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Development, Implementation, and Effective Use of the Unit Assessment System at the University of Mississippi

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Development, Implementation, and Effective Use of the Unit Assessment System at the University of Mississippi Dr. Kaye Pepper Dr. Fannye Love Mrs. Smitty Horne-Wood – PowerPoint PPT presentation

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Title: Development, Implementation, and Effective Use of the Unit Assessment System at the University of Mississippi


1
Development, Implementation, and Effective Use of
the Unit Assessment System at the University of
Mississippi
  • Dr. Kaye Pepper
  • Dr. Fannye Love
  • Mrs. Smitty Horne-Wood

2
Overview of University of Mississippi and the
School of Education
  • University of Mississippi
  • One of 8 public universities in the state
  • Located in north Mississippi
  • Carnegie research extensive institution
  • Has experienced continuous growth
  • School of Education
  • Two departments
  • Department of Curriculum and Instruction
  • Department of Leadership and Counselor Education
  • Initial and advanced programs, including an
    alternative certification program
  • Candidates in 2006-2007 - 940 initial 589
    advanced
  • Faculty - 51 full-time and 14 part-time

3
The assessment system must collect and analyze
data on
  • Applicant qualifications
  • Candidate and graduate performance
  • Unit operations

Results are used to evaluate and make data-driven
decisions which improve the unit and its programs.
4
Development of the Unit Assessment System
5
Developing the Unit Assessment System at UM
  • Developed in 2001 with assistance of professional
    partners and has undergone continuous improvement
  • Designed to link performance of our candidates
    to
  • The conceptual framework
  • National, state, and program standards
  • K-12 student learning

6
The Assessment Committee - 2001
  • Charged with developing an assessment and
    evaluation system that
  • Met all NCATE assessment and evaluation standards
  • Was feasible and useful to the SOE in monitoring
    candidate performance and improving SOE programs
  • Included representatives from each
  • department in SOE and professional
  • partners

7
Unit Assessment System Design - School of
Education - University of Mississippi
Unit Evaluation
Candidate Assessment
Program Evaluation
Curriculum Audit Database
  • Candidate Assessments within Courses

Consisting of
  • Conceptual Framework Outcomes and associated
  • Course objectives
  • Assessments
  • Scoring Tools
  • SPA standards
  • Reflection Elements
  • Unit-wide data
  • Faculty evaluations
  • Student, staff, faculty diversity
  • Governance/
  • Leadership

Review of instruments for fairness, consistency
accuracy, avoidance of bias
  • Decision Point Assessments
  • Program Entry
  • Intermediate
  • Program Completion
  • Follow-Up

Analyzed to develop
Used in
Feedback to individual candidates and to faculty
for decision making purposes
Data entered into
Curriculum Alignment Audit
Changes needed to improve unit performance
Candidate Assessment Database containing
individual candidate data
Resulting in
Used for
Program improvement plans developed and
implemented by program faculty and partners
Reports presenting aggregated summaries of
candidate strengths and weaknesses
And for
Analyzed to develop
Summaries of formal candidate complaints and
their resolution
Individual program summaries included in
Analyzed to produce
Compilation of outcome data from all programs
(including recruitment and retention data)
  • External data from
  • Employer surveys
  • Graduate surveys
  • Licensure tests
  • Results of research on student outcomes

8
Levels of the Assessment System
  • Individual data on essential candidate knowledge,
    skills, and dispositions

Aggregated candidate data and results of
curriculum audit used to assess programs
Program and other data used to assess the unit
9
To accomplish goals in 2001, the Assessment
Committee
  • Was divided into subcommittees by program areas
    (elementary, secondary, special education,
    educational leadership, counselor education)
  • Subcommittee chairs worked with program faculty
    and members of the professional community to
    provide the information needed to build the
    databases and in establishing the assessment
    system components at initial and advanced levels.

10
Components of the system developed for each
program / level
  • Alignment of course content/objectives with the
    SOE conceptual framework
  • Selection of decision-point assessments
  • Committee validation of decision-point
    assessments
  • Identification of external assessments and other
    sources of unit data

11
Components of the system (cont.)
  • Development of timelines, policies, and
    procedures for
  • candidate mid-program and program completion
    reviews
  • program review
  • unit review
  • Compilation of outcome data on candidate
    performance on decision-point assessments
  • Compilation of data in aggregate form for program
    evaluations

12
Evolution of the Candidate Assessment Database
  • Consists of decision-point data for each
    candidate in each program
  • 2002-2005 was a period of alternating development
    and updating of the database design.
  • In 2005, decision point data entry was completed
    and reports were generated at the program level
  • In Spring 2006, initial programs were
    transitioned into Tk20.
  • Advanced programs are scheduled to transition to
    Tk20 by spring 2008.

13
Curriculum Audit Database
  • Consists of all course objectives for each SOE
    course. Curriculum Alignment Audit every 2 years
  • Each objective is linked to
  • Measure of learning addressed (knowledge, skills,
    or disposition)
  • Relation to the conceptual framework
  • SPA standards relevant to the objective
  • Indication of whether the objective entails
    candidate reflection
  • General content and form of the assessment,
    including reference to the scoring tool
  • Program changes related to additions/deletions
    and reasons for the changes

14
Systematic Process
Flowchart for Decision-Making Process Internal/Ext
ernal data Director of Assessment Annual
Reports developed Assessment Committee
Deans Leadership Team Program/Dept
Faculty and Staff Review Reports / Plans for
Improvement Teacher Ed
Committee Unit Evaluation Committee Dean St
rategic Planning Implementation of Changes
15
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16
Important Documents
  • Faculty Unit Assessment Handbook
  • Overview of the Unit Assessment System
  • Frequently Asked Questions
  • Copy of each decision-point assessment for each
    program
  • Annual Individual Program Assessment Report
    Notebooks
  • Copy of decision-point assessments
  • Aggregated results of decision-point assessments
    and data from other sources
  • Program assessment reports
  • Program Plans for Improvement

17
Implementation of the Unit Assessment System
18
Oversight of the Unit Assessment System
  • Fall 2005 a Director of Assessment and a
    Database Manager were hired to facilitate the
    assessment process.
  • Responsibilities Director of Assessment include
  • Management of data collection
  • Compilation, summarization, and analysis of data
  • Report development
  • Disseminates reports to program faculty,
    department chairs, assessment committees, and
    professional community for development of plans
    for improvement

19
Oversight (cont)
  • Responsibilities of Database Manager include
  • Tk20 system setup each semester
  • Training for candidates/faculty on Tk20 use
  • Request reports from Tk20
  • Development and maintenance of other databases

20
Data Collection
  • Candidate Assessment Database capture of
    decision-point assessment results
  • Initial Programs use of Tk20
  • Advanced Programs results entered manually into
    spreadsheets
  • Curriculum Alignment Audit Summary of
    additions/deletions to programs developed
  • External sources of data Summarized in reports

21
Data Analysis
  • Candidate Assessment
  • Decision-point Assessments (entry, intermediate
    stage, and exit)
  • GPA
  • Standardized test results
  • Course-based and noncourse-based assessments
  • Dispositions
  • Follow-up surveys

22
Data Analysis (cont.)
  • Program Evaluation
  • Decision-point assessments organized by outcomes
    of the conceptual framework
  • Candidate formal complaints and resolutions
  • Input from candidates, school/university
    partners, employers, and program faculty
  • Curriculum Alignment Audit
  • External reports (SPA reports)

23
Data Analysis (cont.)
  • Unit Evaluation
  • Program Evaluation Reports
  • Assessments with like-items for all programs in
    the SOE
  • Input from candidates, school/university
    partners, employers, and SOE faculty
  • Candidate formal complaints and resolutions
  • External reports (External Review / MDE Process
    and Performance Review)
  • Unit leadership and governance reports (faculty
    evaluations, diversity, technology, etc)

24
Program Plans for Improvement
  • Developed by program faculty/staff with
    assistance from members of the Assessment
    Committee and Deans Leadership team
  • Final plan is reviewed and approved by the
    Teacher Education Committee
  • Dean/Department Chairs prepare for strategic
    planning to implement changes

25
Unit Plan for Improvement
  • Developed by members of the Assessment Committee
    and Deans Leadership team
  • Reviewed by SOE faculty/staff for input
  • Final plan is reviewed and approved by the Unit
    Evaluation Committee
  • Dean/Leadership Team prepares for strategic
    planning to implement changes

26
Ongoing Activity
  • Assessment is a never-ending, cyclical process
  • Annually
  • Decision-point assessment data
  • Formal candidate complaints and resolutions
  • Other internal data (faculty evals, etc
  • Results of external assessments(MDE
  • Every 2 years
  • Curriculum Alignment Audit
  • Every 3 years
  • External Review

27
Systematic Process
Flowchart for Decision-Making
Process Internal/External data Director of
Assessment Annual Reports developed
Assessment Committee Deans
Leadership Team Program/Dept Faculty and
Staff Review Reports / Plans for Improvement
Teacher Ed Committee
Unit Evaluation Committee Dean Strategic
Planning Implementation of Changes
28

Results of an effective, systematic assessment
process allows for data-driven decision-making
which results in continuous improvement
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