 |
|||||
Standard 2.3
Assessment findings are used in several ways to improve program quality and unit effectiveness and thus to strengthen candidate performance. These include routine revisions in course syllabi and in various aspects of the instructional program. For example, the University Testing Center provides test scoring and objective mastery results by test and by course (at the end of the semester) for most of the basic academic skills and core courses through a computerized instructional management system. Data reports permit teachers and department chairs to view results against course objectives, to compare results, and to develop appropriate intervention strategies for the improvement of instruction. Such strategies may include identifying objectives, content, test items, and instructional methods that need recasting, clarifying, and/or revising. Areas in which students need assistive instruction may also be identified so that the appropriate referrals can be made. The university's instructional management process helps to give a degree of assurance that candidates entering College of Education and other degree programs have gained the required level of competence in general studies courses. Examples of decisions and actions prompted by assessments in the College of Education are discussed below. All of these changes, resulting from data findings and continuous alignment with standards, have been made in an effort to strengthen programs and improve candidate performance. Course syllabi are routinely updated and revised, and textbooks are reconsidered/changed in response to changing trends, issues, and standards and also in response to the performance of candidates on course-by-course assessments. Candidate performance on the ALSDE's basic skills tests in the Alabama Prospective Teacher Testing Program (APTTP) led to the revamping of admission requirements for the Teacher Education Program (TEP). A passing score on the tests became a requirement for admission to the Teacher Education Program . In addition, test data showed a significant difference in the scores of candidates who completed EDU 100 before taking the test and those who did not take the course. Consequently, EDU 100 was made a requirement for admission to TEP. One reason for the establishment of the course was to assist candidates in preparing for the tests. Staff in the Teacher Education Center give special attention to identifying weak areas in the performance of pre-candidates on the tests and providing prescriptive tutoring to address these weaknesses. Candidate performance on the tests has greatly improved over time. Beginning fall semester 2005, the ALSDE began requiring Praxis II content tests as a part of the Alabama Prospective Teacher Testing Program (APTTP). The ALSDE established a “no fault” period during which the performance on the test did not count against candidates. In 2006, the Alabama State Board of Education adopted minimum passing scores for candidates completing approved teacher education programs at Alabama colleges and universities. In the College of Education, a passing score on the appropriate Praxis II content test is now required for admission to clinical practice in initial teacher certification programs. The unit has also instituted activities to assist candidates in making passing scores on the Praxis II. In spring 2006, the unit included Praxis II assessment and curriculum alignment as main sessions in the College of Education retreat. During the “no fault” period, professional development and enrichment workshops were conducted for teachers and candidates. Responding to passing rates for all candidates attempting the tests, the unit began offering courses for candidates in summer and fall 2007. Also, Praxis workshops are continuing in some areas. In the school counseling program, for example, faculty hold a four to six hour workshop each semester. As a result, the passing rates for candidates in this program have increased significantly. In response to data from the ALSDE's Professional Education Personnel Evaluation (PEPE), unit faculty have taken measures to improve the performance of teacher candidates going into the field. PEPE standards and formats have been integrated into curricula, courses, and evaluations. For example, faculty have revised the internship assessment and incorporated standards, format, and items that match more closely those reflected in the PEPE evaluation. In addition, workshops and focus groups have been conducted for candidates and faculty. Additional descriptions and explanations of how data have been used for program improvement are available in Standard 2 exhibits in the exhibit room.
|
|
||||