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This session provides an overview of the Unit Assessment System, including its implementation process, the importance of data analysis, and the annual program-level reports. Attendees will gain an understanding of the system's impact on decision-making and the College's expectations.
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College of Education & Human Developmentunit assessment system Step 1: Program-level
Welcome • The Unit Assessment System as a decision-making framework • The import of the changes we are implementing • Your leadership role • The College’s expectations
Objectives • To provide an review of the Unit Assessment System • To review the “big picture” – how and why we are implementing the Unit Assessment System • To describe the annual time line for implementation of the system • To distribute and describe the Program Data Yearbooks • To describe the format and content of the annual program-level reports
The Big Picture • A little history: NCATE 2003 2013 • Program-level experiences with SPAs and GMU’s APR • NCATE Unit Standard 2 • What a focused visit means, and why we are having one • Since 2011 • CEHD Reorganization • Divisions • API • Continuous improvement & core values • Unit Assessment System & strategic decision making for CI
What is the Unit Assessment System? • An integrated decision-making framework that involves multiple levels of decision making
What is the Unit Assessment System? • At the program level, APCs and program faculty review evidence in Data Yearbook to inform decisions related to improving candidate performance on standards • Program decisions and strategic goals inform Division Directors’ decisions related strategic goals, resources, staffing • The above informs the Executive Team and the Dean on decisions related to resource allocation, organizational structures and processes, and strategic goals and objectives adopted for the unit.
Activity: Using the Data Yearbook • What questions would you like to answer about your programs, based on a review of the following types of data?
Program review process • How well are candidates performing on each of your key assessments, across the calendar year? • How well are candidates performing on standards, across the calendar year? • What opportunities exist for continuous improvement of your program? • What objectives for improvement will you commit to as a program?
Components of the data yearbook • For each category of evidence: • What is this evidence? • Where did it come from? • Suggested ways of using it • What might this evidence imply? • What other evidence might you use to triangulate?
Candidate information • Admissions data: # of applicants, # accepted or denied admission, etc. • Admissions is the “gateway” into your program • What do trends suggest? • Are you satisfied that your process yields desired outcomes? • Candidate demographics • Snapshot of diversity represented among candidates in your program
Assessment of candidate performance • Candidate performance on key assessments (by assessment “bin”) • Are candidates in our program demonstrating what they know and are able to do with consistency? • Are there specific standard elements on which candidates seem to excel, or to have difficulties? • What does data suggest about assessment processes? • Candidate performance disaggregated • Data will be distributed in February • Candidate assessment of dispositions (2013)
Graduate and employer surveys • Mason graduate exit survey (May 2012 grads) • CEHD graduate exit survey • Satisfaction with various aspects of candidate experience at GMU and in your program • May help answer “why” questions • CEHD graduate follow-up survey (2013) • CEHD employer follow-up survey (2013)
Internship, field experiences • Internship/supervisor qualifications • Internship/supervisor demographics • What are the characteristics of field supervisors? • How does this relate to the quality and diversity of field experiences? • Internship/field placement supervisor evaluations • What do candidates say about supervision? • Internship/field placement site characteristics • How diverse are placement sites?
Faculty information • Faculty qualifications (by f/t, p/t, adjunct) • Does your program have a sufficient cadre of highly qualified instructors? • Faculty demographic characteristics • Are candidates taught by a diverse group of instructors? • Course evaluations (by on/off campus; f/t, p/t, adjunct) • Do candidates perceive teaching to be high quality? • Course syllabus review
Program accreditation • State accreditation matrix • Standards alignment crosswalk
Report template • Part 1: Program goals • What, if any, goals and objectives did your program pursue during 2012? • Part 2: Candidate performance • How well are candidates performing on each key assessment, across the calendar year? • How well are candidates performing on standards, across the calendar year? • What evidence did you consult to support your conclusions?
Report template • Part 3: Examination of program data • What does candidate admissions and demographic data tell you about the quality, quantity, and diversity of candidates? • What do candidate and employer surveys suggest about program efficacy? What, if any, areas represent a concern? • What does evidence related to internship and field experiences (if applicable) suggest about the quality, quantity, and diversity of placements? • What does evidence suggest about the quality, quantity, and diversity of faculty, including candidate evaluation of faculty teaching?
Report template • Part 4: Program improvement objectives • What opportunities exist for improvement? • What are your program’s long term (3-5 years) and/or short term (1 year) goals and objectives? • What resources do you need to accomplish these? • Part 5: CI: Program assessments • What have you done to study assessment consistency? • What have you found as a result? • What changes have you made?
What the program report is…& is not • The program report is… • Evidence of your program faculty’s examination of data related to continuous improvement; • A conduit for your program to communicate its accomplishments, goals and resource needs • A means for division directors & deans to learn from you about your program • The program report is not… • A repetition of the data presented in the yearbook
Activity: What to do now? • How will you take this information back to program faculty? • What is your action plan? • How will evidence in the Data Yearbook help you answer the questions you posed earlier?
Dates & times for support • Tuesday, February 26th, 1-2 pm • PhD, PE, Ed Psych, IOT, LT • Tuesday, February 26th, 2-3 pm • ELMS • Tuesday, March 5th, 11am-Noon • SPED • Tuesday, March 5th, Noon-1pm • APTDIE • PLUS – BY APPOINTMENT, IF NEEDED
Questions The complaint department is currently closed. However, if you have questions…(Libby will be happy to answer them)