Archived Assessment Report
| Program | Child Development Cert |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 5. Demonstrate collaboration skills needed to engage in effective and authentic collaborative relationships with colleagues, children, families, and communities. | Goal: Students who actively engage in collaborative activities with colleagues, children, families, and communities will demonstrate higher levels of empathy, communication, and problem-solving skills, leading to the creation of more inclusive and supportive learning environments in early childhood programs. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 5. Demonstrate collaboration skills needed to engage in effective and authentic collaborative relationships with colleagues, children, families, and communities. | This project is designed to introduce you to the appropriate processes of observation and evaluation of young children from birth to nine years of age and integrate course content with hands-on experience to deepen your understanding of child development theory and the multiple influences on a child's development. | ECED 1125 | 80% of students will pass. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 5. Demonstrate collaboration skills needed to engage in effective and authentic collaborative relationships with colleagues, children, families, and communities. | 100% of students who submitted the assignment passed. However, only 77.42% in the sections analyzed submitted the assignment, leaving 22.58% of the data unaccounted for. | The results seem to support the original focus area but there was no rubric attached to the assignment, and the reasons for missing data are unclear/inconsistent with fail/withdraw rates for the semester. | 100% of the students who submitted the associated assessment met the identified goal, however data were missing from 22.58% of students, which is inconsistent with fail/withdraw rates for the semester. Lacking a rubric, the scoring system may not provide the most accurate data. |
| 5. Demonstrate collaboration skills needed to engage in effective and authentic collaborative relationships with colleagues, children, families, and communities. | |
|---|---|
| Describe the change that was implemented. | Based on the data analysis, the department decided to change the assessment tool to a different student task to produce more accurate data. Moving forward, we will assess data from ECED 1125, Key Assessment Task 6: Building Assessment Partnerships. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | Yes. The assessment data will come from a different task within the same course, with more accurate data measures. |
| What data motivated the change? | As 100% of the students who submitted the pertinent assignment for the previous data collection and analysis scored 100%, there isn’t necessarily a need to improve outcomes, but a large amount of student data was absent, and the tool for grading didn’t measure the degree to which students demonstrated their proficiency. |
| Hypothesis about the effect the change will have? | The planned changes will help improve outcomes by more accurately measuring student proficiency with the associated program outcome. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 5. Demonstrate collaboration skills needed to engage in effective and authentic collaborative relationships with colleagues, children, families, and communities. | A brief report including a reflection on selected assessment and instructional strategies to share with families based on feedback from a professional colleague, a description of a local FIT agency and its services, and the steps for referring a child to the agency for a potential Individualized Family Service Plan (IFSP). | ECED 1125 |
| 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.