college of education

The development and implementation of surveys to assess learning within the College of Education (COE) for students in the final semester of their programs and for mentor teachers who supervise teacher candidates in their final semester of student teaching are detailed in this poster. Outlined through the use of text and data visualization are: (a) the utilization of surveys as indirect evidence of student learning, (b) key considerations and principles when developing new survey instruments and survey scales, (c) recommendations for successful administration of surveys, (d) methods for interpreting survey results, and (e) suggested ways of using survey results for program improvement and assessment reporting.

Program Completion and Mentor Surveys as Indirect Evidence of Learning: From Development to Use

The development and implementation of surveys to assess learning within the College of Education (COE) for students in …

The College of Education (COE) at the University of Hawaiʻi at Mānoa was facing a challenge of developing a shared goal for program improvement across the college’s teacher preparation programs. This poster summarizes the COE’s process of improvement, provides examples of professional dispositions comparison, critical action items, and identifies main insights gained through the assessment process. Within the framework of the principles of improvement science, we implemented a process of disciplined inquiry to examine the variances and outcomes between COE teacher preparation programs. We determined that the COE needed to better align candidate intake, assessment, and graduation processes across our five teacher education programs. We have now taken strategic steps to create a set of common assessments for use across all of our teacher licensure programs.

Utilizing Common Goals and Assessments Across Programs for Improvement

The College of Education (COE) at the University of Hawaiʻi at Mānoa was facing a challenge of developing …

Engaging in Self-Reflection: Using Assessment to Inform Retention Academic Advising Practices In Fall 2012, the College of Education (COE) Office of Student Academic Services (OSAS) began admitting freshmen students. Previously, students were admitted in their junior year under stringent admission criteria, including a fairly high GPA standard. Hence, COE students were academically strong from admission through graduation and retention issues were not a major concern. However, with the admission of freshman students, OSAS noticed an increase in students who struggled to maintain minimum GPA requirements. As a result, OSAS focused on expanding their retention efforts and developed a series of retention strategies aimed at assisting students placed on academic warning, probation, suspension, and dismissal. OSAS engaged students in self-reflection to identify reasons why they experienced academic difficulty. Retention interventions were designed with this goal in mind and include the following: notification letters every semester, resource handouts, mandatory retention advising appointments, a retention contract, and a student retention assessment survey. The results of the retention assessment survey were analyzed to guide and improve OSAS advising practices and support efforts for academically at-risk students. In addition, OSAS annually reviews their retention assessment procedures and goals to strengthen the overall assessment process, including increasing the survey completion response rate. This poster exhibit will present the process and timeline of the OSAS retention efforts from inception, present methods, preliminary results, and future goals.

Engaging in Self-Reflection: Using Assessment to Inform Retention Academic Advising Practices

Engaging in Self-Reflection: Using Assessment to Inform Retention Academic Advising Practices In Fall 2012, the College of Education …

Assessment for PhD Curriculum Improvement from A Faculty Perspective

This poster will have a strong descriptive element of the process undertaken to assess the doctoral program in …

KAPA is FREE open-source software, developed by UHM College of Education. It requires a web application server and a database server.

KAPA Academic Program Assessment System (Technology Solutions for Program Assessment)

KAPA is FREE open-source software, developed by UHM College of Education. It requires a web application server and …

College of Education (COE) programs select six to eight key program assessments to systematically measure, collect and analyze data on student learning. Faculty members enter assessment data each semester into our in-house COE Student Information System (SIS). The SIS allows us to summarize and compare data within and across programs at all levels. The data allow us to test our beliefs about our programs and make adjustments based on actual candidate performance and stakeholder feedback. During the 2012-13 academic year, using the data entered into the SIS, we began creating visuals of aggregate student performance on key assessments and posting these data on our college website, under the header “Measuring Our Success.” The use of data visuals provides not only a more engaging means for faculty to analyze student performance, but also allows us to share this information with multiple audiences. Through meeting with multiple stakeholders, we have learned how important it is to make data available to the public, as well as to our own educational community. Examples of activities and changes based on student learning data that have led to continuous improvement of candidate performance in COE programs will also be provided.

Measuring Our Success

College of Education (COE) programs select six to eight key program assessments to systematically measure, collect and analyze …