2010-2011 Assessment Summary: Early Childhood Education Program

Assessment Summary for 2010-2011 for the Early Childhood Education
     It is the belief of the Education Department and the Early Childhood Education Program that no singular instrument, method, or approach can by itself provide a comprehensive or complete measure of student achievement. By placing value on multiple ways of assessing
learning, we can gain more substantive knowledge about how both our candidates and our programs are progressing. Candidates are assessed throughout the Early Childhood Education program with varied opportunities for reflection and self-assessment. Student assessments and evaluations are based on multiple sources of data (portfolios, observed performance with children and families, papers, exams, etc.). The assessment process is designed to ensure that students demonstrate skills and knowledge of the 4 C’s: communication, critical thinking, cultural knowledge, and citizenship, in addition to meeting the standards and outcomes of the ECED degrees.
     For the 2010-2011 year, assessment data from multiple sources were analyzed to determine student growth and progress, program strengths and challenges, and improvements that need to be made to enhance student learning. Although the student numbers were small for the Early Childhood Associate and Bachelor Degree program, it was noted that all students reached appropriate levels of achievement as assessed through portfolios, GPA’s and critical assignments.
     The following changes to the Early Childhood AA and BS degree programs will be made to enhance student learning and assist the department with the assessment and outcome process:
  1. Early childhood students will take the MAP test in the fall to determine skills in reading, writing and math; sequential tests will be administered for those students needing remediation and follow up.
  2. The TEP Portfolio, application and assessment process will be updated to ensure proper data points and assessments are analyzed and to better distinguish student skill levels throughout all 3 TEP stages.
  3. Part-time early childhood instructors will be hired to teach courses that the full time faculty are not able to fit into existing schedules.
  4. A Big Sky Pathways program will be developed with 2 local high school Family and Consumer Science programs.