Assessment System


Educator Preparation Unit
Unit Assessment System


“Preparing Reflective Educators Who Practice Evidence-based Instruction by Advocating and Demonstrating Appropriate Learning Strategies for Diverse Student Populations”


The Unit Assessment System describes the collection of data and the assembly of other documents that reveal the overall performance of candidates enrolled in the different educator preparation programs. The collected data are also the basis for assessing the Unit’s capacity to establish, support and sustain high quality strategies and administrative structure for the delivery teacher education.  In essence, the Unit Assessment System fosters a commitment to continuous improvement pertaining to candidate performance, program delivery, and Unit operations. The internal and external data elements and the data collection structure identified in the Assessment System are aligned with the Unit’s Conceptual Framework and standards from NCATE, State, national, and specialty professional associations.  Operationally, the Assessment System gives structure to collecting and utilizing multiple measures to assess the appropriateness of curricula design and delivery, candidate performance, Unit capacity, and performance of graduates as practicing professionals. 


The knowledge, skills and dispositions outcomes outlined in the Unit’s Conceptual Framework constitute the basis and structure for the Assessment System data collection procedure.  The operational structure of the Assessment System captures data from the different stages of the professional development of future teachers:  introductory, pre-professional, and professional.  Thus, a significant portion of the data collected through procedural implementation of the Assessment System is used to determine candidates’ emerging mastery of the knowledge and skills included in the Unit Conceptual Framework.  At the introductory phase, candidates’ mastery of content is assessed through the completion of the University general education courses as evaluated through the analysis of key assessments.  Candidates’ mastery at the pre-professional stage, including the acquisition of knowledge, dispositions associated with the reflective teacher, is assessed through completion of specialty area content, professional core, clinical experiences, student teaching, and post-graduation follow-up survey, and the data generated by the Ohio Department of Higher Education.  The analysis of the data collected at the various stages of the candidate’s preparation and entry into the profession enables the Unit to address appropriate program and Unit modifications as dictated by the review of data analysis.


Overview of the Unit Assessment System: The Unit Assessment System represents a comprehensive approach to evaluating Unit operations and capacity, and monitoring and documenting candidates’ mastery of knowledge, skills and dispositions at four Key Transition Points throughout the candidates’ matriculation in the Unit.  The dean of the College of Education, as Unit Head, is responsible for ensuring the efficient implementation of the System.  The Unit Assessment Coordinator, who reports to the Unit Head, is responsible for the operational implementation of the data collection and analysis.  

For data collection purposes, the System identifies four Transition Points, Admission to Teacher Education, Admission to Student Teaching; Completion from Student Teaching/Program; Follow-up of Graduates.  Using various sources, external and internal data are collected systematically and continuously at each Transition Point.  

After data are collected, aggregated, and analyzed at each Transition Point, the reviews are filtered through the Unit Head for purposes of analysis, reporting, and providing administrative and academic applications.  The Unit Head may take appropriate actions, based on the results of data analysis, on behalf of the Unit and/or program.  Ultimately, the Unit faculty members are involved in the decision making process and provide direction based on the assessment process, analysis, and results.  As part of the data analysis review, two decision paths are involved:  program level review by faculty and candidate academic progress review by faculty and faculty advisors.  The analysis facilitates data driven decision regarding candidate academic progress and Unit-wide decisions that could result in Unit operational and/or program changes and improvements.

The Unit collects data on candidate progress, faculty instruction, and programmatic appropriateness.  Once compiled, the data are aggregated and analyzed.   The process for data review and sharing is as follows:

  1. The results of the data analysis are shared with the Unit Head and Unit faculty.  The review of data analysis at this level occurs at least once each semester, and, generally whenever new data have been analyzed.  The Unit Head, based on review of the data analysis, may determine a priority of the issues that arise from the analyzed data.
  2. The results of the data (when necessary and appropriate) are shared with candidates.
  3. The results of the data analysis are shared with the Unit faculty.  Faculty members then use the data analysis to analyze programs, policies and procedures within the Unit and within the different programs.
  4. If changes are recommended as a result of the review of the data analysis, the recommendation follows the appropriate administrative review.
  5. If a recommended change requires University administrative review, the recommendation, follow a Unit faculty vote, is presented to the University Senate.  Recommendations approved by the Curriculum Committee are forwarded to the Provost for final approval.


The Unit Transition Points: The Unit Assessment System allows for measuring candidate performance and to render data-driven decisions to improve both program and Unit level operations.  At each Transition Point, data are collected across the Unit.  Multiple data are collected at each Transition Point and rubrics provide for several data sources that facilitate best decision regarding candidate performance, program delivery, and Unit operations. Data collection and analysis at these different transition points are deemed a most appropriate means to measure candidate performance and success.

The four Transition Points included in the Unit Assessment System are:

Transition One – Admission to Teacher Education (Objective:  development of candidate profile) 
Completed Application to Teacher Education GPA – 2.5 or higher (2.75 for students entering  the University Fall 2015)Successful completion of 36 of general education courses OR 20 hours completion for Art Education and Music Education A grade of “B” or better in ENG 1100/1101, ENG 1102, and MTH 1550 or MTH 1750 OR acceptable ACT/SAT scoreAdmission interviewClear BCII/FBI Background checkTwo Recommendations Completion of EDU 2500, ART 1320, or MUS 2280 with a grade of “C” or better

Transition Two – Admission to Student Teaching (Objective: ensure candidate mastery of content knowledge, pedagogy knowledge and skills, and professional dispositions)
Aggregated Key Assessments for program content knowledge, pedagogy knowledge and skills, commitment to professional dispositionsCandidates’ Results on OAE Exam Application to Student TeachingCandidates’ GPA – 2.5 or higher (2.75 for students entering the University Fall 2015)Clear BCII/FBI Background check

Transition Three – Completion from Student Teaching/Program Completion (Objective:  candidates successfully demonstrate mastery of content, pedagogy knowledge and skills, professional dispositions)
Completion of edTPA Periodic Assessment of Candidates by Cooperating TeacherPeriodic Assessment of Candidates by University SupervisorMid-Term Evaluation of CandidatesResults of Candidate Disposition Inventory by University Supervisor and Cooperating TeacherFinal Evaluation of Candidates

Transition Four – Follow up of Graduates (Objective:  Analysis of professional preparation)

  • 1, 3 and 5 year follow-up survey of graduates
  • Employer Survey


The assessment process is designed to assure freedom from bias and to ensure fairness, accuracy, and consistency. The Assessment System was vetted through a series of checks and reviews by several stakeholders to eliminate bias and identify those instruments that allowed for accurate and consistent assessment collection process. The Unit strives to eliminate bias, and to promote fairness, accuracy, and consistency by effectively aligning the curricula, field experiences, clinical experiences, and student teaching with the transparent system of assessment in which all candidates have access to their evaluations and data through their instructors and advisors.  The standards, assessments, and scoring guides/rubrics are well defined and communicated to candidates through majors meetings, programs of study guides, course syllabi, and the expectations stated by faculty in various settings. Other means to ensure fairness, accuracy, consistency, and eliminate bias are: 

  1. Assessments are aligned with the Ohio Standards and specialized program associations
  2. Information is shared during the mandatory majors meetings
  3. Scoring rubrics are shared with candidates
  4. Key assessments are aligned with State, national, and professional standards
  5. Student teaching supervisors discuss with candidates scoring rubrics and Key Assessments
  6. Training is provided to faculty on the process of assessment
  7. Data are triangulated between programs to assure reliability
  8. Changes to key assessments require formal approval
  9. The Unit has an established candidate appeal process


The assessment system is carefully maintained.  Data are entered in the Unit’s Data Management System, TK20, analyzed and disseminated systematically.

 

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