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 |
|---|---|---|---|
| 3. Demonstrate culturally responsive practices in early childhood settings. | 100% of students who submitted the assignment passed. However, only 78.04% in the sections analyzed submitted the assignment, leaving 21.95% 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 21.95% 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. |
| 3. Demonstrate culturally responsive practices in early childhood settings. | |
|---|---|
| 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. |
| 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 |
|---|---|---|
| 3. Demonstrate culturally responsive practices in early childhood settings. | Each candidate will find three support resources appropriate for families related to the issue in their scenario. When choosing support resources, the candidate should consider the ways that various socioeconomic conditions, family structures, cultures and relationships, family strengths, needs and stressors, and home languages and cultural values are impacted by the issue described in Task 1. The goal is to find resources that work to counter such adversities. | ECED 2110 |
| 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.