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 II. Master of Arts in Education
1. Overview of Annual Assessment Project(s) Master of Arts in Education: Curriculum and Instruction, Language and Literacy,
Multilingual/Multicultural Concentrations (not currently an MA option, but might be revised and offered in the future).
1. Reflective Practice by examining their pedagogical content knowledge, and skills to improve diverse students' learning needs
(SLO 1).
2. Theoretical Understanding by reading, synthesizing, and evaluating educational theory and research and applying research
findings to their practice in diverse classroom settings (SLO 2).
3. Research Skills by designing and conducting research and presenting their findings at a professional level in oral and written
forms (SLO 3).
4. Educational Awareness by knowing current educational issues and how those impact schools (SLO 4).
5. Leadership by influencing policy and practice in educational communities through advocacy and example (SLO 5).
Focus SLO's 2010-2011
SLO 2 Written Qualifying Examination: MA students demonstrate mastery of theoretical understanding and research skills as assessed on the
written component of the EED 679 course - Directed Comprehensive Examination/written Qualifying Examination.
SLO 3 Academic Conversation: MA students demonstrate mastery of theoretical understanding and research skills as assessed in the oral
component of the EED 697 course - Directed Comprehensive Examination/ the Academic Conversation.
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Department of Elementary Education Annual Assessment Report
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 SLO 2 and 3. In The Department of Elementary Education, MA Candidates can select one of three culminating experiences. A Thesis,
Graduate Project, or Directed Comprehensive Studies. When a student selects the Directive Comprehensive Examination there are two distinct
components. The written qualifying examination, and the Academic Conversation (Oral Examination). The MA Committee began an examination
of these three assessments to include time to complete each assessment, rubrics utilized, and policies that address student pass/failure/retakes.
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.
No.
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?
SLO 2 and SLO 3. Assessment began 2010 and is on-going. Evaluation began with the MA committee. There is a new MA committee 20112012 that will continue the work of the previous committee, and to provide refinements to the policy, any changes will be approved by the
department. Comprehensive Examinations are also being evaluated at the College level, within the College Curriculum Committees. This will
assist our department compare policies and procedures of other department, and address consistency across departments within the College
when applicable.
Criterion used for Evaluation in the Written Qualifying Examination
• Conceptual Command of Responses
• Research/Document & Support
• Writing Conventions
• Appropriate use of APA Style
Criterion used for Evaluation in the Academic Conversation
• Students Communicates professional knowledge based in an accurate manner
• Demonstrates ability to analyze and synthesize in responds to questions
• Demonstrates ability to reflect upon knowledge and inquire into practice
• Responds in an articulate, poised and professional manner
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Department of Elementary Education Annual Assessment Report
2b. What assessment instrument(s) were used to gather evidence about this SLO?
• Rubrics faculty use to score both the written and oral examination
• Data related to student Pass/ Fail Rates
• University Policy of Comprehensive Examinations (refer to University Catalog p 58).
Each phase of the Directed Comprehensive Examination Course (EED 697) utilizes specific rubrics to measure corresponding SLO's.
(1) The written qualifying examination is comprised of three educational essays on which students must achieve a passing score of 50 or
better in order to qualify to advance and participate in the second phase of the Master's examination. (2) The Academic Conversation (AC)
is the second component of the assessment. The AC is comprised of two twenty-minute conversations in which students demonstrate an
ability to verbally articulate the content of two of the three written qualifying educational essays. Three faculty members from the
department are present during the AC/ oral examination. Students are asked to discuss the central thesis and literature review of two of
the three papers. Faculty members ask questions, and students orally discuss their written research paper.
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.
The sample includes participants enrolled in the Masters of Arts in Education in the Language and Literacy or Curriculum
and Instruction options. Students must have achieved a classified status as graduate students, be in good standing, and have
completed all the coursework in the graduate program options. Students must apply for graduation during the semester
immediately preceding the semester in which they wish to have a degree conferred. Students must complete requirements for
the degree within seven calendar years from the date they were admitted to the program. If a student fails to successfully
complete/defend the thesis, graduate project, or any part of it, he/she will be disqualified from the Master's program in the
department and normally not allowed to take the comprehensive examination option. Students may not take an entire
comprehensive examination more than twice (refer to University Catalog p58).
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.
Assessment points:
1. Application to the program - 12 units of coursework may be taken
2. Official acceptance as a Master's Candidate
3. Qualifying Examinations/Thesis & Project completion with separate set of criteria.
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Department of Elementary Education Annual Assessment Report
The Department of Elementary Education has engaged in the process/methodology of a "backward design" to assure that students exit
with a strong understanding of each of the MA SLO's. In the Backward design, exit requirements are taken into consideration first, and
mapped backwards throughout the program and coursework to assure that students develop a strong understanding of each of the MA
SLO's throughout coursework, and culminating with the Comprehensive Examination course and the Academic Conversation. Data in the
Department is analyzed utilizing cross-sectional comparisons, an example would be GRE, Score on Writing Examination, GPA, grades
received during the program. Additionally, the data on each criteria of the instrument has been aligned with the SLO's and will be
uploaded to the data warehouse for ongoing review and fine tuning of all coursework throughout the MA program.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the evidence was analyzed and highlight important findings from
the collected evidence.
The results of the student performance data collected from the two instruments in the Directed Comprehensive Examination are
reviewed by the Graduate Coordinator, the Department Chair, with consultation from faculty teaching the Directed Comprehensive
Examination. The results are discussed in the MA Committee and brought to the department faculty when recommendations affect course
content, methodology, or assessment within the program options. Further analysis is recommended and ongoing in the following areas to
calibrate instructors and rubrics. Greater coordination will minimize instructor variation in an effort to decrease the standard deviation
of faculty "leeway for error" when applied to student pass/fail rates of the written comprehensive examination:
•
•
Rubrics applied to passing the written comprehensive examination should be reviewed and revised to reflect greater
reliability (a smaller standard of deviation) to promote greater consistency from semester to semester as well as
consistency among /across faculty -- as the Comprehensive Examination course is taught by various faculty.
Rubrics applied to passing the Academic Conversation/ Oral
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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.
The results of the data analysis led to the following recommendations:
1. Faculty completed revision and update of course outlines. Course outlines had not been updated for some 20 years, in 2008
faculty began the process of updating all course outlines and corresponding bibliographies to include current scholars and theorist.
2. Faculty completed revision and update of qualifying examination questions answered by students. Some questions were found to
be outdated, or new theorist/researchers had contributed an important body of work to important educational topics and issues.
Questions used in the written qualifying examination have been updated and revised.
3. All rubrics have been revised including changing the minimum passing score, however further review and refinement of this is
needed as discussed above in 2e.
4. Ongoing. The department is exploring a variety of ways to provide additional support to MA students. The previous year students
were able to go beyond the course instructor and ask for additional assistance. For example, students could send written outlines to
former instructors and ask for feedback. This and other approaches to student support is being reviewed.
5. The Chair of the Department and MA committee developed course modification to change EED 697 from 3 to 6 units. The
modification was presented at the College level but withdrawn. The MA Committee may wish to resubmit paperwork to include clarity
especially as it relates to the "RETAKE" POLICY based on university policy. Additionally, the S-Factor for this course was changed from 2:1
to 3:1. Further study is needed in this area.
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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?
Masters Candidates are currently assessed in two major areas: Knowledge, and Skills. Dispositions will be added in the future. The
department's strategic plan necessitates program and candidate evaluation on a continuous basis involving four important transition
points:
Transition Point 1 - Initial Application to the Program - 12 units of coursework may be taken
Transition Point 2 - Official Entry/acceptance into the program and classification as a Master's Candidate
Transition Point 3 - Entry to Qualifying Examinations (written examination)
Transition Point 4 - Entry to Academic Conversation (oral examination)
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.
Masters in Education Program
As it relates to the MA program - funding the Academic Conversations, and Comprehensive Examinations is typically considered an
expensive model. The current course utilizes a seminar format but lecture size classes involving 20+ students at times. The department is
examining how reconfiguring the S-factors and course units will impact SLO and department resources. The following was approved: S
Factor: moved from S25 (2:1) to S36 (3:1)
Typically, faculty chairing a thesis project receive .5 unit, without this compensation in workload there is little incentive for faculty to
take on the extra work to chair a committee. Members of thesis committees are not compensated with units, but provide a service to the
department by sitting on committees.
5. Other information, assessment or reflective activities not captured above.
• Recommendation of the Assessment Committee to shift from data collection to data assessment 2011-2012.
• Substantial work of the MA committee lead by Dr. Shartriya Collier to create Dispositions Evaluations for MA Candidates
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Department of Elementary Education Annual Assessment Report
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. N/A
Appendix 1.
Dispositions Evaluation for Master’s Candidates (Revised: October 2010)
MA Committee 2010-2011: Shartriya Collier (Chair); Members: Shiuli Mukhopadhyay, John Reveles,
Joyce Burstein (Graduate Advisor/Ex-Officio Member)
Dispositions Evaluation for Master’s Candidates
Note: The following document was created as a part of a Federal Ear Mark Grant. This document was reviewed and approved by
EED faculty October 2010. The next step is implementation.
The following document contains a proposed dispositions evaluation tool for Master’s candidates. The assessment consists of: 1.) a
checklist and supplemental rubric and 2.) an MA Candidate Self-Assessment Tool (Form 1- Disposition Checklist, Form 1A Dispositions Rubric (this should only be used to provide greater detail for understanding the criteria listed in Form 1.) The following
assessment tools should be administered a minimum of three times during the candidate’s attendance in the Department of
Elementary Education Master’s program. This should occur at the end of the first semester (potentially 601), the end of the second
semester (potentially 675) and the end of the final semester in the program (potentially 697). If a student receives a score of 1 in
three or more areas, the professor should fill out the Department of Elementary Education “Statement of Concern Report” (Form A).
If the student receives two “Statement of Concern” reports by the end of the first year, the department faculty must move on to
Form B and C as described in the Department of Elementary Education Dispositions forms as listed at:
www.csun.edu/coe/eed/delay_withdrawal. Additionally, students should complete the attached Self-Assessment Checklist at the
beginning, middle, and end of their tenure in the Department of Elementary Education Master’s program. This form is designed to
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Department of Elementary Education Annual Assessment Report
help students reflect upon their growth in the program. Copies of these forms should be kept on file in the department office.
These forms should also be stored on the department Moodle site.
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Department of Elementary Education Annual Assessment Report
Dispositions Evaluation for Master’s Candidates
Department of Elementary Education
Michael D. Eisner, College of Education
California State University, Northridge
(Form 1)
Student Name: _________________
Semester of Enrollment: _________
Pathway: C&I______ L&L______
Check the appropriate response:
1: not at all or never exhibits the behavior
2: occasionally exhibits the behavior
3: usually exhibits the behavior
4: all the time or always exhibits the behavior
1
2
3
4
Personal Qualities of a Professional
Educator
1. Exhibits self control and focus on
further developing as a
teacher/researcher/practitioner.
2.The candidate is punctual and reliable.
3. The candidate demonstrates maturity
of judgment when completing course
assignments and interacting with peers and
colleagues.
4. The candidate demonstrates warmth
and advocacy for children and their families.
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Department of Elementary Education Annual Assessment Report
5. The candidate demonstrates the
capacity for high academic achievement in the
areas of reading, writing, listening and
speaking on the graduate level.
6. The candidate completes all
assignments in a timely manner.
Qualities Important to Collaboration
1. The candidate establishes a rapport
with others.
2. The candidate works well with others
and communicates respectfully.
3. The candidate values teamwork
and demonstrates a commitment to
achieving team goals.
4. The candidate demonstrates effective
communication skills.
Commitment to Professional Growth
1. The candidate responds to feedback on
research and scholarship in the program.
2. The candidate accepts constructive
criticism and uses suggestions to improve skills
and understanding.
3. The candidate strives to achieve
competency by seeking advice and guidance
from professors, peers, and professionals in
the field.
4. The candidate reflects on and evaluates
areas of improvement.
5. The candidate reflects on and values
the life-long learning process.
6. The candidate is a self-directed learner.
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Department of Elementary Education Annual Assessment Report
Commitment to Diversity and Social
Justice
1. The candidate demonstrates cultural
respect and understanding.
2. The candidate displays sensitivity to
ethnically, linguistically, cognitively, physically,
and socially diverse groups and individuals.
3. The candidate treats all people equally.
4. The candidate believes in equal
educational/vocational opportunity.
5. The candidate advocates high and
appropriate expectations for all students.
Commitment to Ethical Practices
1. The candidate maintains pupil
confidentiality.
2. The candidate is honest and
trustworthy.
3. The candidate uses sound, informed
judgment.
4. The candidate abides by legal mandates
and ethical responsibilities.
Recommendations:
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Department of Elementary Education Annual Assessment Report
Rubric (Form 1 Descriptors)
1
Personal Qualities of a Professional
Educator
Exhibits self control and focus on further
developing as a
teacher/researcher/practitioner.
The candidate fails to
maintain composure
in the university
classroom or
fieldwork site and
never pursues
opportunities for
professional growth.
The candidate is punctual and reliable.
The candidate is
frequently late or
absent except when
excused in advance.
Frequently arrives
unprepared for class.
The candidate demonstrates maturity of
judgment when completing course
The candidate never
or infrequently
2
The candidate
occasionally
pursues
opportunities
for professional
growth and
development by
drawing upon a
variety of
educational
resources and
seeking advice
from
professional
organizations,
peers, and
colleagues.
The candidate
occasionally
arrives to class
and all
university
related events
on time and
prepared with
educational
materials and
course
resources.
The candidate
occasionally
3
4
The candidate
usually pursues
opportunities for
professional growth
and development by
drawing upon a
variety of
educational
resources and
seeking advice from
professional
organizations, peers,
and colleagues.
The candidate
actively pursues
opportunities for
professional growth
and development by
drawing upon a
variety of
educational
resources and
seeking advice from
professional
organizations, peers,
and colleagues.
The candidate
usually arrives to
class and all
university related
events on time and
prepared with
educational
materials and
course resources.
The candidate
consistently arrives
to class and all
university related
events on time and
prepared with
educational
materials and
course resources.
The candidate
usually pursues
The candidate
consistently pursues
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Department of Elementary Education Annual Assessment Report
assignment and interacting with peers and
colleagues.
completes
assignments, duties,
or tasks on time.
The candidate demonstrates warmth and
advocacy for children and their families.
The candidate never
seeks university,
school, community
partnerships that
advocate for children
and their families.
The candidate demonstrates the capacity
for high academic achievement in the areas
of reading, writing, listening and speaking
on the graduate level.
The candidate makes
frequent errors in
oral and/or written
communications with
students, peers,
teachers,
university personnel,
and/or others.
The candidate completes all assignments in
a timely manner.
The candidate never
completes
assignments on or
prior to course and
university deadlines.
pursues clarity
and uses sound
judgment when
completing
course
assignments
and interacting
with peers.
The candidate
occasionally
seeks university,
school,
community
partnerships
that advocate
for children and
their families.
The candidate
occasionally
demonstrates
the capacity for
scholarly
excellence (i.e.
strong, clear,
and concise
reading, writing,
listening and
speaking skills).
The candidate
occasionally
completes all
assignments on
or prior to
course and
university
deadlines.
clarity and uses
sound judgment
when completing
course assignments
and interacting with
peers.
clarity and uses
sound judgment
when completing
course assignments
and interacting with
peers.
The candidate
usually seeks
university, school,
community
partnerships that
advocate for
children and their
families.
The candidate
aggressively seeks
university, school,
community
partnerships that
advocate for
children and their
families.
The candidate
usually
demonstrates the
capacity for
scholarly excellence
(i.e. strong, clear,
and concise reading,
writing, listening
and speaking skills).
The candidate
always
demonstrates the
capacity for
scholarly excellence
(i.e. strong, clear,
and concise reading,
writing, listening
and speaking skills).
The candidate
usually completes all
assignments on or
prior to course and
university deadlines.
The candidate
consistently
completes all
assignments on or
prior to course and
university deadlines.
The candidate
occasionally
demonstrates
leadership by
The candidate
usually
demonstrates
leadership by
The candidate
consistently
demonstrates
leadership by
Qualities Important to Collaboration
The candidate establishes rapport with
others.
The candidate fails to
interact in a positive,
respectful, and
professional manner
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Department of Elementary Education Annual Assessment Report
with students, peers,
teachers,
university personnel,
and/or others.
The candidate works well with others and
communicates respectfully.
The candidate never
or rarely works well
with peers and
university
professionals by
actively listening and
sharing speaking
opportunities.
The candidate values teamwork and
demonstrates a commitment to achieving
team goals.
The candidate rarely
allows equal
opportunities for
peers to engage and
share areas of
expertise while also
offering
encouragement.
The candidate demonstrates effective
communication skills.
The candidate never
or rarely uses English
vocabulary,
pronunciation
grammar, in a
manner that can be
understood by
professors and peers.
Commitment to Professional Growth
The candidate responds to feedback on
research and scholarship in the program.
The candidate reacts
defensively or
antagonistically to
initiating
positive and
productive
interactions
with professors,
peers, and
colleagues.
The candidate
occasionally
works well with
peers and
university
professionals by
actively
listening and
sharing
speaking
opportunities.
The candidate
occasionally
allows equal
opportunities
for peers to
engage and
share areas of
expertise while
also offering
encouragement.
The candidate
occasionally
uses English
vocabulary,
pronunciation
grammar, and
can be
understood by
professors and
peers.
initiating positive
and productive
interactions with
professors, peers,
and colleagues.
initiating positive
and productive
interactions with
professors, peers,
and colleagues.
The candidate
usually works well
with peers and
university
professionals by
actively listening
and sharing
speaking
opportunities.
The candidate
consistently works
well with peers and
university
professionals by
actively listening
and sharing
speaking
opportunities.
The candidate
usually allows equal
opportunities for
peers to engage and
share areas of
expertise while also
offering
encouragement.
The candidate
consistently allows
equal opportunities
for peers to engage
and share areas of
expertise while also
offering
encouragement.
The candidate
usually uses English
vocabulary,
pronunciation
grammar, and can
be understood by
professors and
peers.
The candidate
consistently and
effectively uses
English vocabulary,
pronunciation
grammar, and can
be understood by
professors and
peers.
The candidate
occasionally
applies
The candidate
usually applies
feedback in a
The candidate
consistently applies
feedback in a
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Department of Elementary Education Annual Assessment Report
feedback about
performance.
feedback in a
manner that
enhances
productivity in
research and
scholarship.
The candidate
occasionally
accepts
constructive
feedback,
evaluates it and
applies it to
improve work.
manner that
enhances
productivity in
research and
scholarship.
manner that
enhances
productivity in
research and
scholarship.
The candidate
usually accepts
constructive
feedback, evaluates
it and applies it to
improve work.
The candidate
consistently accepts
constructive
feedback, evaluates
it and applies it to
improve work.
The candidate accepts constructive criticism
and uses suggestions to improve skills and
understanding.
The candidate makes
no effort to accept
constructive
feedback, evaluate it
and apply it to
improve work.
The candidate strives to achieve
competency by seek advice and guidance
from teachers, peer, and professional in the
field.
The candidate
exhibits a poor
attitude toward the
teaching profession,
TPEs, or professional
growth.
The candidate
occasionally
seeks advice
from
professors,
colleagues, and
peers.
The candidate
usually seeks advice
from professors,
colleagues, and
peers.
The candidate
consistently seeks
advice from
professors,
colleagues, and
peers.
The candidate reflects on and evaluates
areas of improvement.
The candidate never
or rarely reflects
upon areas of
improvement by
questioning his/her
own practices and
evaluating areas of
improvement.
The candidate
usually reflects upon
areas of
improvement by
questioning his/her
own practices and
evaluating areas of
improvement.
The candidate
consistently reflects
upon areas of
improvement by
questioning his/her
own practices and
evaluating areas of
improvement.
The candidate reflects on and values the
life-long learning process.
The candidate never
or rarely reflects and
values the life-long
learning process by
applying new and
innovative teaching
and research
methods.
The candidate
occasionally
reflects upon
areas of
improvement
by questioning
his/her own
practices and
evaluating areas
of
improvement.
The candidate
occasionally
reflects and
values the lifelong learning
process by
applying new
and innovative
The candidate
usually reflects and
values the life-long
learning process by
applying new and
innovative teaching
and research
methods.
The candidate
consistently reflects
and values the lifelong learning
process by applying
new and innovative
teaching and
research methods.
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Department of Elementary Education Annual Assessment Report
teaching and
research
methods.
The candidate is a self-directed learner.
Commitment to Diversity and Social
Justice
The candidate demonstrates cultural
respect and understanding.
The candidate never
or rarely takes
ownership of his or
her own work and/or
strives for excellence
in the areas of
teacher, research,
and scholarship
The candidate
occasionally
takes ownership
of his or her
own work and
strives for
excellence in
the areas of
teacher,
research, and
scholarship
The candidate
usually takes
ownership of his or
her own work and
strives for
excellence in the
areas of teacher,
research, and
scholarship
The candidate
consistently takes
ownership of his or
her own work and
strives for
excellence in the
areas of teacher,
research, and
scholarship
The candidate never
or rarely
demonstrates
cultural
understanding by
researching,
reflecting, and
applying empathy to
various cultural and
ethnic populations.
The candidate
occasionally
demonstrates
cultural
understanding
by researching,
reflecting, and
applying
empathy to
various cultural
and ethnic
populations.
The candidate
occasionally
displays
sensitivity to
ethnically,
linguistically,
cognitively,
physically, and
socially diverse
groups and
individuals.
The candidate
usually
demonstrates
cultural
understanding by
researching,
reflecting, and
applying empathy to
various cultural and
ethnic populations.
The candidate
consistently
demonstrates
cultural
understanding by
researching,
reflecting, and
applying empathy to
various cultural and
ethnic populations.
The candidate
usually displays
sensitivity to
ethnically,
linguistically,
cognitively,
physically, and
socially diverse
groups and
individuals.
The candidate
consistently displays
sensitivity to
ethnically,
linguistically,
cognitively,
physically, and
socially diverse
groups and
individuals.
The candidate
The candidate
The candidate
The candidate displays sensitivity to
ethnically, linguistically, cognitively,
physically, socially diverse groups and
individuals.
The candidate shows
overt bias, prejudice,
or lack of fairness
toward certain
students or groups of
people.
The candidate treats all people equally.
The candidate Is
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Department of Elementary Education Annual Assessment Report
unable/unwilling to
treat all pupils, peers
and colleagues
equally.
The candidate believes in equal
educational/vocational opportunity.
The candidate makes
negative comments
about students'
abilities to learn.
The candidate advocates high and
appropriate expectations for all students.
The candidate never
or rarely advocates
high and appropriate
expectations for all
students.
Commitment to Ethical Practices
The candidate maintains student
confidentiality.
The candidate
mishandles and/or
fails to maintain
privacy and
confidentiality of
student information.
The candidate is honest and trustworthy.
The candidate is
rarely honest and
trustworthy.
The candidate uses sound, informed
judgment.
The candidate
violates the CSU
Student Conduct
Code.
occasionally
treats all pupils,
peers and
colleagues
equally.
The candidate
occasionally
believes in
equal
opportunity for
all students.
The candidate
occasionally
advocates high
and appropriate
expectations for
all students.
usually treats all
pupils, peers and
colleagues equally.
consistently treats
all pupils, peers and
colleagues equally.
The candidate
usually believes in
equal opportunity
for all students.
The candidate
consistently believes
in equal opportunity
for all students.
The candidate
usually advocates
high and
appropriate
expectations for all
students.
The candidate
consistently
advocates high and
appropriate
expectations for all
students.
The candidate
occasionally
maintains
student
confidentiality
by use
pseudonyms for
class reports
and school
records.
The candidate is
occasionally
honest and
trustworthy.
The candidate
occasionally
uses sound and
informed
judgment when
conducting
research,
completing
course
The candidate
usually maintains
student
confidentiality by
use pseudonyms for
class reports and
school records.
The candidate
consistently
maintains student
confidentiality by
using pseudonyms
for class reports and
school records.
The candidate is
usually honest and
trustworthy.
The candidate is
consistently honest
and trustworthy.
The candidate
usually uses sound
and informed
judgment when
conducting
research,
completing course
assignments and in
daily professional
The candidate
consistently uses
sound and informed
judgment when
conducting
research,
completing course
assignments and in
daily professional
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Department of Elementary Education Annual Assessment Report
The candidate displays ethical behavior.
The candidate rarely
displays ethical
behavior when
interacting with
peers, colleagues,
and pupils.
The candidate abides by legal mandates and
ethical responsibilities.
The candidate
engages in illegal or
unethical conduct
involving minor
children or conduct
which would be
grounds for
dismissal from a
teaching position.
assignments
and in daily
professional
interactions.
The candidate
occasionally
displays ethical
behavior when
interacting with
peers,
colleagues, and
pupils.
The candidate
occasionally
abides by legal
and ethical
responsibilities
by ensuring
student
confidentiality,
maintaining
ethical practices
when
conducting
research (i.e.
IRB approval),
and ensuring
the safety and
security of all
research
subjects.
interactions.
interactions.
The candidate
usually displays
ethical behavior
when interacting
with peers,
colleagues, and
pupils.
The candidate
consistently displays
ethical behavior
when interacting
with peers,
colleagues, and
pupils.
The candidate
usually abides by
legal and ethical
responsibilities by
ensuring student
confidentiality,
maintaining ethical
practices when
conducting research
(i.e. IRB approval),
and ensuring the
safety and security
of all research
subjects.
The candidate
consistently abides
by legal and ethical
responsibilities by
ensuring student
confidentiality,
maintaining ethical
practices when
conducting research
(i.e. IRB approval),
and ensuring the
safety and security
of all research
subjects.
18
Department of Elementary Education Annual Assessment Report
MA Candidate Self-Assessment
Student Name: _________________
Semester of Enrollment: _________
Pathway: C&I______ L&L______
Check the appropriate response:
1:
2:
3:
4:
not at all or never exhibits the behavior
sometimes exhibits the behavior
usually exhibits the behavior
all the time or always exhibits the behavior
Personal Qualities of a Professional
Educator
1. I exhibit self-control and focus on
further developing as a
teacher/researcher/practitioner.
2. I am punctual and reliable.
1
2
3
4
3. I demonstrate maturity of judgment
when completing course assignments and
interacting with peers and colleagues.
4. I demonstrate warmth and
advocacy for children and their families.
5. I demonstrate the capacity for high
19
Department of Elementary Education Annual Assessment Report
academic achievement in the areas of
reading, writing, listening and speaking on
the graduate level.
6. I candidate complete all
assignments in a timely manner.
Qualities Important to
Collaboration
1. I establish a rapport with others.
2. I work well with others and
communicate respectfully.
3. I value teamwork
and demonstrate a commitment to
achieving team goals.
4. I demonstrate effective
communication skills.
Commitment to Professional
Growth
1. I respond to feedback on research
and scholarship in the program.
2. I accept constructive criticism and
use suggestions to improve skills and
understanding.
3. I strive to achieve competency by
seeking advice and guidance from
professors, peers, and professionals in the
field.
4. I reflect on and evaluate areas of
improvement.
5. I reflect on and value the life-long
learning process.
6. I am a self-directed learner.
Commitment to Diversity and Social
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Department of Elementary Education Annual Assessment Report
Justice
1. I demonstrate cultural respect and
understanding.
2. I display sensitivity to ethnically,
linguistically, cognitively, physically,
socially diverse groups and individuals.
3. I treat all people equally.
4. I believe in equal
educational/vocational opportunity.
5. I advocate for high and appropriate
expectations for all students.
Commitment to Ethical Practices
1. I maintain pupil confidentiality.
2. I am honest and trustworthy.
3. I use sound, informed judgment.
4. I abide by legal mandates and
ethical responsibilities.
My overall strengths as a teacher/researcher/practitioner are:
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Department of Elementary Education Annual Assessment Report
I would like additional support in the areas of:
My goals as a teacher/researcher/practitioner for the next semester are:
22