Student Teaching Summative

Assessments Exit Survey Praxis II: PLT and Specialty


applicable Professional Development

Plan – Transition Stage Three Work Sample (#2)

Education 463 Education 465 Education 467/SPED 467

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Table 2 M.A.T. Curriculum and Instruction Candidate Assessment


1. Entry into Graduate Program

GPA & Transcript Review Interview Rating GRE scores Professional Development

Plan – Transition Stage One Self-Assessments (based on

TN Framework)

Education 558

2. Entry into Student Teaching

GPA & Transcript Review Practicum Ratings Work Samples Praxis II: PLT and Specialty


applicable Dispositional Rating Professional Development

Plan – Transition Stage Two

Education 603 Education 605 Education 606 Education 655 Relevant Method Courses

3. Exit from Graduate Program

GPA & Transcript Review Work Sample Student Teaching Summative

Assessments Practicum Ratings Praxis II: PLT and Specialty


applicable Dispositional Rating Action Research Project Professional Development


Education 667 Education 668 Education 669 Education 600 (Capstone

Experience)

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Table 3 M.A.T. English as a Second Language Candidate Assessment


1. Entry into Graduate Program for T.E.S.L.

GPA & Transcript Review Interview Rating TOEFL scores GRE scores Professional Development

Plan – Transition Stage One

TESL581 or TESL 582 (whichever is completed first)

2. Entrance into Student Teaching or Practicum in TESL

GPA & Transcript Review Work Samples Praxis II: PLT and Specialty


applicable Dispositional Rating/

Practicum Rating Professional Development


TESL581 or TESL 582 (whichever is completed last)

3. Exit from Student Teaching and/or M.A.T. Program

Student Teaching Summative

Assessments (licensure track) Practicum Ratings Action Research Project Self-Assessments (based on

TN Framework) Praxis II: PLT and Specialty

Area Test scores (licensure track)

Professional Development Plan – Transition Stage Three

Student Teaching Placements and Seminar TESL 669 (licensure track students)

TESL 584 (non-licensure track students)

TESL 600

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Table 4 M.Ed. Curriculum and Instruction Candidate Assessment



GPA & Transcript Review Interview Rating GRE scores/Praxis II scores Professional Development

Plan Self-Assessments (based on TN Framework and/or NBPTS Assessment)

Education 630

2. Progress through Program

Professional Development Plan Progress Report

Entrance into Education 600


GPA & Transcript Review Work Samples Early Warning Report, if

applicable Dispositional Rating Action Research Project Professional Development

Plan Self-Assessments (based on TN Framework and/or NBPTS Assessment)

Education 600 (Capstone Experience)

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Table 5A M.Ed. Educational Leadership Candidate Assessment 2007-2009



GPA & Transcript Review Minimum of One Year of

Successful Teaching Experience

Leadership Self-Assessment GRE scores/Praxis II scores Interview Rating

Education 538 Education 525


Initial ISLLC Self-Assessment

and Plan for Professional Development

Mentor/Director Rating Forms Work Samples



GPA & Transcript Review Praxis II SLLA Score Practicum Ratings Leadership Portfolio scored

with School Leadership Progress Report and Summative Evaluation (Self-Assessment/Practicum/Long-Term Project/Action Research Project)

Education 575 Education 600 (Capstone

Experience)

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Table 5B M.Ed. Educational Leadership Candidate Assessments 2010-2011

Transition Points

Assessment Methods

Relevant Courses

1. Full Acceptance into Graduate Program

Application Submission GPA and Transcript Review Current Teaching License Minimum of 3 years of

successful teaching experience GRE scores/Praxis II Scores Candidate Selection Check List TILS Rating Form for

Instructional Leaders Entrance Interview Consensus

Form


2. Graduate

Program

GPA & Transcript Review Professional Development Plan

and TILS Evidence Documents Practicum Evaluations

Education 571 Education 572 Education 573 Education 561 Education 630

3. Exit from

Graduate Program

GPA & Transcript Review Praxis School Leadership

Licensure (SLLA) Scores Practicum Evaluations Professional Development Plan

and TILS Portfolio Action Research Project

Education 575 Education 600 (Capstone

Experience)

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Table 6 M.Ed. Reading Specialist



GPA & Transcript Review Interview Rating GRE scores/Praxis II scores Professional Development

Plan – Transition Stage One Self-Assessments (based on

TN Framework and NBPTS Assessment)

Education 538


GPA & Transcript Review Ongoing Professional

Development Plan and Portfolio

Education 623


GPA & Transcript Review Praxis II: Reading Specialist

Test Dispositional Rating Action Research Project Completed Professional

Development Plan

Education 600/660 (Capstone

Experience)

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Table 7 MSC School Counseling

Transition

Points Assessment Methods Relevant Courses

Entry: Admission into MSC School Counseling Graduate Program

GPA & Transcript Review Interview Rating Ratings of References Resume Ratings GRE scores/Praxis II score Background Check

Level 1: Beginning level of school counselor training.

Self-assessments (based on TN Model for Comprehensive Counseling Program and ASCA School Counselor Competencies)

Professional Development Plan –Beginning level awareness

Counseling Lab Ratings GPA & Transcript Review Warning and Program Status Review as

Needed

MSC 501 MSC 502

Level 2: Progress into experiences of practicum and internship.

Counseling Children and Adolescents Lab Ratings

Group Counseling Leadership Lab Ratings Career Counseling Ratings Practicum Ratings and Review Consultation/Collaboration Case Study GPA & Transcript Review Warning and Program Status Review as

Needed

MSC 589 MSC 565 MSC 567 MSC 611 MSC 612

Level 3: Transition to Professional School Counseling

Design and Evaluation of Comprehensive School

Counseling Program Project Comprehensive Examination Praxis II: School Guidance and

Counseling Evaluation of Internship Experience Self-assessments (based on TN Model for

Comprehensive Counseling Program and ASCA School Counselor Competencies)

Professional Development Plan – Transition into Profession

MSC 613

(Capstone Project)

MSC 665 MSC 667

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As noted in the tables above, in addition to course-based assessments, external assessment measures are also undertaken by the unit. Alumni and employer surveys, self-assessment reports, exit interviews and ACT/SAT/GRE/Praxis reports provide significant supporting data to demonstrate candidates’ competencies at various phases. As an inquiry-based process, the internal and external assessments are undertaken to respond to the following questions regarding the preparation of candidates: 1. Are candidates adequately prepared to meet local, state, and national professional standards? 2. Are candidates progressing through the program and being successful on the Praxis II and

specialty area tests? 3. What does the academic profile of the successful candidate reflect? 4. Do candidates perceive the program to be adequately preparing them to teach in a diverse

educational setting? 5. Are candidates prepared to teach and perform other school-related roles effectively? 6. Do candidates pass the transition stages satisfactorily? 7. Are candidates prepared to integrate technology into their instructional practice? 8. Do candidates demonstrate a professional disposition that reflects a called, caring, and

competent professional educator?

Program Assessment As outlined in the unit’s conceptual framework, the unit engages in activities that recognize the importance of multiple internal and external influences on academic programming. Systematic assessment of all licensure programs is necessary to ensure that each is aligned with institutional, local, state, and national standards. The unit prepares candidates in the following academic programs:

Undergraduate Programs Graduate Programs

Early Childhood Education (PreK-3rd) Elementary Education (K-6th) Middle Grades Education (4th –8th) Secondary Education in: Biology Government Business History Chemistry Mathematics English Physics Family and Consumer Sciences (5-12) K-12 Education in: Art French Music Physical Education Spanish Special Education Theatre

Master of Arts in Teaching (For those seeking initial teacher licensure) Elementary Education (K-6th) Middle Grades Education (4th -8th) Secondary Education

(in same areas as undergraduate) Special Education (K-12)

Master of Arts in Teaching: English as a Second Language Licensure Non-Licensure

Chinese as a Second Language Master of Education Curriculum and Instruction Educational Leadership Reading Specialist

Master of Science School Counseling

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The assessment system provides a review for each licensure program annually (and as needed based on internal and external policy changes) to provide data to determine 1. the adequacy of the transition stage structure for ensuring that candidates are prepared to

meet professional standards; 2. the rate at which candidates pass each transition stage in each program; 3. the adequacy and clarity of the program structure and degree/licensing requirements; 4. the level at which technology is infused throughout each program; 5. the level of training, support, and engagement of the unit faculty as pertains to the

operational needs of each program; 6. the adequacy of unit programs to meet the needs of the academic community, the college,

and the society at large; 7. the adequacy of unit facilities to meet the needs of each program; 8. the adequacy of the unit budget to support the work essential for preparation of professional

educators in each program area; and 9. the adequacy of the assessment process to supply essential data regarding each program.

Unit Assessment The major purpose of unit assessment is to determine if the unit has the leadership, authority, budget, personnel, facilities, and resources to adequately prepare candidates to meet professional, state, and institutional standards. The unit engages in ongoing reviews of student competencies at transition stages, budget allocations, unit operational and decision-making processes, and facilities. Scheduled activities are undertaken to examine policies, procedures, and structures to ensure that the institutional, unit, and program missions are achieved. Specifically, unit effectiveness data are collected and analyzed to assess performance and adequacy in: student learning outcomes, at each transition stage, in general education, professional

education, and professional dispositional acquisition; the curriculum for each licensure area and program; candidate recruitment and retention; the professional development and scholarly activity of faculty and staff; the unit’s contribution to candidates’ learning and professional attitudinal development

and areas in which the unit can improve to facilitate candidates’ learning and growth; unit organization, operations, policies, and procedures (including budgetary allocations,

resources, facilities, and technology needs); and general assessment policies and procedures.

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Procedures to Ensure Fairness, Accuracy, Consistency,

and Freedom of Bias Fairness, accuracy, consistency, and freedom of bias are qualities that are considered when interpreting the worth of data collected through the assessment system. The unit philosophy is that the best way to validate the quality of the data being used to make judgments is to be as transparent as possible and share the data with appropriate stakeholders. In order to ensure that data from candidates, programs, and the unit are trustworthy, the following practices are used: Candidate Performance Expectations for candidate performance and rubrics/rating scales used to evaluate candidate performance are publicly available to candidates, faculty, and P-12 practitioners. Professional Development Plans required at Transition Stage One, Transition Stage Two, and Transition Stage Three are scored by teams of faculty and/or data from individual scoring are reviewed to inspect for inconsistencies and potential sources of bias. Faculty who teach sections of the same course regularly collaborate with each other to design course-based assessments and scoring practices. Course evaluations, administered every semester in every course, are scrutinized carefully for any indication of candidate concerns about fairness, accuracy, consistency, and bias. Candidates who have concerns about the evaluation of their own performance have the opportunity to register complaints through the unit and college-wide complaint policy. Program Effectiveness Candidate performance data, feedback from alumni, and feedback from employers are publicly shared with unit faculty and the Office of Academic Affairs to ensure that judgments about programs are reasonable and data-based. The P-12 community and candidates in the program also review the data on program effectiveness. Unit Operations Unit operations are reviewed both internally and externally. The Office of Academic Affairs mandates an external review of each School in the college on a scheduled cycle; the review of the School of Education is being completed in 2010-2011. The faculty of the unit have access to all data on candidate performance and program effectiveness, on which the evaluation of unit operations is largely based, and they are provided an opportunity at least on an annual basis to inspect the data for potential sources of bias and inaccuracies.

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Data Management Process

Data Management Coordination

The Data Management Coordinator is responsible for the overall collection and reporting of data used to determine unit effectiveness. The Data Management Coordinator compiles data from designated internal and external assessments and prepares summary reports which are used by the unit faculty and staff to determine adequacy of effort and/or resources, and to recommend unit improvement strategies. The Data Management Coordinator utilizes multiple technological tools to compile and summarize candidate and unit data to confirm the unit vision and mission as reflected in the conceptual framework. The Data Management Coordinator’s responsibilities include: In coordination with the Assessment Committee, developing standards and guidelines to

guide the use and acquisition of data; Interacting with computers and computer systems to set up database queries, enter data, and

process information (compiling, coding, categorizing, calculating, tabulating, auditing, and verifying information or data);

Creating new databases, testing databases, and scrutinizing data for errors; Developing, designing, and creating database queries, reports, and products; Developing the specifications for standard reports of the internal and external assessments (in

collaboration with the Assessment Committee); Planning, coordinating, and implementing safeguard measures to protect data from accidental

or unauthorized damage, modification, or disclosure; Communicating information to unit and/or college personnel by telephone, in written form,

e-mail, or in person; Documenting and recording information by entering, transcribing, recording, storing, or

maintaining data in written or digital form; Training users and answering questions on database collection and reporting processes; Providing unit personnel and decision makers with data summary reports needed to review

and modify unit processes and make unit effectiveness recommendations; Writing the data management system manual and making recommendations for database

design and assessment system modifications; Creating, tabulating, and correlating results of unit surveys; Selecting and entering codes and variables to expedite database performance and report

production; and Developing a workflow chart to ensure the timely collection and reporting of data.

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Data Collection

The data collection plan is designed to systematically capture information that will permit analyses in the four core areas of interest: (1) candidate characteristics, (2) unit characteristics and effectiveness, (3) unit improvement strategies, (4) and unit progress towards goals. The unit utilizes a technology based, integrated data management system to collect data and provide for systematic reporting. The system incorporates multiple forms of technology to ensure a comprehensive profile of relevant data. The Data Management Coordinator uses an institutionally developed Access database, Microsoft Excel, and the Datatel/Informer system to facilitate the collection, aggregation, and reporting functions. The collection of data is an ongoing process organized by the Data Management Coordinator. The features of the database are updated and revised on a continuous basis. Candidates are entered into the Access database if they have an education related academic program or have taken an education course which reports data. The development of comprehensive data management system allows the unit to collect data on the characteristics of program applicants, candidates and completers and unit activities, design and effectiveness. The system supports the unit’s effort to maintain data useful in assessing the unit’s goals, preparing departmental research and exploring the connection between unit operations and candidate preparedness. The system is maintained by the Data Management Coordinator.

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Program Review Report

Unit Profile Report

Candidate Profile Report

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Annual Assessment Reports

Unit Assessment Schedule

Each semester, unit faculty and staff will be provided with the prepared Profile Report of Candidates and Program Review Report in order to analyze and evaluate according to the unit’s and professional standards. No less than annually, the Profile Report of Candidates and Program Review Report will be presented to the Teacher Education Council, which includes local P-12 practitioners, for their review, analysis, and recommendations. The Unit Profile Report will be prepared at the end of each academic year for review by unit faculty and staff. Principal findings from the assessments, accompanied by interpretations of the findings on unit effectiveness, are used to guide operational modifications necessary for improved unit performance. According to the Unit Assessment Schedule, the Data Management Coordinator prepares the Profile Report of Candidates and Program Review Report for analysis and evaluation by the faculty and staff. The unit head, with assistance from the Data Management Coordinator, prepares the Unit Profile Report. These reports are available for review in print and electronically by department faculty and appropriate department committees. The Profile Report of Candidates details specific summary data related to candidate demographics and competencies. The Data Management Coordinator summarizes the data and prepares the appropriate reports which are submitted to the Assessment Committee, Department Chair, and Dean for review and distribution according to the Unit Assessment Schedule. Each semester, data reports are presented to unit faculty and staff for analysis, evaluation, and recommendations. Upon faculty review, the appropriate agreed upon recommendations for program improvements are implemented and monitored via the Program Review Report. The Profile Report of Candidates consists of data reports (aggregated and disaggregated by licensure area, transition stage, degree level, etc.) summarizing student outcomes, such as; Students seeking/receiving/denied admission to program, Students exiting program/college, Students passing/failing Praxis exams by test and category, Students passing/failing Student Teaching Placements by reason, Students passing/failing practicum experiences, and Students passing/failing Professional Development Plan.

The Program Review Report focuses on the unit’s examination of all programs, individually and collectively. Much of the data used for the report is acquired and reported in the Candidate and Unit Profile Reports. Extracting and compiling data at the program level provides a dedicated opportunity for the unit to focus on individual program effectiveness strategies. The unit’s effectiveness in preparing professionally competent candidates logically hinges on its ability to design program curricula that are in alignment with professional, state, and institutional standards, are in alignment with the department’s Conceptual Framework, include high quality courses, field experience opportunities, and overall program design, are effective in preparing candidates to pass licensing exams.

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In addition to the data obtained in the Candidate Profile and Unit Profile Reports, the Program Review compiles data on Faculty expertise and experience Field Placements (setting diversity, training of personnel, duration, ratings, etc.) Capacity (Admission/Retention/Exit/Completers) Assessments (internal and external) Individual Program Assessments (relationship to unit assessment) Licensure pass/fail rates Candidate satisfaction surveys Exit surveys

The Unit Profile Report summarizes select data on unit characteristics as related to effectiveness in preparing candidates who meet professional standards. The report is prepared by the unit head using data collected by the department chair, the Data Management Coordinator, and other college departments. Unit faculty and staff analyze, evaluate, and make program and operational recommendations necessary to realize the unit’s vision and mission to prepare candidates that possess the knowledge, skills, and dispositions to effectively teach to a diverse population. The Unit Profile Report consists of data reports summarizing the unit’s operations, organization, resources, etc. The reports examine data related to:

Faculty qualifications (curriculum vitae), Faculty work plans, Faculty evaluations, Faculty professional development, Community connections, Course evaluations, Facilities inventory and work orders, Budget allocations, Syllabi reviews, Collaborative agreements, Student teaching summative assessments, Cooperating teacher surveys, Academic advising evaluations, Curriculum offerings (by degree programs and degree level), Recruitment and retention statistics and strategies, Alumni and employer surveys, Curriculum and Computer lab usage and resources, and Technology resources and integration throughout programs.

The Assessment Committee Summary Report is completed each semester to summarize the assessment activities that have been undertaken and the results of implemented unit improvement strategies. The report is distributed to the unit faculty and staff for review and to determine if further action is required.

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The committee also engages in assessment design and refinement activities such as; identifying data needs (both present and future),sources of information needs from within

and outside the unit, identifying compilation and reporting strategies to ensure communal understanding of data

prior to analysis and evaluation, reviewing the effectiveness of the assessment plan and contributing to the continual

refinement of the plan, collaborating with the Data Management Coordinator and college personnel on maintenance

and development of the assessment databases.

Data Analysis and Evaluation The assessment process extends well beyond the data collection and summarizing tasks. Data is meaningful only when it is used to direct the decision making for and improvements to unit programs, operations, and policies. Data analysis is a collaborative process between faculty, staff, and other unit decision makers. As reflected in the Assessment System Design diagram (p. 5), the unit faculty and staff review the Candidate and Unit Profile Reports and the Program Review Report to determine unit effectiveness as evidenced by multiple internal and external assessments. The local P-12 community, represented by the Teacher Education Council, also provides reflection and feedback on the Candidate and Program Review Reports. The Data Management Coordinator provides the summary reports of candidate and program assessments while the unit assessment is compiled by the unit head. Just as the data collection process is an ongoing process, so is the analysis and evaluation of data. In order to be responsive to recognized candidate, program, or professional quality issues, data can be assessed and evaluated at times other than outlined in the assessment schedule. The role of the faculty and staff in analyzing data reports include: Identifying the significant findings of individual and collective data reports that relate to

candidate competence, program, and unit effectiveness Comparing the status, outcomes, and results of various data against professional standards to

support the achievement of unit goals Reviewing the data reports to make decisions, plans, and recommendations regarding present

or future quality issues, Translating or explaining what information means and how it can be used for unit

improvement Interpreting the meaning of information by categorizing, estimating, recognizing differences

or similarities, and detecting changes in statistics, circumstances, or events Reviewing the descriptive statistics to determine relevant patterns or trends

Use of Data for Program Improvement Decisions regarding areas for program modifications are based on the results from the evaluation process conducted by the unit faculty and staff. In depth discussions regarding the significance

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of data findings are encouraged during the review of data reports. Timing the implementation of the improvement proposal is based on each recommendation. Assuring that the program positively benefits from the recommendation requires that program or course changes be made in consideration of the impact it will have on the academic progress of candidates. The unit monitors the impact of program improvement efforts via the appropriate candidate or unit data report and the Assessment Committee Summary Report.

Summary This manual details the importance the unit places on the assessment process and its role in ensuring quality programming for the benefit of candidates, the unit and the professional community. The unit has designed and implemented a systematic plan to evaluate candidates’ professional, pedagogical, dispositional knowledge and skills and program and unit effectiveness in the process. The assessment plan, and all activities, are grounded in the philosophical principles outlined in the conceptual framework. The unit is dedicated to preparing candidates who are called, caring and professionally competent to teach the diverse learner population. The unit is committed to achieving this goal by engaging in comprehensive, multi-faceted, ongoing and cumulative assessment efforts to document the unit’s strengths and areas for improvement in preparing competent candidates. The assessment plan benefits from faculty and staff participation in system design, database design, data collection strategies, data analysis and evaluation, and improvement recommendations. The assessment system reflects not only an administrative perspective on the importance of ensuring that candidates are professionally competent but also the faculty and staff’s commitment to program/unit review to support the unit’s vision and mission.

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References Banta, T. W. & Associates. (2002). Building a scholarship of assessment. San Francisco, CA:

John Wiley and Sons, Inc. Carson-Newman College Education Unit Conceptual Framework. National Council for Accreditation of Teacher Education. (2008). Professional Standards for the

Accreditation of Teacher Preparation Institutions. Retrieved from http://www.ncate.org/Standards/NCATEUnitStandards/UnitStandardsinEffect2008/tabid/476/Default.aspx .

Walvoord, B. E., (2004). Assessment clear and simple. San Francisco, CA: John Wiley and Sons,

Inc. Whitley, M.A., Porter, J.D., & Fenske, R.H. (eds.). (1992). The primer for institutional research.

Tallahassee: Association for Institutional Research.

Teacher Education Department Assessment Manual · 2017-05-09 · in TESL GPA & Transcript Review...

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