What are the major components of our unit assessment system?

1. What are the major components of our unit assessment system?

2. Core values • Mission & Vision • Knowledge base • and • Professional Program Standards (e.g. NBPST, CEC, IRA) Conceptual Framework & Standards 1. Knowledgeable & Competent Specialists drive 2. Reflective & Responsive Practitioners • Derived directly from our mission statement 3. Committed & Caring Professionals Program outcomes guide guide Initial Programs EDEL EDSC SPED Advanced Programs EDD HCOM SCED-T EDAD READ SPED-T EDEL-T EDSC-T TESL • unit

4. The conceptual framework and professional standards aligned with course objectives now appear on all course syllabi for each program in the unit, both initial and advanced • Course Objectives: (EDEL 433) • Demonstrate an understanding of the reading process (TPE 1A, 6, 11) • Demonstrate familiarity with the a-n elements and the California Reading/Language Arts Framework and English-Language Arts Content Standards (TPE 1A, 2, 3, 7, 9) • Demonstrate an understanding of materials, methods and strategies for English language development (TPE 7) • Demonstrate familiarity with selected works of literature and evaluate literature in terms of its representation of multiple populations (TPE 1A) • Diagnose the reading strengths and weaknesses of a student with reading difficulties and prescribe appropriate instruction (TPE 4, 5, 6, 8, 9) • Demonstrate a basic understanding of phonetic and structural analysis by scoring 80% or better on a written exam (TPE 1A) • Make progress toward developing the knowledge, skills and abilities that are the components of a balanced, comprehensive reading program for all students including those with special needs. (TPE 1A, 5,7) • These goals will be met through a variety of activities, including individual and group work, written and oral presentations, and university and field-based experiences.

5. Initial Programs EDEL EDSC SPED Advanced Programs EDD HCOM SCED-T EDAD READ SPED-T EDEL-T EDSC-T TESL assessed by Data Sources (Internal & External) Qualitative Transition Points collected at Quantitative • Points at which assessments are used to determine candidate progress as they move through our programs • NCATE requires data be collected at these transition points that specifically assess candidate proficiency in meeting our three Program Outcomes and Professional Standards in 5 different categories: • Transition points differ for initial and advanced programs

6. Four Key Transition Points Initial Programs Additional data are collected “Post program” (CSU 1 year follow-up survey) Advanced Programs Additional data are collected “Post program” in some advanced programs (Graduate follow-up surveys)

7. Content Knowledge • Demonstrate knowledge of subject matter or field of study • Pedagogical Content Knowledge & Skills • Demonstrateunderstanding and implementation of skills (knowing the content well enough to teach it) • Professional & Pedagogical Content Knowledge • Demonstrate understanding and implementation of professional standards • Dispositions • Demonstrate understanding of the values, commitments and professional ethics expected of the profession • Student Learning • Demonstrate ability to develop meaningful learning experiences based on student/family/community diversity

8. Initial Programs Key Transition Points and Performance Measures

9. TPA Scores (Initial-Cred.) • Literature Review Scores (Adv-Masters) • Program Evaluations (All) Data Sources (Internal & External) • CSU Exit and 1-year out survey (Initial-Cred.) • Masters Mid/Exit Survey (Adv-Masters) collected and analyzed at Program Level Unit Level results shared between • Disaggregated by program • Aggregated or summarized at unit level analyzed by analyzed and used for Chairs, Faculty and Advisory Boards Unit Review and Improvement used for Program Review and Improvement • Closing the “Loop” • Making data-informed decisions analyzed and used for

10. Closing the Loop: Example from EDSC

11. Data results prompted addressing improvements needed in the following areas: • Low satisfaction for Convenience of Scheduling (MSE Exit Survey) prompted the development of an online hybrid model (began Fall 06) • Reduced satisfaction with Enhancement of Career and Enthusiasm for Field (MSE Exit Survey) prompted the redesign of Comprehensive Exam Questions to align with real-world issues and concerns (Spring 06) • 05-06: Reduced satisfaction with Quality of Online Learning (MSE Exit Survey) prompted the improvement of faculty skills in online course delivery (Fall 05 – Spring 06) through • Attendance at trainings in Producer • Sharing what works • Use of Intel Online Interactive Tools • Review of literature on successful online practices

12. Where we are now-- • Established a unit wide assessment committee to assist in: • Immediate tasks: • Concluding the identification of key assessments specific to individual programs • Establishing a timeline and reporting forms for key assessments from program to unit • Ongoing tasks: • Providing consistent communication between unit, program faculty, and chairs on assessment needs and procedures • Assisting in analyzing data results, sharing results with programs, reporting program changes based and results

13. Enhancing our technological resources to better support our assessment system. • Currently have a master data base system capable of storing, aggregating, and reporting data results. Identifying other IT resources to enhance the process. • Securing personnel that will serve as ongoing Assessment Director for the unit. • This person will work closely with the data analyst (Doug) to ensure sure the assessment system is implemented systematically and runs smoothly. This person will also serve on the assessment committee.