Post on 20-Nov-2014
description
Program Evaluation
SPECIAL EDUCATION PROGRAMDepartment of Counseling, Special
Education and RehabilitationDrs. Hong Shen and Colleen Torgerson
Purposes of Program Assessment
Process of collecting data and making educational decisions :
(1) to improve,
(2) to inform, and
(3) to prove effectiveness.
The results from an assessment process should provide information that can be used to determine whether or not intended outcomes are being achieved, what you are doing well, and how the program can be improved.
If an outcome is to have Stripe whistle then we have to assess to try to improve.
Areas that SPED assesses:
1. Candidates’ ability to assess their students
2. Candidates’ ability to deliver appropriate instruction
3. Candidates’ ability to manage classroom behavior
4. Candidates’ ability to collaborate
5. Candidates’ to exhibit professionalism
6. Candidates’ ability to utilize technology for instruction, communication and organization
TEACHERS THAT WILL AFFECT LIVES FOR ETERNITY
Share today
1. Breadth and Depth of Assessment Activities
(SPED uses 15 measures)
2. Use of Results for Improved Teaching and Learning – Meeting Outcomes
3. Faculty Involvement in Assessment
For only 20 minutes !!
Features of Assessment Measures Used
To increase validity and reliability of assessment, the following are considered:
1. Formal and informal assessments
2. Direct and indirect measures
3. Formative and summative
4. Longitudinal and cross-sectional
5. Performance based
SPED ASSESSMENTS
FORMAL
Chancellor’s Survey
One-year out survey of graduates and their employer
INFORMAL
Class Assignments
Behavior Management Plan
RUBRIC –(handout)
Curriculum-based assessment
SPED ASSESSMENTS
DIRECT
Assignments – observation during student teaching with specific skills listed
Tests of Knowledge - Paper-pencil or demonstrated practice of the skill or knowledge
INDIRECT
Exit Surveys – are PERCEPTION based
1. Candidates
2. School-based support provider
We utilize surveys at the program, School, University, and System CSU level.
SPED ASSESSMENTS
FORMATIVE
Assignments throughout program
First IEP written
Research paper (Rubric)
Act of teaching
SUMMATIVE
Portfolio
Final Exams
Exit Exams
Thesis Defense
SPED ASSESSMENTS
LONGITUDINAL
Collected for the past 10 years
By year
By semester
By annual report
CROSS-SECTIONAL
Multiple times across program
Candidate’s ability to assess their own students
1. Survey
2. Portfolio
3. Class Assignment
SPED ASSESSMENTS
PERFORMANCE BASED
Unique to our field of teacher preparation most of our assignments and assessments are completed in the field and are performance-based – very few paper-pencil only
Example: Formal Assessment Assignment
Our students test a student, utilizing software required and produce a report based on data collected.
Data Collection
Planned by program
Some each semester; others on a scheduled basis
Embedded and collected by faculty in the program
Use of class assignments, surveys, Chancellor’s report…
Organized by Assessment Coordinator and analyzed at program meeting(s)
TRIANGULATED DATA RESONATES
When we see it in observation, and it scores low in a survey, and student assignment samples indicate they are not at a level professionally that we want them to be then…
THIS BECOMES OUR NEXT IDENTIFIED NEED (handout)
AND IN REVERSE WE TAKE IT OFF OUR LIST
Changes made based on assessment data
Added a specific course dedicated to assessment.
Imbedded activities to address needs of students who are English Learners across each course.
As we are making revisions to the credential as required by all programs in California we are addressing the need to improve our candidates’ ability to provide math instruction.
The same rubric is used to evaluate the performance of writing IEPs in multiple courses and fieldwork.
Faculty Involvement
In SPED, all faculty in the program are members of the assessment team
The assessment coordinator plays a leadership role collecting and analyzing data, and draft report writing.
Action plan and time frames were written by the assessment coordinator and the program coordinator based on the input from the faculty. (Actually no money changes
hands!)
How do we get faculty involved?
Use existing assignments as appropriate
Put on agenda for program meetings
Part-time instructors included and informed at required meetings
Retreats have been used
Dean attends program meeting to share data at least once a year
Need everyone (full and part-time) informed as we share data at program advisory meetings (School District leaders and teachers; Agencies; Parents)
Direct Measures graded by the faculty
Indirect Measures (surveys) collected in classes or mailed to schools.
Faculty sees benefit in culture of evidence
How might you create a WIN=WIN with your faculty?
How can data help your faculty?
OK - There are some nuts that will never be cracked!
PROBLEMS - Yes
Faculty forget to collect the data in their class
Surveys delayed as employers do not send it back in a timely manner
It has taken 10 years to make it somewhat systematic
SAGE REMINDERSAssessment is everyone’s business
Embed assessments in key class assignments – add as you can manage- build into your program
Whole program faculty involvement
Don’t set special meetings – put it on the program agenda
Vary your tools and types of assessments to make assessment comprehensive and thorough
QUESTIONS ?Colleen Torgerson colleent@csufresno.edu 278-0340Hong Shen hshen@csufresno.edu