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Assessment

Department of Education

On-going program assessment is essential to deliver high quality teacher education programs.  Each of our programs have identified key assessment measures and student learning outcomes that align with the on-going program assessment required by the Professional Educator Licensing and Standards Board (PELSB) and the Higher Learning Commission (HLC).

The UMD Department of Education uses TK20 to facilitate data collection to discuss and analyze data on a regular basis through the lens of program effectiveness and program improvement.  The UMD Department of Education has a unit level assessment plan to ensure our program data is reviewed on a regular cycle and discussed on a regular basis with the program faculty, the Community Advisory Council on Teacher Education (CACTE), and the Administrative Council.  Additionally, programs continually review their data during program meetings and discuss there MN PELSB PERCA Goals in relations to their on-going data analysis.

Assessment Plan

Assessment alignment to PELSB Unit Level Standards

Program/Major level data analysis can be viewed by using the left navigation tool bar (restricted to faculty aligned with each licensure area)

  • IESE Assessment:  Integrated Elementary & Special Education Major & Special Education:  Academic Behavioral Strategist Post Bac
  • STEP Assessment: Art Education, Music Education, Physical Education, Public Health-School, Teaching Communication Arts & Literature, Teaching Earth & Space Science, Teaching French, Teaching German, Teacihng Life Science, Teaching Mathematics, Teaching Physical Science (Chemistry/Physics), Teaching Social Studies, and Teaching Spanish.
  • UECH Assessment:  Unified Early Childhood Studies Major & Early Childhood Special Education Post Bac

Unit Level Data Analysis

Key Assessments

PELSB requires the monitoring and assessing candidates' attainment of standards at a minimum of three identified checkpoints after admission throughout the professional education sequence (Sub. 6B).  Also, A unit collects, agregates, analyzes and uses aggregated data from its key assessments to evaluate program effectiveness and to make program improvement changes as part of the PERCA process (Sub 7A, 7B).

Key Assessment Faculty Expectations

  • Establish Assessment Tool (rubric, etc) with Accreditation Director to add into Watermark Key Assessment library. This happens during the previous semester with Sean before it is going to be used. Ensure using common unit level rubrics for unit plan and lesson plan.
  • Ensure Assessment Tool (rubric, etc) is accurate each semester prior to use with Accreditation Director. Any, known, changes to the existing rubric need to be communicated to the Accreditation Director as soon as possible.
  • Deadline, each semester the Key Assessment scores need to entered  into Watermark by the instructor on or before two weeks after the end of the semester.

Unit Level Assessment Data (Access Restricted to Program Faculty)

Lesson Plan Rubric (Unit Level Common)

Unit Plan Rubric (Unit Level Common)

  • Data Analysis (starting 2018-2019 academic year)

Student Teaching Evaluation Final Feedback Form (Unit Level Common)

This rubric is completed by the student, cooperating teacher and university supervisor at the mid-point and end of the student teaching experience.

edTPA (Access Restricted to Program Faculty)

The edTPA is a teacher performance assessment that all teacher education graduates are required to complete in order to be eligible for licensure.  The MN Professional Educator Licensing and Standards Board requires the edTPA to be submitted but there isn't a required cut score for the license applicant to be recommended for licensure.  Instead, the MN Professional Educator Licensing and Standards Board has set cut scores that the higher education institution must work towards having their teacher candidates meet as part of the PERCA program renewal process.  The below cut scores have been established, all MN higher education institutions are expected to be at a 70% pass rate.

Task 1:  Planning [students must achieve a cut score of 13 or higher]
Task 2:  Instruction [students must achieve a cut score of a 13 or higher]
Task 3:  Assessment [students must achieve a cut score of a 12 or higher]

edTPA Passing scores for World Lang and Culture:
Task 1:  Planning [students must achieve a cut score of 10 or higher]
Task 2:  Instruction [students must achieve a cut score of a 13 or higher]
Task 3:  Assessment [students must achieve a cut score of a 9 or higher]
 
PELSB requirement is that ALL License programs must have an edTPA pass rate of 70%.

Data Analysis

MTLE (Access Restricted to Program Faculty)

MN Teacher Licensure Exam pass rates for content and pedagogy exams aligned with each licensure area.

Data Analysis

Dispositions (Access Restricted to Program Faculty)

Department of Education Unit Disposition Evaluation (Common Unit Level)

IESE:
SPED 4310-Block 1
IESE 4344-Block 2
IESE 4346-Block 3
STEP: 
EDSE 4204-Block 1
EDSE 3206-Block 2
UECH:
ECH 3104-Block 1(spring)
SPED 3105-Block 2 (fall)
PE:
PETE 4125-Block 1 (spring)
PETE 4225-Block 2 (fall)

Unit Level Additional Data Measures (Access Restricted to Program Faculty)

Data Analysis (Restricted to Program Faculty)

Data Analysis for On-Going Program Review (Access Restricted to Program Faculty)

Data Analysis (Restricted to Program Faculty)

UMD Student Learning Outcomes (SLO)

Each program at UMD is required to have a Program Assessment Liaison (PAL) who is responsible for reviewing data and compiling a report to be entered into the Compliance Assist Assessment Program that aligns with the student learning outcome data reporting cycle.  The Annual Program Assessment Report, completed in the Fall, includes program development recommendations for the program student learning outcome (SLO) assessed. The recommendations are based on the program faculty/staff interpretations of the assessment results.

SLO Resources

Fall 2019 SLO Report

Program SLOs to be completed: 
  • SEP 1 Competence in Field with SLO 1
  • SEP 7 Planning Instruction with SLO 2
  • SEP 5 Learning Environment with SLO 3
  • SEP 6 Communication with SLO 6

Liberal Education SLOs to be completed:

ASL Courses are in the Oral Communication and Language Category. Write SLO report on the below SLOs:
  • SLO 1: Students formulate organized, clear and informative messages.
  • SLO 2: Students formulate effective messages appropriate to audience, medium and contexts.
  • SLO 3: Students apply effective verbal and nonverbal concepts of communication in message delivery.

EDUC 1103 is in the Global Perspectives Category. Write SLO report on the below SLOs:

  • SLO 1: Students explain and interpret histories, conditions, developments, trends and interconnections relevant to global issues
  • SLO 2: Students compare and contrast their own cultures, histories and perspectives with those of other international cultures
  • SLO 3: Students evaluate how their own culture and histories affect their perspective on international cultures and global issues
  • SLO 4: Students evaluate how they impact and are impacted by global circumstances

Undergraduate Curricular Program Assessment Plan

UECH
IESE
STEP

SLO Reports (Access Restricted to Program Faculty)

PAL's Dept. of Education Discussion