Archived Assessment Report
| Program | Teacher Education AA Degree: Elementary/Special Education |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 3. Apply knowledge of working with diverse populations to their professional practice. | What percentage of students are demonstrating effective lesson planning skills at the beginning steps, nearing proficient, proficient and advanced levels? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3. Apply knowledge of working with diverse populations to their professional practice. | 4 point rubric score based on Backwards Design Lesson Plan Template with Stages 1, 2 and 3 components. | EDUC 1120 | 80% or more of students should be demonstrating proficiency in each of the Stages of the Final Lesson Plan assignment. Across all course sections there should be alignment between criteria and proficiency ratings. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 3. Apply knowledge of working with diverse populations to their professional practice. | Out of 18 students: 16 students (88.9%) demonstrated proficiency (scoring 2.0 or higher). 2 students (11.1%) fell in the beginning-level range (below 2.0). | The results relate directly to the focus area by identifying the percentage of students demonstrating overall proficiency. | The data shows that most students (88.9%) are proficient in applying knowledge of working with diverse populations meeting the course standard. However, 11.1% of students require additional support to develop essential teaching competencies. These findings may reflect individual differences in student preparation or engagement due to asynchronous instruction or possible instructional gaps or challenges in the specific lesson plan template stages. |
| 3. Apply knowledge of working with diverse populations to their professional practice. | |
|---|---|
| Describe the change that was implemented. | Based on faculty feedback, further analysis of rubric scores will need to be completed in order to incorporate additional content learning opportunities and scaffolded assignments to help students demonstrate competency in each of the lesson plan template stages. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No major changes are needed to the Final Lesson Plan Rubric. However, refinements may include a criteria specific analysis to provide more granular feedback on areas needing improvement. Also, incorporating a self-assessment or peer review component to enhance student reflection and accountability. |
| What data motivated the change? | The results show that while 88.9% of students demonstrated proficiency (scoring 2.0 or higher), further analysis may reveal areas within the lesson plan template stages where performance could be elevated (e.g., achieving higher proficiency scores closer to 3.0) or other course assignments aligned to learning outcomes may need to be analyzed. Additionally, achieving consistent outcomes across course sections and identifying strategies for continuous improvement are motivating factors. |
| Hypothesis about the effect the change will have? | The planned changes could help to improve outcomes in the following ways: -Provide students with targeted support and enhanced learning opportunities, which will help them deepen their competencies within each lesson plan template stage. -These efforts are expected to improve students' ability to achieve higher-level scores on the rubric (e.g., 2.5 or above). -Focus on maintaining 80% or higher proficiency while pushing for excellence. -Continue to ensure consistency in outcomes across faculty and sections of the course. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 3. Apply knowledge of working with diverse populations to their professional practice. | The Lesson Plan Rubric evaluates each stage (1, 2, 3) of the lesson plan template, averaging to provide one overall score out of 4. A passing score is 2 out of 4, which is equivalent to a "B." Scores are categorized into ranges: Beginning level: Below 2.0 or Proficient: 2.0 and above. | EDUC 1120 |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.