1. School of Education California Baptist University Overview of Assessment Project

2. Outcomes-Based Assessment A set of student learning outcomes has been identified at the university level, the School of Education level, and the professional organization and/or accreditation organization level. A set of student learning outcomes has been identified at the university level, the School of Education level, and the professional organization and/or accreditation organization level. Critical assignments for each course assess these student learning outcomes. Critical assignments for each course assess these student learning outcomes.

3. Why Have Outcomes-Based Assessment? WASC Requirements (See requirements in WASC Rubric) WASC Requirements (See requirements in WASC Rubric) CCTC: Requires evidence of assessed standards CCTC: Requires evidence of assessed standards University: Requires a systematic approach and is using LT as a means to collect/analyze/report data University: Requires a systematic approach and is using LT as a means to collect/analyze/report data Programmatic Improvement Programmatic Improvement Improved student learning Improved student learning

4. Learning Outcomes Learning outcomes are identified for each course in alignment with professional standards (e.g.,CTC, NASP, ASCA, CEC), university student outcomes (USOs), and program student outcomes (PSOs) Learning outcomes are identified for each course in alignment with professional standards (e.g.,CTC, NASP, ASCA, CEC), university student outcomes (USOs), and program student outcomes (PSOs)

5. A Developmental, Outcomes- Based Portfolio The SOE portfolio is identified as the collection of critical assignments chosen to document performance on specific learning outcomes, and assessed by faculty as the candidate proceeds through a given program. The SOE portfolio is identified as the collection of critical assignments chosen to document performance on specific learning outcomes, and assessed by faculty as the candidate proceeds through a given program. Each Critical Assignment is supported by a reflective analysis of the learning linked to the PSO. Each Critical Assignment is supported by a reflective analysis of the learning linked to the PSO.

6. Developmental Portfolio Two Components Provide Evidence of Learning Critical Assignments: Provides evidence of competence with meeting standards in prerequisite, specialization, and capstone courses. Critical Assignments: Provides evidence of competence with meeting standards in prerequisite, specialization, and capstone courses. Reflective Statement: Provides evidence of development of critical thinking skills/establishment of professional voice by explaining how the assignment provides evidence of competence with PSOs/standards. Reflective Statement: Provides evidence of development of critical thinking skills/establishment of professional voice by explaining how the assignment provides evidence of competence with PSOs/standards.

7. Formative Program Assessment INTERNAL Assessment of performance throughout the program: prerequisite courses, specialization courses, and graduate core courses. Assessment of performance throughout the program: prerequisite courses, specialization courses, and graduate core courses.EXTERNAL Standardized tests: CBEST, RICA Standardized tests: CBEST, RICA Fieldwork evaluation Fieldwork evaluation

8. Summative Program Assessment Internal Measurement of performance on graduate projects, comprehensive exams, or thesis. Measurement of performance on graduate projects, comprehensive exams, or thesis.External Measures of performance on standardized tests, during student teaching, internships, TPAs, district supervisor evaluations, and/or employer surveys. Measures of performance on standardized tests, during student teaching, internships, TPAs, district supervisor evaluations, and/or employer surveys.

9. Live Text Rubric Development Summative Rubrics on Live Text: LT rubrics should be few in number and applicable to a variety of critical assignments. LT rubrics should be few in number and applicable to a variety of critical assignments. LT rubrics should be specific for each program’s PSOs/outcomes. (i.e., PPS rubrics suited to PPS critical assignments and outcomes). LT rubrics should be specific for each program’s PSOs/outcomes. (i.e., PPS rubrics suited to PPS critical assignments and outcomes). Rubrics could have levels built in so that the rubric is applicable to several levels or ranges of proficiencies. Rubrics could have levels built in so that the rubric is applicable to several levels or ranges of proficiencies. All faculty should be involved in making the rubrics so that the rubrics cover the specific outcomes and critical assignments in their specific programs. All faculty should be involved in making the rubrics so that the rubrics cover the specific outcomes and critical assignments in their specific programs.

10. What Evidence Should Be Collected in Preparation for CTC and WASC Reviews? Portfolio/Critical Assignments Portfolio/Critical Assignments Assessment Rubrics (formative and summative) Assessment Rubrics (formative and summative) Student Work Samples Student Work Samples Syllabi Syllabi Annual Assessment Reports Annual Assessment Reports Data Reports (on assessed PSOs from Live Text data analysis) Data Reports (on assessed PSOs from Live Text data analysis) Results of Data Analysis Results of Data Analysis Programmatic changesProgrammatic changes Course changes/Other?Course changes/Other?

11. Presentation of Evidence for University and External Reviews Live Text: The LT Exhibit Center will be the major storage place for evidence of assessment documents, reports, student work and portfolios. The LT Exhibit Center will be the major storage place for evidence of assessment documents, reports, student work and portfolios.

12. Live Text Implementation Timeline 2004-2005: Live Text selected by University as a means of storing/assessment data 2004-2005: Live Text selected by University as a means of storing/assessment data 2006-Fall Semester: The last semester in the SOE for exemptions for positing critical assignments in LT portfolio 2006-Fall Semester: The last semester in the SOE for exemptions for positing critical assignments in LT portfolio 2007-Spring Semester: Students post critical assignments on LT for review 2007-Spring Semester: Students post critical assignments on LT for review 2008- Fall Semester - Reflective statement required as evidence/explanation of competence of meeting PSO. 2008- Fall Semester - Reflective statement required as evidence/explanation of competence of meeting PSO.

13. Assessment Reports and Completion Schedule There are 4 different assessment reports to be completed each assessment period. 1. Initial Report: Completed by Oct. 1 st of each assessment period 2. Final Report: Completed by Spring Break of each assessment period 1. Recap Report: Completed at the end of the semester and submitted no later than May 15 2. FEEE Report: Completed at the end of the semester and submitted no later than May 15

14. Purpose of Each Report 1. Initial Report: The Initial Report frames what will be accomplished during the assessment period. The PSOs are aligned with the USOs and Course Leads revise syllabi and critical assignments as needed to meet PSOs. This report can be completed during the time set aside for assessment in regular SOE meetings. 2. Final Reports: The final report records the findings and the changes made in syllabi, courses, and programs that are based on the assessment results. This report can be completed during the semester including the time set aside for assessment in regular SOE meetings. 3. Recap Report: This report serves to make the assessment report readable for all participants. It is a place to narrow the results to a few statements and statistics reflecting the assessment results. This report can be completed during the time set aside for assessment in regular SOE meetings. 4. FEEE Report: The Framework for Evaluation of Educational Effectiveness (FEEE) report provides a voice/input for all faculty members to evaluate assessment process concerning key WASC /standards This report can be completed during the time set aside for assessment in regular SOE meetings.