2010-2011 Assessment Summary: Elementary Education Program

Assessment Summary for 2010 for the Elementary Education Program
     It is the belief of the Education Department and the Elementary 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 Elementary 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 K-8 students 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 Elementary degrees.
     For the 2010-11 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. It was noted that all students reached appropriate levels of achievement as assessed through portfolios, GPA’s and critical assignments in all areas except the MACK assessment. The MACK includes the Praxis II test, which is often a challenge for candidates seeking licensure. Although only 1 candidate did not meet this standard to become licensed, it is critical for our department to ensure all students are adequately supported with remediation as needed.
     The following changes to the Elementary AS and BS degree programs will be made to enhance student learning and assist the department with the assessment and outcome process:
  1. Elementary 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 address new INTASC principles, and to ensure proper data points and assessments are analyzed and to better distinguish student skill levels throughout all 3 TEP stages.
  3. Articulation agreements will be developed with Montana TCU’s
  4. Endorsement areas will be expanded to enhance program offerings and opportunities for increased graduate employment.
  5. A Teacher Education Mentorship Program will be implemented to support candidates and provide information on skills needed for professional teaching careers.