Standard 2 – Assessment System and Unit Evaluation
|
Example of changes made to courses, program and the unit in response to data gathered from the assessment system.
(From 2010 Biennial Data Report to CTC)
Assessment results and implications for program improvement are regularly discussed at department meetings and with our Program Advisory Committee. At these meetings, faculty and advisory committee members review data from various instruments to identify program strengths and challenges, and to develop plans for addressing challenges. Below is a list of actions taken based on the review of candidate performance data:
- Identified weakness in advising from student survey; improvement efforts and decisions made include:
- Assign advisors based on alphabetical order when students are admitted
- A Graduate Advisor is provided .2 release time allocated to the department since Spring 2009 to strengthen program information and advising
- Develop program handbook to provide more systematic information online for students
- Identified weakness through student comprehensive exam performance data; instructors began to further efforts to strength student learning, particularly in the areas of assessment and learning theories
- The program developed an employer survey and distributed it in 2008. Due to low return rates, data were not analyzed. The program will streamline employer participation for future distribution
- Faculty will revise the comprehensive exam to assess candidate dispositions
- More instruments/rubrics will be developed to expand key assessment and data sources, such as EDCO 280 Practicum in Multicultural Counseling and EDCO 267 Practicum in Life-Span Career Development
No Changes to Professional Administrative Services Credential (Tier 2)
- Changes to Programs:
It was noted that students did not get formal support on their research projects in the Fall semester. Oftentimes, this comes at a critical point in their research projects -- they were left to file IRB, methodology on their own. In Fall 2009, EDAD 221/Research Seminar, was reinstated for all year 2 students. This decision came as a result of faculty discussions concerning how to strengthen research projects.- Changes to Courses:
Transition Point #2
Candidates complete EDAD 202: Candidates gain deeper understanding of effective teaching practices and how they can use that information to coach others. They also begin to write their Research Project.
To improve the use of Educational Research, the department modified the signature assignment for EdAd 202. In 2009-2010 candidates were required to write a formal review of the literature of a selected research topic. In the past five years, candidates submitted an annotated bibliography and a summary literature review that explained the research on their selected topic.
Transition Point #3
Candidates complete EdAd 203-204: Candidates gain knowledge of Human Resources, School Law, and School Finance. They learn to focus resources so that the needs of all students are met.
The rubric for this signature assignment was modified to emphasize equity and social justice issues. Candidates may take EdAd 203-204 in the third or fourth semester.
Use of Assessment Results to Improve Candidate and Program Performance
The Department of Special Education is renovating the credential programs to conform to the new standards and reform structure from CCTC. These changes began in the fall 2010 semester. Specific changes that we have begun to implement based on assessment data include the following:
- We provided a "SPED Speaker Series" that includes special sessions of information from community experts in the areas identifies as needing improvements. The topics in the 2008-2009 school year included IEP Development, Assessment, and working with English Learners.
- Positive Behavior Support strategies from the California PENT group was added to the EDSE 279 course. Social Emotional issues in school was also a topic added to the agenda in EDSE 279.
- Based on the data from the Directed Teaching classes in the Moderate to Severe Disability Program, a review was made in the Department meeting on April 6th, 2010. Faculty noticed that the item, "Implementing research-based practices" received the lowest rating in the 2009 semesters. The decision was made to offer some lectures/information to the Education Leadership program (a SJSU program) about Inclusive Education and Autism Spectrum Disorders for the new principals. Many teachers of students with moderate to severe disabilities in Santa Clara County are not able to integrate their students into general education successfully.
- Interns are no longer required to develop a reflection portfolio in their first semester in the Intern Program. They will be required to summarize weekly about the job and the best moments and most worrisome moments in the week over the first semester. This process began in the spring 2010 semester.
- Interns are provided with guidelines for observing master teachers.
- We developed a library that includes many teaching materials and curricula and assessments in the fall 2008 and have added materials to the library each semester.
- We will incorporate IRIS materials into many of the courses beginning in the fall 2010 semester. IRIS provides information, instructional modules and case studies that are based in research in special education.
- We will inquire about case management requirements in school districts and will incorporate instruction about this role into several classes.
- We are identifying all research/evidence that supports the topics in each course to make sure we are covering all important material.
[Return to Standard 2 – Assessment System and Unit Evaluation]
print
email