2009-10 Education Assessment Plan

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
Course Level Assessment # 1 Students will complete a mid-term examination in various education courses 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 schools of philosophy.	At least 70 percent of students will answer each embedded question correctly.	FED 201 – Fall 2009 9 students answered 12 questions about educational theories on initial exam: 49.1% correct. 8 students answered 12 questions about educational theories on follow-up: 58.3% correct. 9 students answered 11 questions about schools of philosophy on initial exam: 50.5% correct. 8 students answered 11 questions about schools of philosophy on follow-up: 80.7% correct. Spring 2010: SPE 209, FED 241 and FED 342	The instructor reviewed initial exams and the correct answers with FED 201 students and then tested them again during the next class period, using a slightly revised test (basically the same questions). Students also received a list of key terms with definitions that were related to the theories and philosophies covered on the test. Students performed significantly better on the philosophies portion of the test and somewhat better on the theories portion, although still well below the expected result. During the rest of the semester, the instructor placed greater emphasis on each student’s development of a personal educational philosophy, the identification of one or more educational theories that fit his or her preferred teaching style, and the use of the same in real life situations. For the final exam, students completed a project in which they had to explain how they would use their personal educational philosophy to deliver a lesson to students of one or more ability levels.
Course Level Assessment # 2 Students will complete a final project in various education courses 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 percent of students will achieve an overall score of 70 or higher on the project. Further, at least 70 percent will achieve a score of 14 or higher in each instructional skills and knowledge area and 7 or higher in each communication skills area.	FED 201 – Fall 2009 (6 students) 4 students achieved an overall score of 70 or higher on the final project: 66.7%. Further, 6 students achieved a score of 14 or higher on Knowledge of Differentiated Instruction and Selection of the Appropriate Teaching Approach: 100%. 4 students achieved a score of 14 or higher on Utilization of Personal Educational Philosophy: 66.7%. 3 students achieved a score of 14 or higher on Identification of Related Educational Theories: 50%. 5 students achieved a score of 7 or higher on Writing Skills and Oral Communication Skills: 83.3%. Spring 2010: SPE 209, FED 241 and FED 342	Project results for FED 201 students revealed that educational theories and philosophies continued to be problem areas. These are areas that are critical to students’ success on the PRAXIS II exam and thus, certification in secondary education. Faculty will continue to emphasize these areas in future courses. Although most students met the minimum criteria for writing skills on this project, some still struggled with spelling, punctuation, etc. Faculty will assign additional writing exercises in future courses and will provide tutorial assistance as needed.
Course Level Assessment # 3 Students will complete a clinical experience in several education courses in which they will observe one or more classroom teachers in action and identify theories, practices, strategies, etc., covered in their coursework. Students 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 reports.	FED 201 – Fall 2009 (6 students) Organization: 3.33 Content: 3.00 Writing Skills: 2.50 Spring 2010: SPE 209 and FED 241	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.
Course Level Assessment # 4 Program Level Assessment # 1 Student work samples from various education courses will be included in each student’s educational portfolio, which will be evaluated using an instrument developed by department faculty.	Portfolio evaluations will reveal marked improvement in materials submitted from sophomore to senior year.	FED 201 – Fall 2009 (6 students) Format: 2.83 Content: 2.67 Ease of Use: 2.83 Ease of Expansion: 3.33 Spring 2010: SPE 209, FED 241 and FED 342	FED 201 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 in-depth coverage of all sections of the portfolio in future courses.

NOTE: other program level assessment measures for this outcome include the PRAXIS II exam, the state teacher certification test, and the field intern

experience (student teaching).