Dr. Barbara Wright, ECSU’s Assessement Coordinator, presented talking points on the Eastern’s assessment to-do list, the assessment loop, …and described the definition of assessment we are using – ongoing process, not gate-keeping. Assessment is “a systematic process of setting goals or asking questions, gathering information, interpreting it, and using it to improve the effects of college on student learning and development.” The focus will be initially only undergraduate program assessment; the plan for assessment at ECSU, designed to make Eastern distinctive, may include graduate courses and programs. Topics discussed the importance of formation of assessment questions, the use of rubrics to gather information, the use of this information for teacher professional development and curriculum development and revision, and the connection between the NCATE and assessment process. Potential resources to enhance the assessment process should be available upon request through an initial discussion with Dr. Wright; the funding will probably not be in support of faculty assigned time, perhaps for student assistants.
Past surveys of our graduates were presented, available on the WWW –
an analysis of the survey of teacher education program graduates 1996-98 http://www.easternct.edu/depts/edu/assessment/survey9698.htm
results of the survey of teacher education program graduates – 1996-1998
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http://www.easternct.edu/depts/edu/assessment/surveyresults9698.htm,
and
results of the survey of teacher education program graduates – 1998-2000
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http://www.easternct.edu/depts/edu/assessment/gradsurvey2001.htm
survey of interests in graduate programs –1999, http://www.easternct.edu/depts/edu/assessment/gradinterestsurvey1999.htm
survey of interests in graduate programs – 2001
http://www.easternct.edu/depts/edu/assessment/gradinterestsurvey2001.htm
Mitch Sakofs introduced statistics on the responses of teacher candidates, cooperating teachers, and university coordinators within the student teacher assessment process were introduced by Mitch.
Potential connections of responding to the Eastern’s assessment to-do list within the state accreditation and NCATE process were discussed. Dr. Wright asked for a copy of the state self-study and a page or two on assessment of one of the Connecticut Common Core of Teaching learning outcomes and what we learned from the results – might affect curriculum, pedagogy, or nature of feedback, exposure to different kinds of experience. The Assessment Committee will be responsible for this response.
The Children’s Literature Festival – April 6, 2002. Also, on campus that day, Academic Computing Conference, Day of Women. At SCSU, CSU Research Conference.
Jeanelle Bland announced that she and Ken Dobush are working with Jaime Gomez, Communication Dept., to develop a seven-minute Teacher Education Unit video.
Meeting continued at 1:40 with Dr. Deena Sue Fuller, NCATE Consultant, providing an opportunity for general questions on the process. Discussion points included the portfolio review process and schedule, ongoing program assessment in process, mentioning programs which have yet to be approved, collections of candidates’ work and student work in field – evidence of student achievement within learning cycle, and need for student consent for work samples. Dr. Fuller asked if there were any questions on documenting assessment for the individual standards. She would like to review the conceptual framework and the assessment plan. Attention should be paid in addressing diversity issues, integrating educational technology; assessing knowledge, skills, and dispositions of candidates at three points – 1) at admission, 2) student teaching, and 3) completing the program. Assessment should be aligned with state guidelines and other national and NCATE standards. Mitch Sakofs mentioned that he heard at a NCATE training session in Hartford last week that a transition plan needs to be in place by the time of the visit; there was a question on how many years of data would be required.
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Assessment Committee Meeting Notes
February 7, 2002
Present:Mitch Sakofs, Committee Chair; Jeanelle Bland, David Stoloff.
Discussion of analyses of Student Teacher Growth Record.
Recommendations that
1)The Office of Director of Educational Experience will provide the Education Department faculty by the time of the third faculty meeting analyses of the last class of teacher candidates’ Student Teacher Growth Record.
2)The Education Department will post interesting research findings from this and other assessments and other research activities in the department on a regular basis, such as –
a)On average, there is statistically significant growth recorded by the teacher candidate, cooperating teacher, and university coordinator from midterm to completion of student teaching on all measures of the Connecticut Common Core of Teaching.
b)Little or no growth was recorded on these measures and scores were significantly lower for the three students who did not successfully complete student teaching within the semester experience.
c)Arithematically, cooperative teachers rates the students’ experiences higher than the rating by the students and their university supervisors.These ratings were not significantly different.
d)The measure that received the highest rating was that our candidates demonstrate a commitment to students and a passion for improving the profession.
e)Although the program admission to teacher education programs require a candidate having at least a 2.70 GPA, the average GPA of our program completers is 3.3.
Meeting adjourned with a plan to meet regularly to continue exploring the feedback loop of research findings to enhance curriculum and teaching practices.