Archived Assessment Report
| Program | ATL/Early Child Multi Ed Cert |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 2. Students will be proficient in creating an environment for learning | What percentage of students demonstrate beginning level teaching competencies based on the SFE Teaching Observation Rubric? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 2. Students will be proficient in creating an environment for learning | SFE Teaching Observation Rubric: 4 points total, 4 Domains averaged to equate to one overall passing score. Passing score is 2 out 4 which is equivalent to a B. | EDUC 2190 | Based on overall SFE Observation Rubric Score, comparing how many students are falling in each of the proficiency ranges (2 through 4) and in comparison to other SFE course sections. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 2. Students will be proficient in creating an environment for learning | Out of 4 students: 4 students (100%) demonstrated proficiency (scoring 2.0 or higher) 0 students (0.0%) fell in the beginning-level range (below 2.0). | The hypothesis was aimed for a majority to demonstrate proficiency which the results support this, as a significant majority (100%) achieved proficiency. | The data shows that all students (100%) are proficient in creating an environment for learning meeting the course standard. |
| 2. Students will be proficient in creating an environment for learning | |
|---|---|
| Describe the change that was implemented. | Based on faculty feedback, further analysis of Domain 1 rubric scores will need to be completed in order to incorporate additional content learning opportunities and scaffolded assignments to help students demonstrate competency in criteria. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | No major changes are needed to the SFE Teaching Observation Rubric. However, refinements may include a domain-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 100% of students demonstrated proficiency (scoring 2.0 or higher), further analysis may reveal areas within the rubric where performance could be elevated (e.g., achieving higher proficiency scores closer to 4.0) or other SFE 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? | Planned changes will provide students with targeted support and enhanced learning opportunities, which will help them deepen their competencies. 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 100% 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 |
|---|---|---|
| 2. Students will be proficient in creating an environment for learning | The SFE Teaching Observation Rubric evaluates teaching competencies across four domains, 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 and Proficient: 2.0 and above. | EDUC 2190 |
| 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.