The Department of Elementary Education Annual Assessment Report
Annual Assessment Report to the College 2010-11
College: Michael D. Eisner
Department: Elementary Education
Program I: Multiple Subject Credential Program (ACT, ITEP, Post Baccalaureate, Single Semester Student Teaching, Internship)
Program II: Master of Arts in Education
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: Dr. Marilyn Joshua Williams
Assessment Committee: Dr. John Reveles, Dr. Marilyn Joshua Williams, Dr. Shiuli Mukhopadhyay (Committee Chair)
Program I. Credential Programs
1. Overview of Annual Assessment Project(s) Credential Programs
• Performance Assessment for California Teachers (PACT)- Review and refinement of how faculty who scorer PACT are utilized in the
implementation of this assessment tool is on-going. The state-mandated assessment is implemented in math, science and social studies
methods courses and in student teaching.
• Field Service Committee - Formed to assess and reorganize the Field Service Office for greater efficiency
• Early Field Experiences - Twenty hour Context for Learning Fieldwork experiences prior to student teaching were assessed. In ITEP for
example there are 65 hours of early fieldwork (ELPs 203, EPC 315, and EED 477a). The distinct fieldwork experiences were clarified.
• Pilot Projects Implemented
o Numeracy Center - Creating a Clinical Model (TPE 2, TPE 4, TPE 5, TPE 6, TPE 8 TPE 10)
o Single Semester Student Teaching Program/Pathway - Creating a Clinical Model (TEP 2, TPE 4, TPE 5, TPE 6, TPE 8,TPE 10)
o Lesson Planning - Designing learning experiences, and opportunity for implementation (TPE 9)
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The Department of Elementary Education Annual Assessment Report
Focus SLO's for 2010-2011
SLO 1: Examining Credential Candidates and 20 hours of Early Fieldwork
TPE 6 Developmentally Appropriate Teaching Practices
TPE 13 Professional Growth
SLO 2: Examining Credential Candidates (student teaching) in a Clinical Setting
TPE 6 Developmentally Appropriate Teaching Practices
TPE 13 Professional Growth
SLO 3: Planning Instruction and Designing Learning Experiences for Students
TPE 8: Learning About Students
TPE 9: Instructional Planning TPE
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?
1a.1 PACT: Full implementation. The Department of Elementary Education piloted the Performance Assessment for California Teachers (PACT)
in the ACT program in 2007-2008. PACT is now in the full-implementation stage for students entering all pathways of the credential program
after June 30, 2008. Assessment is typically under the oversight of the Department Assessment and Credential Committees. There is also a halftime PACT Coordinator in the Department.
1a.2. Field Service Committee. The Field Service Committee is comprised of tenure track faculty who took on the task of assessing and
restructuring the field service office. This office organizes field placements for: (a) early fieldwork, (b) Observation/Participation linked to
literacy courses and several prerequisite courses, and (c) student teaching.
1a.3. The forty hour to sixty-five hour Early Field Experience (EFE) was assessed by the Credential Committee, Field Service Committee, and PACT
Coordinator to clarify the EFE. Twenty hours of early field work were added to all credential pathways to provide an additional field experience
and opportunity for CSUN Credential Candidates (CC) to prepare to work with elementary school students during student teaching. Additionally,
the additional field experience was clarified as distinct EFE early field experience components (a) the twenty-hour 20 hour Observation
Participation assignment assigned in prerequisite/co requisite courses ,(b) twenty-hour 20 hour early field experience/Observation Participation
assignment in Literacy courses, and (c) the twenty-hour 20 hour Early Field Experience assigned in Seminar and linked to the Context for
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The Department of Elementary Education Annual Assessment Report
Learning in the Teaching Event. The Context for Learning is a component of the PACT assessment, where CC students identify the resources in
the school and community. Additionally, Credential Candidates gain an understanding of the population that the school serves, example: the
percentage of Title 1 students on free and reduced lunch, The number of ELL students, and the designated language proficiency stage as
measured by the California English Language Development Test (CELT).
1a.4. The Numeracy Center was piloted in Spring 2011 at Vaughn Elementary School. A math methods course (EED 472) was taught on sight.
After instruction, CC were able to work with small groups of elementary children in their classroom. The instructor of record also taught this
same course on the CSUN campus. When the class is taught at the CSUN campus, CC view children solving problems via video, and working with
other CC. The instructor of record is collecting data to discuss the pros and cons of teaching methods classes in a "clinical" environment versus
on campus. At a later date, the data will be provided to the Credential committee and other department faculty for further data analysis.
1a.5. The Single Semester Student Teaching Program/Pathway was piloted in Spring 2010, and offered for a second semester Fall 2011. The first
semester 6 students successfully completed this pathway. The second semester 12 students were approved for this pathway. Students selected
for this intensive one semester of student teaching typically have some prior teaching experience and excellent GPA. Each student was
interviewed and provided a writing sample. This model is especially attractive for students with financial challenges - as many students find it
necessary to give up employment for 1 year while completing student teaching. This pathway is currently under review particularly as it relates
to : The correct S-Factor allocation as well as the number of semesters it should be offered, etc.
1a.6. Lesson Planning Analysis in Reading /Language Arts and Math was piloted in Spring 2010 whereby Credential Candidates were asked to
provide copies of lessons in their plan books covering weeks 5-9. The purpose of the request was to analyze the types of language arts and
math lessons being taught. Also, faculty wanted to analyze the opportunity students are given to teach reading and math so that they are
receiving sufficient practice during student teaching (to also include analysis and reflection).
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.
Response: N0
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The Department of Elementary Education Annual Assessment Report
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?
Response: All 13 TPE's which correspond to Student SLO's are measured annually.
2b. What assessment instrument(s) were used to gather evidence about this SLO?
Response: SLO's were measured using the Classroom Teaching Profile (CTP and corresponding TPE's attached at the end of this document).
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.
Response: Regarding sampling, students from all credential pathways are asked to participate, and asked if their coursework and student
teaching has adequately prepared them to teach. A Likert Scale is utilized. Credential pathways include: ITEP, Post Baccalaureate, Intern, and
ACT programs. Data is collected from a variety of sources. Classroom Teaching Profile (CTP), RICA,CSET, GPA, student exit Interviews.
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.
Response: The SLO's/TPE's are measured using cross sectional data comparing student responses from semester to semester. An on-line exit
survey instrument is used to collect student data.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from the
collected evidence.
Response: The Assessment Committee and Liaison Representative analyzed data collected 2009-2010. Several SLO's/TPE's were highlighted as
continued areas of focus related to improving Student Learning Outcomes and candidate knowledge.
SLO1 - Assessing Children TPE 2 TPE 3
SLO2 - Working with Children who have special needs TPE 6, 7, 8
SLO 3 - Working with "At Risk" students, and improving candidate knowledge about school and community resources TPE 5, 6, 8, 9
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The Department of Elementary Education Annual Assessment Report
2f. Use of Assessment Results of this SLO: Think about all the different ways the resulting evidence was or will be used to improve academic
quality. For example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in program,
student support services, revisions to program SLO’s, assessment instruments, academic programmatic changes, assessment plan changes, etc.
Please provide a clear and detailed description of how the assessment results were or will be used.
Response: Assessment Plan Changes:
SLO-1 Assess Children TPE 2, & 3. Credential Candidates were asked to provide copies of lessons in their plan books covering weeks 5-9. The
purpose of the request was to analyze (a) the types of reading/language arts and math lessons being taught. Also, (2) faculty wanted to analyze
the number of opportunities students are given to teach reading and math in an effort to determine if CC are receiving sufficient practice during
student teaching, (c) students must have a minimum amount of teaching experiences in order to be able to analyze and reflection of their
teaching, and then make adjustments.
SLO - 2 Working with children who have special needs (TPE 6, 7, 8) and
SLO - 3 Working with "At Risk" students, and improving candidate knowledge about school and community resources TPE 5, 6, 8, 9.
An Early Field Experience (EFE) of 20 hours has been added two weeks prior to student teaching. During this EFE phase of fieldwork /Context for
Learning, students learn about the resources at the school and in the surrounding community. Additionally, they work with the supervising
teacher to learn about and asses any special needs of the children they will work with. Students examine (a) the language proficiency levels of
ELL students; (b) credential candidates determine any cultural sensitivities or language needs, (c) as well as identify appropriate resources. (d)
Upon completion of the early field experience, CC turn in a verification of completion and reflective journal of this experience. (e) The
Department of Elementary Education has adopted a department approved Lesson Plan. One of the planning components is accommodation which asks the candidate to reflect on the children in the classroom requiring any special needs, and how they, as teacher, will modify
instruction to meet the special needs of those children. (f) Moreover in seminar, these topics are discussed to provide an integration of practice
and theory.
Academic Programmatic Changes: Faculty should continue to meet regularly as an assessment committee as well as by discipline (literacy, math
technology etc) to identify gaps, duplication, or weaknesses in the program and attempt to address them programmatically.
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The Department of Elementary Education Annual Assessment Report
3. How do this year’s assessment activities connect with your program’s strategic plan and/or 5-yr assessment plan?
RESPONSE: Credential Candidates
All assessment activities are completely integrated within the departments 3 X 6 Assessment Plan matrix. Credential candidates are assessed in
three major areas: knowledge, skills, and dispositions. The CTP also measures the performance of a credential candidate as measured by the 13
subcategories /TPE as the basis of candidate preparation. Additionally, the department's strategic plan necessitates program and candidate
evaluation on a continuous basis involving six important transition points:
Transition Point 1 - Entry to the Program
Transition Point 2 - Entry to Clinical Practice
Transition Point 3 - Exit from First Clinical Experience
Transition Point 4 - Exit from Clinical Practice
Transition Point 5 - Exit from the Program (Candidates' Perceptions)
Transition Point 6 - Follow up (Employers' Perceptions)
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The Department of Elementary Education Annual Assessment Report
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.
Credential Program
Currently, scorers are required to evaluate the culminating PACT Teaching Event. The department currently utilizes the combination of
full-time faculty, part-time faculty, and or supervising teachers to view videos, to read essays, to score lesson plans, and other written
documentation which may be 10-15 pages in length and require up to 4 hours to evaluate the final product of each candidate. As it relates
to credential programs, without raising student fees, PACT funding continues to be a financial challenge as it relates to the faculty
manpower needed for the evaluative portion of this project.
5. Other information, assessment or reflective activities not captured above.
•
PACT has been more closely woven into methods classes.
•
The timeline for student teaching early field experience was adjusted to allow student teachers to submit (upload) PACT teaching
event before the 10 day takeover, to allow them to fully concentrate on this culminating experience.
•
Recalibration of faculty occurred Spring 2010.
•
Student teaching was changed from S-factor 25 to S-factor 36. The department continues to seek creative ways to provide support to
credential candidates.
•
The Numeracy Center and Single Semester Student Teaching Pathways "Clinical" models provide opportunities for further research.
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.
Hertzog, H. O'Rode, N. (2011). Improving the quality of elementary mathematics student teaching: Using field support materials to develop
reflective practice in student teachers. Teacher Education Quarterly (38) 3, pp. 89-111.
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TPE's Overview
The Department of Elementary Education Annual Assessment Report
A. Making Subject Matter Comprehensible to Students
• TPE 1: Specific Pedagogical Skills for Subject Matter Instruction
• TPE 1a: Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments
• TPE 1b: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments
B. Assessing Student Learning
• TPE 2: Monitoring Student Learning During Instruction
• TPE 3: Interpretation and Use of Assessments
C. Engaging and Supporting Students in Learning
• TPE 4: Making Content Accessible
• TPE 5: Student Engagement
• TPE 6: Developmentally Appropriate Teaching Practices
• TPE 6a:. Developmentally Appropriate Practices in Grades K-3
• TPE 6b. Developmentally Appropriate Practices in Grades 4-8
• TPE: 6c. Developmentally Appropriate Practices in Grades 9-12
• TPE 7: Teaching English Learners
D. Planning Instruction and Designing Learning Experiences for Students
• TPE 8: Learning About Students
• TPE 9: Instructional Planning
E. Creating and Maintaining Effective Environments for Student Learning
• TPE 10: Instructional Time
• TPE 11: Social Environment
F. Developing as a Professional Educator
• TPE 12: Professional, Legal, and Ethical Obligations
• TPE 13: Professional Growth
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