UECH Assessment

Department of Education


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Unified Early Childhood Assessment

The Unified Early Childhood Studies program is comprised of students declared in the Unified Early Childhood Studies major in the Department of Education at the University of Minnesota Duluth.   This program licenses students in both Birth-Grade 3 Early Childhood Education and Birth-Age 6 Early Childhood Special Education.  Because of the dual license, the program has faculty experts in the fields of both Early Childhood and Early Childhood Special Education who facilitate a robust curriculum to prepare highly qualified candidates in the fields of Early Childhood and Early Childhood Special Education.  Along with the curriculum for creating effective teachers, the program also performs ongoing assessment of student learning to ensure the program delivery is preparing highly qualified teachers.  The MN Professional Educator Licensing & Standards Board requires all Teacher Education Programs in the State of Minnesota to complete ongoing program assessment as part of the bi-annual PERCA review process and ongoing unit review process.  Assessment components are required to be completed at both the unit and program/major level.

Data Review Schedule (2018-2019)

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.
Early Childhood
Observation Portfolio

Observation Portfolio Rubric 1-4
Observation Portfolio Rubric 5-8

Lesson Plan

Lesson Plan Rubric (Unit Level Common)

Unit Plan

Unit Plan Rubric (Unit Level Common)

Student Teaching Evaluation

Student Teaching Evaluation Rubric

Early Childhood Special Education
Mock IEP/IFSP

Mock Evaluation Report/IEP Rubric

Lesson Plan

Lesson Plan Rubric (Unit Level Common)

Student Teaching Evaluation

Student Teaching Evaluation Rubric

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.

edTPA Passing scores:
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]
 
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.

Pedagogy:

  • Early Childhood-Subtest 1
  • Early Childhood-Subtest 2

Content:

  • Early Childhood-Subtest 1
  • Early Childhood-Subtest 2
  • Special Education Core Skills-Subtest 1
  • Special Education Core Skills-Subtest 2

Data Analysis:

Dispositions (Access Restricted to Program Faculty)

Professional Dispositions Rubric (Common Unit Level)

  • Dispositions-Unit (starting 2018-2019 academic year)  Fall 2018 Pilot Courses Block I (IESE-SPED 4310, STEP-EDSE 4204, UECH-SPED 3105)

Data Analysis (Restricted to Program Faculty)

Block Surveys (Access Restricted to Program Faculty)

UECH Block Survey

Data Analysis (Restricted to Program Faculty)

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

Data Analysis (Restricted to Program Faculty)

UMD Student Learning Outcomes (SLO's)

Assessment of Student Learning

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.

Student Learning Outcomes crosswalk with Standards of Effective Practice (SEP's) and Review Schedule

SLO Reports (Access Restricted to Program Faculty)
PAL's Dept. of Education Discussion