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