Archived Assessment Report
| Program | Early Child Mult Educ Degr: Birth-3rd Teacher |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 3. Demonstrate culturally responsive practices in early childhood settings. | Goal: Students who integrate culturally responsive practices into early childhood settings will exhibit heightened cultural competence, empathy, and understanding, leading to enhanced relationships with diverse children, families, and communities, as well as improved educational outcomes for all involved. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 3. Demonstrate culturally responsive practices in early childhood settings. | Students will analyze case studies or children in their classrooms to demonstrate competency related to the course concepts. The Individual Support Plan must include a summary of global classroom strategies to be used in the early childhood classroom, a summary of the child’s strengths, hypothesis of why the challenging behavior is being used, individualized prevention strategies, and a plan for teaching new skills. Students will use a support planning chart template to complete their Plan. | ECED 1120 | 80% of students will pass |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|
| 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 |
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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.