1. Stetson University welcomes: NCATE Board of Examiners

2. Stetson University Department of Teacher Education Assessment Systems NCATE Focus Visit November 1, 2009

3. Purpose Ensure a consistent, fair, systematic method to collect and analyze data on – applicant qualifications, – candidate and graduate performance, and – unit operations for the purpose of evaluating and improving the unit and its programs.

4. Premises Alignment with – unit's conceptual framework, – state standards, and – professional standards such as NCATE Multiple points of data gathering including – Internal – External

5. Product Aggregated and disaggregated reports useful to program evaluation and improvement Individualized information to give candidates a clear understanding of – What is expected of them – How well they are progressing throughout the program

7. Undergraduate Components Aligns with FEAPs Aligns with NCATE standards Aligns with Departmental strands Allows continuous monitoring of individual candidates Allows for across program analysis Monitors candidates at each transition point Indicators are measured at least three times by multiple individuals-- many with external evaluators

8. Assessment Overview AreaData SetsDatabaseUse Candidate Assessment 1.Course level assessments that reflect conceptual framework, state/national standards, student learning 2.Course grades 3.GPA 4.Field experience evaluations 5.External assessments (licensure examinations, employer and alumni surveys) Tables of dataCandidate assessments are used for:  Progress monitoring  Feedback to faculty for decision making on candidate advancement  Curriculum alignment and course modification  Predict candidate success Program Evaluation 1.Each data set above is aggregated by program area 2.Candidate evaluations of courses, faculty, field placements, and clinical experiences 3.Analysis of instruments for accuracy, consistency, fairness, and avoidance of bias 4.State exams/reviews 5.Alignment of course assignments and critical tasks with the conceptual framework Reports for each program area generated by database Aggregated data are used to:  Review and revise instruments and scoring criteria for accuracy, consistency, fairness, and avoidance of bias  Review and revise effectiveness of curriculum and instruction in each program  Identify trends and areas of need for improvement in programs Unit Evaluation 1.Comprehensive analyses of program strengths and weaknesses; trends in learning outcomes in Knowledge, Skills, and Dispositions (includes state standards); areas in need of improvement using program exit surveys, employer surveys, alumni surveys 2.Candidate complaints/resolutions 3.Diversity data 4.Faculty data 5.Recruitment and retention data Reports from each program area are aggregated Aggregated data are used to:  Align curriculum and assessment with Conceptual Framework  Improve curriculum and instruction  Increase unit effectiveness  External reports

9. Major Transition Points Admission to the Teacher Education Program …at end of Tier I Internship Admission …at end of Tier II Internship Exit …at end of Tier III Program Completion Candidate/Employer Satisfaction

10. Graduate Components Aggregates data at each transition point Collects and manages demographic data Allows for manipulation of data Incorporates internal and external data Creates reports within and across programs

12. ROAD TO GRADUATING FROM THE APPROVED PROGRAM

17. It is about our students !