signature assignment

The Master of Early Childhood Education Program is a 2-1/2 year, 30 credit hybrid program is primarily delivered through intensive summer sessions and once a month hybrid seminars. It was conceived in 2003 to meet a statewide need for a graduate level leadership degree in the field. This interdisciplinary collaboration between faculty across three departments in the COE and the CTAHR has graduated four cohorts (90 students). The culminating assessment for the program is a Plan B Portfolio that demonstrates competency in light of five mandatory standards and two student chosen elective standards. The context surrounding ECE has changed dramatically in the past few years as has our student demographics. Our first cohort was composed primarily of long-time practitioners leaders statewide. In contrast, current students are a diverse group ranging from earlier career professionals to "second chancers" with limited involvement in the broader profession. The program also attracts more applicants from non-resident students and has seen decreasing applications from disadvantaged minorities and neighbor island residents. This poster looks at the faculty steering team's process of revisiting program documents, standards, SLOs and Key Assessments in light of our current student demographics. Multiple data sources were used to identify barriers and to develop supports that scaffold student transitions into graduate level academic writing and to more intentionally support the Plan B Capstone. Proposed revisions to the overall program promote opportunities for active involvement in the profession and broader community and place-based experiential learning to inform community specific Plan B professional contributions.

Revisiting the Plan B Capstone of the MEd ECE Program

The Master of Early Childhood Education Program is a 2-1/2 year, 30 credit hybrid program is primarily delivered …

The LIS Program believes that assessment is the key to improving student learning and refining our teaching. The Program’s long-term strategic plan includes assessment based on oral comprehensive examinations that are part of the student’s culminating experience. It has also initiated a multi-year plan to assess samples of student work for major course assignments across the curriculum. By analyzing the evidence collected from these sources, the faculty identifies areas for needed improvement and implements data-informed modifications and changes to the Program’s learning experiences.

Student Achievement Is Our Goal!

The LIS Program believes that assessment is the key to improving student learning and refining our teaching. The …

Collect Evidence of Student Learning Using a Signature Assignment

This workshop explores how a signature assignment can be an elegant solution to the question, “How can a …

Using “Signature” or “Key” Assignments for Program-Level Assessment

In this workshop you will learn how to create a signature or key assignment that is aligned with …

Establishing Signature Assessment For Graduate Programs: The use of the MS. and PhD. proposal as a tool for evaluating Graduate Program performance

Establishing Signature Assessment For Graduate Programs: The use of the MS. and PhD. proposal as a tool for evaluating Graduate Program performance

It is often hard to gauge the performance of a graduate student in a timely manner, or provide …

To address the 2013 Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers in the areas of leadership and collaboration, the MEdT Program faculty in the College of Education were invited to develop an assessment instrument to be piloted as early as spring 2015. Currently, MEdT teacher candidates are assessed with a Student Teaching Evaluation instrument during student teaching in the third semester of the four semester program. This instrument includes dispositions criteria and descriptors for leadership and collaboration. The MEdT Program is in the process of incorporating signature assignments to prepare candidates for the educative Teacher Performance Assessment (edTPA). Whereas the Student Teaching Evaluation includes a few rubric descriptors aligned with leadership and collaboration, the edTPA does not. Due to adoption of the edTPA assessment system and the requirement to address InTASC standards, the MEdT faculty created an end of program written reflection assignment to give MEdT Program Completers an opportunity to reflect on their growth in the areas of leadership and collaboration. This new assessment has been created to not only address the 2013 InTASC Standards for teacher preparation programs but also to assess the MEdT Program’s ability to develop teacher leaders and effective collaborators which are fundamental intended learning outcomes for program completers. The newly developed MEdT Teacher Leadership & Collaboration Assessment instrument will be presented at the poster session to illustrate the ongoing efforts of MEdT faculty to improve their assessment system.

Assessing MEdT Teacher Candidates’ Leadership and Collaboration

To address the 2013 Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions …

This poster describes the program's project to develop doctoral level program learning outcomes mapped to required courses and evidence of student learning that are defined by direct measures using signature assignments. The program aims to monitor and support on-time graduation using milestones identified as integral to the development of a nurse scholar that are mapped to the program completion timeline.

Direct Measures of Doctoral Student Learning Supporting On-time Graduation

This poster describes the program’s project to develop doctoral level program learning outcomes mapped to required courses and …