Annual Assessment Report to the College 2010-11
College:
Education
Department:
Secondary Education
Program:
Single Subject Credential Program
Note: Please submit your report to (1) the director of academic assessment, (2) your department chair or program coordinator and (3) the
Associate Dean of your College by September 30, 2011. You may submit a separate report for each program which conducted assessment
activities.
Liaison:
Brian Foley
1. Overview of Annual Assessment Project(s)
1a. Assessment Process Overview: Provide a brief overview of the intended plan to assess the program this year. Is assessment under the
oversight of one person or a committee?
The Associate Dean and College Assessment Coordinator oversee assessment throughout the college. In Secondary Education, the
Department Chair and Department Curriculum and Assessment Committee are responsible for the assessment tasks, such as making
sure that data are collected on a timely basis, that data collection is complete, designing instruments, etc.. The department chair and
department faculty appointed by the chair, are responsible for writing assessment reports as required by the AAPR, or accreditation
agencies. These reports are reviewed by the Associate Dean prior to submission to the AAPR or accreditation agencies. The College
Assessment Coordinator is responsible for data analysis as well as managing the college data warehouse and electronic data collection
system. The Coordinator ensures that each department receives their program data tables. In addition there is a Unit Assessment
Committee (UAC) consisting of department chairs or their designees and department curriculum and assessment committee members.
The UAC is convened by the Associate Dean and Assessment Coordinator.
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1b. Implementation and Modifications: Did the actual assessment process deviate from what was intended? If so, please describe any
modification to your assessment process and why it occurred.
The SED process will continue mostly unchanged from last year (see details in attached program assessment matrix). We will use a
combination of assessment instruments including student teacher observations and PACT scores for outcome data. Each year we monitor
our inter-rater reliability on the PACT and recalibrate the scorers as needed.
2. Student Learning Outcome Assessment Project: Answer questions according to the individual SLOs assessed this year. If you assessed more
than one SLO, please duplicate this chart for each one as needed.
2a. Which Student Learning Outcome was assessed this year?
We assess all six Single Subject Credential Program SLOs every year.
1. Make subject matter comprehensible for student learning.
2. Assess student learning.
3. Engage and support students in learning.
4. Plan instruction and design learning experiences for all students.
5. Create and maintain effective environments for student learning.
6. Develop as a professional educator
2b. What assessment instrument(s) were used to gather evidence about this SLO?
All SLOs are measured with the following instruments:
•
•
Student Teaching Evaluation (in courses SED 555, 555BL, 555I, or 555IB)
Performance Assessment for California Teachers (PACT) Teaching Event (all credential students as they are finishing the program)
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO. For example, what type of
students, which courses, how decisions were made to include certain participants.
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A total of 34 students in Fall 2010 and 103 students in Spring 2011 were assessed with the Student Teaching Evaluation. These are in one
of five pathways: Traditional, ACT, Intern, JYI, FYI. All of these students have completed or (in the case of JYI and FYI) are completing
their BA.
A total of 77 students in Fall 2010 and 133 students in Spring 2011 were assessed with the PACT Teaching Event. This number is very close
to the total number of graduates in the academic year 2010-2011
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students at different points) or was
a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the assessment points used.
The Student Teaching Evaluation was designed and modified by the SED faculty over the last 10+ years. It assesses student teachers on
the thirteen Teacher Performance Expectations (as defined by the California Commission on Teacher Credentialing).
The PACT is an assessment of student teaching that has been approved by the CTC. It is in use in over 30 universities in California.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
SLO
Instrument/Items
Results
(averages on 5 point and 4 point scales)
1. Make subject matter
Student Teaching Evaluation
Fall 2010: (N=35) 4.42
comprehensible for student learning
Domain A (5point scale)
Spring 2011: (103) 3.67
PACT Teaching Event
Fall 2010: (N=77) 2.70
Item S2 (4point scale)
Spring 2011: (133) 2.63
2. Assess student learning
Student Teaching Evaluation
Fall 2010: (N=35) 4.20
Domain B (5point scale)
Spring 2011: (103) 3.89
PACT Teaching Event
Fall 2010: (N=77) 2.39
Items S3,S5 &S6 (4point scale)
Spring 2011: (133) 2.29
3.Engage and support students in
Student Teaching Evaluation
Fall 2010: (N=35) 4.12
learning
Domain C (5point scale)
Spring 2011: (103) 3.83
PACT Teaching Event
Fall 2010: (N=77) 2.44
Item S4 (4point scale)
Spring 2011: (133) 2.26
4. Plan instruction and design
learning experiences for all students.
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Student Teaching Evaluation
Domain D (5point scale)
Fall 2010: (N=35) 4.18
Spring 2011: (103) 3.80
PACT Teaching Event
Item S1 (4point scale)
5. Create and maintain effective
environments for student learning
Student Teaching Evaluation
Domain E (5point scale)
PACT Teaching Event
Items S9 & S12 (4point scale)
6. Develop as a professional educator.
Student Teaching Evaluation
Domain F (5point scale)
PACT Teaching Event
Items S10 (4point scale)
Fall 2010: (N=77) 2.77
Spring 2011: (133) 2.65
Fall 2010: (N=35) 4.38
Spring 2011: (103) 4.11
Fall 2010: (N=77) 2.12
Spring 2011: (133) 2.14
Fall 2010: (N=35) 4.57
Spring 2011: (103) 4.15
Fall 2010: (N=77) 2.40
Spring 2011: (133) 2.38
2f. Use of Assessment Results of this SLO:
Each fall the faculty in the department hold a retreat to go over the assessment results and to discuss potential changes to classes, class
assignments, and programs. In 2009 the college completed the NCATE and CTC accreditation process and passed with very high marks.
Still the faculty continues to look for ways to improve the program.
3. How do this year’s assessment activities connect with your program’s strategic plan and/or 5-yr assessment plan?
Our assessments are primarily dictated by the requirements of the accreditation agencies (NCATE & CTC) but they parallel our goals and
plans as a department.
4. Overall, if this year’s program assessment evidence indicates that new resources are needed in order to improve and support student
learning, please discuss here.
The PACT assessment takes considerable support in the Student Teaching Seminar, and as a result instructors have not been able to
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address other important seminar content. The department has added 1 unit to the SED 555S seminar so that both aspects of the
seminar can be addressed. Additionally, a long-standing pattern of assessment data is lower scores in the area of teaching English
learners. The department has changed the SED 521 (Literacy, Language, and Learning – 3 units) course, creating to two courses: SED
521 (Content Area Literacy and Learning) and SED 523 (Teaching English Learners) in order to address this issue. The Department has
an approved search for tenure-line position in Teaching English Learners.
5. Other information, assessment or reflective activities not captured above.
6. Has someone in your program completed, submitted or published a manuscript which uses or describes assessment activities in your
program? Please provide citation or discuss.
Not this year, but there is research in the works to this end.
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