Sample Assessment Plan for an Education Course

Program Learning Outcome: students will exhibit continuous growth in instructional skills and knowledge throughout their educational program.

Assessment Methods	Expected Results	Actual Results	Use of Results
Students will complete a mid-term examination in which questions related to instructional skills and knowledge have been embedded. Faculty will evaluate students’ answers to embedded questions. This assessment focuses on educational theories and related branches/schools of philosophy.	Students will give at least 70% correct answers to questions about educational theories and branches/schools of philosophy.	Embedded Questions Results Students gave 58.3% correct answers to 12 questions about educational theories. Students gave 80.7% correct answers to 11 questions about branches/schools of philosophy.	Test results revealed that students had substantial difficulty with educational theories. This is an area that is critical to students’ success on the PRAXIS II exam and thus, certification in secondary education. During the rest of the semester, the instructor placed greater emphasis on the impact of educational theories on teaching and learning styles.
Students will complete a final project in which they will write a paper and deliver an oral presentation on how they would deliver a lesson to students with various abilities, learning styles, etc., using a specified instructional method*. Faculty will use a scoring/assessment rubric to evaluate students’ instructional skills and knowledge and writing and oral communication skills as displayed in the papers and presentations. *The instructional method for this project is differentiated instruction.	At least 70% of students will achieve an overall score of 70 or higher on the project. Further, at least 70% will achieve a score of 14 or higher in each instructional skills and knowledge area and 7 or higher in each communication skills area.	Rubric Results Overall Criteria: 66.7% § Knowledge of Differentiated Instruction: 100% § Utilization of Personal Educational Philosophy: 66.7% § Selection of Appropriate Teaching Approach: 100% § Identification of Related Educational Theories: 50% § Writing Skills: 83.3% § Oral Communication Skills: 83.3%	Project results revealed that students continued to have difficulty with educational theories. Faculty will continue to emphasize theories in future courses. Although most students met the minimum criteria for writing skills on this project, some struggled with spelling, punctuation, etc. Faculty will assign additional writing exercises in future courses and will provide tutorial assistance as needed.
Students will complete a clinical experience in which they will observe one or more classroom teachers in action and identify theories, practices, strategies, etc., covered in their coursework. They will complete observation forms after each session, and will use them to write formal observation summaries. Faculty will use a rubric selected by the department to evaluate summaries.	Students will achieve an average rating of 3 or higher on a scale of 1-4 in each performance category for classroom observation summaries.	Rubric Results Organization: 3.33 Content: 3.00 Writing Skills: 2.50	Findings revealed that students’ formal observation summaries were well organized and informative. However, as was the case with other assignments, some students still experienced difficulties with writing skills. Faculty will assign additional writing exercises in future courses and will provide tutorial assistance as needed.
Observation summaries and other student work samples and pertinent information will be included in each student’s educational portfolio, which will be evaluated using an instrument developed by department faculty.	Students will achieve an average rating of 2.5 or higher on a scale of 1-4 in each performance category for educational portfolios.	Rubric Results Format: 2.83 Content: 2.67 Ease of Use: 2.83 Ease of Expansion: 3.33	Students submitted fairly basic portfolios, which for the most part were well organized and user-friendly. In some cases, the portfolios did not provide sufficient coverage of all sections. Faculty will encourage students to provide comprehensive information in future courses.