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STANDARD 1
>
ELEMENT 1
>
SPA REPORTS &
REJOINERS >
AECT/ECIT PROGRAM REVIEW
9. Performance Assessment Plan
Unit-Wide
Assessment
The
College of Education and Human Services did not have a unit-wide
assessment system prior to its decision to seek NCATE. Several forms
of assessment were in place, such as the employer and alumni survey,
but there was no system for using the data in a comprehensive,
focused manner. Over the past year (2002), through faculty and
committee meetings, gatherings with our PDS partner and our NCATE
community board, the college has developed a system of assessment
designed to evaluate the performance of candidates and the unit.
The size and depth of the
data gathered will be enormous. In order to effectively and efficiently use
the data, an office of assessment will be created to oversee the collection,
analysis, and interpretive use of the gathered information. The office will
be part of the administrative tier of the College of Education and Human
services. Although reporting directly to the Dean, this office and its
members will work directly with the faculty in all three departments in the
college. Specifically, the assessment office and faculty will collaborate on
the interpretive meaning of the data and its use for continual growth and
development of the programs and unit. (Estimated opening date of the
assessment office: July 1, 2002).
The college assessment and
evaluation model consists on two levels: (i) internal and external data on
candidate performance, and (ii) internal and external data on the unit’s
performance. Collection of data, based on this new model of assessment will
begin January, 2003. Department chairpersons, in conjunction with the office
of assessment, will provide ‘State of the Department’ reports once a year,
which will summarize the collection, analysis, and interpretation of the
data (Due: August 31st).
Program Assessment
The program
has constructed a new program assessment plan aligned with its mission,
state certification standards and AECT/ECIT standards. Approximately 75% of
the assessments have been in place for several years. The program will begin
in the spring, 2003 semester to collect and analyze the new data.
The table below depicts the
proposed assessment plan for the IDT and EMS programs. Assessment tasks
added based on the program review process are shaded.
Table 6
Performance
Assessment Plan
Program Review Outcomes
|
Goal |
Performance Data |
How
Collected |
How
Analyzed |
How
Interpreted |
Timeline |
|
1) Admission to Program – Initial assessment to identify candidates
with potential to successfully complete the program and assume school
personnel roles |
1) Undergraduate & graduate transcripts
2) MAT Scores
3) 3 Letters of Reference
4) Written Statement of Goals
5) Structured Interview
EMS students
add: 6)
Standard NJ teaching license & one year’s teaching experience. |
1-4 & 6) Graduate Admissions Office collects all required text data.
5) Interview and feedback from program faculty |
1-6) Reviewed by program faculty
Reviewed by associate dean
|
1) Min. GPA—2.5
2) Min. MAT score—40. Conditional accept with MAT of 36. Below MAT of
36— test must be retaken
3) 2 positive references required.
4) Rubric for Goals
5) Rubric for interview
6) Document review |
1-6) Admission to graduate program |
|
2) Students meet professional, state & institutional standards
|
1) Coursework
2) Projects/
Presentations
3) Practica
|
1) Program faculty assign tasks & collect data
2 & 3) Program faculty assign tasks, collect data & review artifacts
for portfolio
3) College supervisor collects data |
1) Faculty use multiple assessments and assign grade
2) Faculty use multiple assessments and assign grade
3) Field supervisor report, college supervisor report ,
practicum-related projects |
1-3) Min. GPA— 3.0
Completed project in candidate’s discipline
IDT (EDST6347)
EMS (EDST6310)
Approved by State of
NJ for endorsement
Monitor change in AECT/ECIT Standards |
1-2) Data collected on an ongoing basis
3) Data collected at end of practicum placement |
|
3) Students who complete state certification programs receive
endorsements from State of NJ |
1) M.A. in appropriate discipline
2) Practicum completed in a K-12 public school
3) Standard NJ teaching license in any K-12 field and one year’s
teaching experience. |
1-3) Student submits documentation to Associate Dean, Certification
Office |
1-3) Associate Dean, Certification Office reviews documentation
|
1-3) If documentation complete, Associate Dean, certification Office
makes recommendation to state certification office |
1-3) Documentation submitted when student is approved for degree |
|
4) Performance Assessment |
1) Program data
2) Student performance data
3) Culminating Course Project
4)
Student Exit Survey
5)
Follow-up Surveys -
Alumni and Employer |
1) Program director gathers demographic and certification data
2-3) Program faculty assign tasks & collect student performance data
4)
Administered on-line or in-person
5)
Data from Office of Assessment
|
1-5) Data aggregated and analyzed by program faculty
3) Completed project in candidate's program
IDT(EDST6347)
EMS(EDST6310) |
1-5) Program faculty make recommendations and revisions based on data. |
1) Annually
2) Every semester
3) End of candidate's program
4) Completion of candidate's program
5) Annually |
|
5) Institutional Program Review (5-7 year cycle) |
1) Institutional Plan
|
1) Program faculty complete Institutional Program Review |
1) Reviewed by external reviewer
Reviewed by internal committee |
1) Alignment with university mission, objectives, viability, cost
effectiveness, strengths and weaknesses. Recommendations made and
revisions expected. |
1) Usually every 5-7 years |
Table 7
Performance Assessment Plan Compatibility with ECIT Assessment Principles
|
Goals |
Compatible |
Somewhat
Compatible |
Not
Compatible |
|
Performance Principle A:
Address
the knowledge, skills, and dispositions to be acquired by professional
educator candidates as set forth in program goals. |
|
1) Admission to Program – Initial assessment to identify candidates
with potential to successfully complete the program and assume school
personnel roles |
X |
|
|
|
2) Students meet professional, state & institutional standards |
X |
|
|
|
3) Students who complete state certification programs receive
endorsements from State of NJ |
X |
|
|
|
4) Performance Assessment |
X |
|
|
|
5) Institutional Program Review (5-7 year cycle) |
X |
|
|
|
Goals |
Compatible |
Somewhat
Compatible |
Not
Compatible |
|
Performance Principle B:
Be
consistent with the standards of relevant national and state
accrediting approval bodies. |
|
1) Admission to Program – Initial assessment to identify candidates
with potential to successfully complete the program and assume school
personnel roles |
X |
|
|
|
2) Students meet professional, state & institutional standards |
X |
|
|
|
3) Students who complete state certification programs receive
endorsements from State of NJ |
X |
|
|
|
4) Performance Assessment |
X |
|
|
|
5) Institutional Program Review (5-7 year cycle) |
X |
|
|
|
Goals |
Compatible |
Somewhat
Compatible |
Not
Compatible |
|
Performance Principle C:
Multiple
means for measuring candidate performance and impact. |
|
1) Admission to Program – Initial assessment to identify candidates
with potential to successfully complete the program and assume school
personnel roles |
X |
|
|
|
2) Students meet professional, state & institutional standards |
X |
|
|
|
3) Students who complete state certification programs receive
endorsements from State of NJ |
X |
|
|
|
4) Performance Assessment |
X |
|
|
|
5) Institutional Program Review (5-7 year cycle) |
X |
|
|
|
Goals |
Compatible |
Somewhat
Compatible |
Not
Compatible |
|
Performance Principle D:
Provide ongoing, systematic, information for
decision-making. |
|
1) Admission to Program – Initial assessment to identify candidates
with potential to successfully complete the program and assume school
personnel roles |
X |
|
|
|
2) Students meet professional, state & institutional standards |
X |
|
|
|
3) Students who complete state certification programs receive
endorsements from State of NJ |
X |
|
|
|
4) Performance Assessment |
X |
|
|
|
5) Institutional Program Review (5-7 year cycle) |
X |
|
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