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Common Standard 2 : Unit and Program Assessment and Evaluation

Common Standard 2 : Unit and Program Assessment and Evaluation. Topics to be Addressed. #1 Agenda, #2 PowerPoint. Common Standard 2 Understanding the differences between the Unit and the Program Designing a Unit Evaluation and Program Assessment System. Common Standards 2008 .

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Common Standard 2 : Unit and Program Assessment and Evaluation

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  1. Common Standard 2:Unit and Program Assessment and Evaluation

  2. Topics to be Addressed #1 Agenda, #2 PowerPoint • Common Standard 2 • Understanding the differences between the Unit and the Program • Designing a Unit Evaluation and Program Assessment System

  3. Common Standards 2008 1: Educational Leadership 2: Unit and Program Evaluation System 3: Resources 4: Faculty 5: Admissions 6: Advice and Assistance 7: Field Experiences and Clinical Practice 8: District Employed Supervisors 9: Assessment of Candidate Competence

  4. Standard 2: Unit and Program Assessment and Evaluation The education unit implements an assessment and evaluation system for ongoing program and unit evaluation and improvement. The system collects, analyzes and utilizes data on candidate and program completer performance and unit operations. Assessment in all programsincludes ongoing and comprehensive data collection related to candidate qualifications, proficiencies, and competence, as well as program effectiveness, and are used for improvement purposes.

  5. Standard 2: Unit and Program Assessment and Evaluation The education unit implements an assessment and evaluation system for ongoing program and unit evaluation and improvement. The system collects, analyzes and utilizes dataon candidate and program completer performance and unit operations. Assessment in all programs includes ongoing and comprehensive data collection related to candidate qualifications, proficiencies, and competence, as well as program effectiveness, and are used for improvement purposes.

  6. Designing the Unit and Program Evaluation System • CollectData • Analyze the Data • Utilize the Analysis for Unit/ProgramImprovements

  7. Common Standard 2

  8. Medium Institution A UNIT School of Education School of Health & Human Services Dean School of Hard Knocks Dean • Dean Programs Ed Spec MS/SS No credential programs • No credential programs Rdg Spec Admin Programs MS/SS Ed Spec HR, Credential Analyst, etc.

  9. Large Institution B UNIT School of Health & Human Services Dean School of Education Dean School of Hard Knocks Dean Programs No credential programs Programs SLP PPS Ed Spec MS/SS Admin Rdg Spec CTE Library • HR, Credential Analyst, etc.

  10. Small Institution C UNIT District/COE • Institutional Administration HR, Credential Analyst, etc. Induction Program Induction

  11. Small Institution D UNIT Small IHE— • Education Dept Chair HR, Credential Analyst, etc. 1-2 Programs Program Induction

  12. Reflection • Did the explanation and graphics clear up any of your misconceptions about the relationship between the unit and programs? • Do you have any examples to share that illustrate this relationship—positive or negative? • Do you have any questions about this relationship?

  13. Unit and Program Evaluation System CTEL Program Multiple Subject Program Admin ServicesProgram

  14. Handout #3 LET’S START WITH THE PROGRAM EVALUATION SYSTEM

  15. Common Standard 9:Assessment of Candidate Competence Candidates preparing to serve as teachers and other professional school personnel know and demonstrate the professional knowledge and skills necessary to educate and support effectively all students in meeting the state-adopted academic standards. Assessments indicate that candidates meet the Commission-adopted competency requirements, as specified in the program standards.

  16. Designing the Program Evaluation System Handout #4 • What do we want to know about the candidates and the program(s)? • Who will be assessed? • What will be evaluated? • Who will provide data on the program? • When will the data be collected? • How will data be collected and stored? • How will data be analyzed and reported?

  17. What do we want to know about candidates and programs? • About candidates? Common Standard 9 and the Candidate Competence Standards in the Program Standards • About programs? Common Standard 1 (leadership), 3 (resources), 4 (faculty), etc.

  18. Who/what will be assessed?(CS 9) • Candidates’ competence in areas appropriate for the credential • Performance on the TPA • Performance on class projects • Performance in student teaching/clinical experiences • Completer’s competence • Assessment by supervisor • Evaluation of a portfolio of work • Program effectiveness • Evaluation of Instructor/mentor • Satisfaction with program offered

  19. Who has the information we want? • Candidates • Program Completers • Faculty/Instructors • Field Supervisors • program and district • Employers • Advisory Boards

  20. Who has the information we want? • Multiple pathways • Traditional vs. intern • Traditional vs. Early Completion Option • Induction—main program vs. privates • Multiple locations • Main campus vs. satellite locations • Face to face meetings vs. online

  21. When to Collect Data? Institution and/or Program must decide: • Annually • Each Term • With each cohort • Beginning, middle and/or end of the program

  22. How to collect data? Overall question – What kind of data do we want? What data collection instrument would be most effective in collecting the data? • Surveys • Assignments • Evaluations • Focus groups

  23. Data Collection What kind of data will each instrument provide? • Open-ended (qualitative) • Multiple choice, scaled scores (quantitative) • A combination of both?

  24. Data Storage • Collection procedures will impact storage and analytical procedures • If you use electronic data collection instruments, the results can be easily stored. • Other collection procedures might require entry or data manipulation. • Who will enter the data? • Who will have access to the data?

  25. Analyze the Data • Who has the skills to analyze the data, consider the questions? • What tools will be used? • How often will data be analyzed? • How do you want the data presented? By cohort? By program? By geographic location? All of the above? Other?

  26. Presentation of Data Handout #5 • Section A is the work of each program and can be individualized or uniform • Benefits of a common template for the program reports • Comparing of apples to apples • Ease of examination by unit personnel • Example: CSULB

  27. Triangulating the Data Employer surveys Data from multiple sources helps locate program strengths and areas for growth: candidate competence data, completer and employer surveys, and faculty surveys Program self-study Faculty feedback MS Program Course Evaluations TPAs Focus Groups Key Assessments

  28. Utilize the Analysis for Improvement • How will results from each of the analyses be shared? • With whom will the results be shared? • When? • Who will ensure that changes identified by the analyses are undertaken?

  29. Utilize the Analysis for Improvement (cont’d) • How will decisions be made if the data indicates that changes should be made?—Will each professor decide? Does the faculty as a whole? Is it an administrative decision? • How will changes be noted for institutional history and accreditation activities?

  30. Reflection on Your Program • What part(s) of the suggested system do you have in place? • What part(s) are you currently working on? • What part(s) have you not taken into consideration at all?

  31. LET’S MOVE TO UNIT EVALUATION

  32. Unit Evaluation System • The unitevaluation system is composed of each program’s evaluation process • Evaluation of Common Standards • When, what, who, how…

  33. Designing the UnitEvaluation System • What do we want to know about the candidates, program(s), and the unit as a whole? • Who will be assessed? • What will be evaluated? • Who will provide data on the program? • When will the data be collected? • How will data be collected and stored? • How will data be analyzed and reported?

  34. What will be evaluated? • Program Design (CS 1) • Assessments (CS 2) • Faculty (CS 4) • Admission (CS 5) • Advising (CS 6) • Field Work (CS 7, 8) • Recommendation for credentials

  35. “The education unit implements an assessment and evaluation system…” Evidence from Multiple Sources • Common Standards document/attachments: - clear graphic of system showing flow of assessment data for decision-making • Meeting minutes: - records of stakeholder involvement in system design/review • Interviews with leadership: - clear descriptions of how data moves through the system and who is responsible for gathering, analyzing and organizing data for decision making

  36. “The system collects, analyzes and utilizes data on candidate and program completer performance…” Evidence from Multiple Sources • Interviews with candidates, completers: - clear descriptions of how their performance is/was measured throughout the program - descriptions of how feedback is collected from completers • Interviews with program faculty: - examples of formative and summative data collected from candidates throughout program

  37. “…and unit operations.” Evidence from Multiple Sources • Interviews with unit leadership: - clear descriptions of how assessment system data informs unit operation decisions

  38. “Assessments in all programs includes ongoing and comprehensive data collection….” Evidence from Multiple Sources • Biennial Reports: - examples of candidate, completer competency data; analysis of data; plans for program improvements based on data analysis • Supporting documentation: - multi-year data summaries; trend analyses; copies of annual data summaries submitted to institution leadership

  39. “…[data] is used for improvement purposes.” Evidence from Multiple Sources • Interviews with program faculty: - multiple examples of program improvements made on the basis of data analysis • Interviews with unit leadership: - examples of unit operation improvements made on the basis of data analysis • Interviews with stakeholders, advisory groups: - descriptions of stakeholder/advisory group involvement in program/unit improvement discussions, decisions

  40. Handout #6

  41. Guidance for Coming to a Standard Finding on Common Standard 2

  42. Reflection • What part(s) of the suggested unit system do you have in place? • What part(s) are you currently working on? • What part(s) have you not taken into consideration at all?

  43. Resources PSD News To subscribe, send an email to psd-news-subscribe@lists.ctc.ca.gov Commission Website www.ctc.ca.govselectProgram Sponsors then Accreditation

  44. Resources Biennial Reports http://www.ctc.ca.gov/educator-prep/program-accred-biennial-reports.html Program Assessment http://www.ctc.ca.gov/educator-prep/program-accred-assessment.html Site Visits http://www.ctc.ca.gov/educator-prep/program-accred-site-visits.html

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