C. 2. Growth. Standard 2: Assessment System and Unit Evaluation
C.2.A. Continuous Improvement
Since the last site visit, the Unit’s faculty members have been systematically working on improving the quality of the Assessment System and Unit Evaluation. The major trends include:
- Replacing accountability-driven assessment with need-driven assessment: long forms with shorter, more usable forms; multiple forms with unified forms
- Replacing data hoarding with data using: using technology to analyze, present, and share data; institutionalizing data discussions
- Replacing paper forms with electronic forms where practical
Over the last three years, the Unit has been involved in three major initiatives to continuously improve the Unit assessment system by: 1) informing and guiding programs with Specialty Professional Associations of the reporting requirements and submission of recognition reports; 2) implementing iWebfolio, an electronic internet-based portfolio that allows candidates to receive organized electronic feedback on various assessments, and allows programs to collect assessment data electronically; and 3) assisting programs in using TracDat, a university-wide electronic program review management system. The CEBS and Unit Assessment Team continues to review the program assessment plans and annual reports each academic year and provides feedback on the extent to which the plans address established criteria for an effective, comprehensive, and data-informed assessment system.
The major trends of the improvement work were framed by addressing the following:
|1. Sharing assessment data with candidates, faculty, and stakeholders||Use information technology to share data||Website, Unit electronic assessment portfolio, TracDat, Xdrive (a network drive to store and share data)|
|2. Implementation of Banner, a University-wide database management system||Use the new technological capacities to improve Unit Assessment Plan||NCATE folder in Insight Reporting Portal with custom reports of Unit-wide data|
|3. Alignment of university required annual program reviews and accreditation reports||In collaboration with Assessment Office in Provost’s Office, to integrate various processes into a Unit-wide assessment system||Policy for Annual and Comprehensive Program Reviews|
|4. Transition to TracDat and iWebfolio electronic tools||Provide student and faculty workshops and mentoring sessions||iWebfolio Resources for students and faculty and video TracDat Workshop|
|5. Preparation and Submission of SPA reports||Provide extensive training, support, and collaborative environment for program coordinators/SPA report writers||Resources and workshops for report writers 26 SPA reports submitted in September 2007|
|6. Meeting State Reauthorization requirements (inputs model of evaluation)||“Enlightened Compliance” – meeting State requirements, while advocating output based models||Lead Council of Colorado Deans of Education (CCODE) to determine strategies for better alignment CCODE/CDE/DHE Reauthorization Committee|
The timeline below highlights some of the most significant milestones reported in NCATE Annual Reports:
2006. The Unit continued to refine and advance inputting program assessment information into TracDat, a software application developed specifically for program assessment management in institutions of higher education. TracDat allows all faculty members to view assessment plans, data about candidate performance, and view how programs are making data-informed decisions. The Assessment Committee used a checklist to review the annual program reports and provide the program coordinators feedback on the quality of their reports before the reports were submitted to Academic Affairs. The TracDat Assessment Impact Reports were posted in the electronic Unit Evaluation Portfolio so that students and constituents outside the university community can view the annual program assessment reports.
The development of the twenty-six SPA reports provided the Unit-wide faculty, who were involved, multiple opportunities to share assessment data and to reflect on program quality.
2007. The College of Education Behavioral Sciences and the School of Teacher Education were the recipient of the university-wide Provost’s Award for Excellence in Assessment. The College took the lead on campus in providing data-driven annual reports and implementing an electronic portfolio for our teacher candidates. The award also recognized the College’s concerted efforts in developing an efficient and systematic assessment system.
2008. Aligning the university-required annual and comprehensive program reviews with annual SPA and program report updates was an important goal that was accomplished. This alignment reduced the faculty workload in report writing and assured a more seamless program review process. The Assessment Program Review Team continued to work on developing a Unit-wide rubric for evaluating annual SPA and program report updates.
2009. The Unit Assessment Handbook was developed and assisted Unit faculty and administrators in understanding the Unit Assessment System. The handbook outlines the assessment system and details the roles and responsibilities of program coordinators and administrators in the data collection, analysis, and evaluation process across the Unit. In addition, the Unit Assessment Report was initiated and provided aggregated data and tables across initial and advanced programs on licensure examinations; summaries of candidates knowledge, skills, and dispositions; demographics of school and internship placements; data on candidate and faculty demographics, faculty performance and results of faculty evaluations. The Unit Assessment Report was shared at faculty retreats in the fall, with the Professional Education Council, on the CEBS website, and on the Unit electronic assessment portfolio, and with the Regional Partner Districts Task Force.