Unit: Institute for Teacher Education
Program: Elementary Education (BEd)
Degree: Bachelor's
Date: Tue Aug 31, 2010 - 12:14:12 pm

1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.

Our goal as a college is to employ and prepare educators who are knowledgeable, effective, and caring professionals who contribute to a just, diverse, and democratic society. Specifically, the EECE program learning outcomes are aligned with the standards of the Association of Childhood Education International (ACEI),upon which our accreditation with the National Council of Teacher Accreditation is based. We received national recognition as an accredited program in 2007, continuing through 2012. The alignment of the ACEI Standards with the Hawaii Teacher Standards follows. In addition, the specific learning outcomes of each content area course is based on the National/International standards for that area.

ACEI Standard: I. Development, Learning, and Motivation:  Candidates know and understand, and use the major concepts, principles, theories, and research related to development of children and youth to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.

Hawai‘i Teacher Standards (HTS)

1. Focuses on the Learner
2. Creates and Maintains a Safe and Positive Learning Environment
4. Fosters Effective Communication in the Learning Environment

ACEI Standard: II. Curriculum: Candidates demonstrate a high level of competence in their knowledge and application of the central concepts, tools of inquiry, and structures of content for students across the K-6 grades in the areas of English language arts, science, mathematics, social studies, the arts, health education, and physical education.

 Hawai‘i Teacher Standards (HTS)

5. Demonstrates Knowledge of Content

ACEI Standard: III. applying knowledge for instruction—Candidates plan and implement instruction based on knowledge of students, learning theory, subject matter, curricular goals, and community.

Hawai‘i Teacher Standards (HTS)

3. Adapts to the Learner
6. Designs and Provides Meaningful Learning Experiences
7. Uses Active Student Learning Strategies

ACEI Standard: IV. Assessment: Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student.

Hawai‘i Teacher Standards (HTS)

8. Uses Assessment Strategies

ACEI Standard: V. Professionalism: Candidates understand and apply practices and behaviors that are characteristic of developing career teachers. 

Hawai‘i Teacher Standards (HTS)

9. Demonstrates Professionalism
10. Fosters Parent and School Community Relationships

2) As of last year, your program's SLOs were published as follows. Please update as needed.

Department Website URL: http://students.coe.hawaii.edu/Departments/Elementary_Education
Student Handbook. URL, if available online: http://students.coe.hawaii.edu/Departments/Elementary_Education
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: Each course has specific learning outcomes based on the national standards fro that content area, and are included in each course syllabi.

3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.

Curriculum Map File(s) from 2009:

4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.


5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.

How can we better assess our students':

a. ability to plan effective instruction, and 

b. impact on student learning?

6) State the type(s) of evidence gathered.

Teacher candidates submitted lesson plans from all sections of each of our seven content areas

Teacher candidates' submitted an analysis of K-6 student learning outcomes from a lesson taught in each content area, their plan for subsequent instruction based on this analysi, and a reflection on their learning.

7) Who interpreted or analyzed the evidence that was collected?

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)

8) How did they evaluate, analyze, or interpret the evidence?

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)

9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.

Every student in our program (over 300 students) submitted 7 lesson plans and 7 analyses of student learning outcomes. Each methods course instructor (approximately 30 faculty) evaluated the student work samples using a common rubric for each of the two assignments.

10) Summarize the actual results.

Although the majority of the students met 'Target' on the two rubrics, the faculty realized that the assessments were not adequately addressing all of the ACEI (Association for Childhood Education International) standards for our program outcomes.

11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.

faculty determined that new assessments and rubrics were needed to better address the ACEI standards upon which our program outcomes are based.

A small group of faculty developed the new assessments and rubrics. Instead of submitting individual lesson plans, the assignment was revised to consist of 1) planning an integrated unit and 2) implementing the unit, analyzing student work samples, planning next instructional steps, and reflecting on the learning experience. Both assignments incorporated all aspects of the corresponding ACEI standards.

The new assignments and rubrics are currently being piloted. We will assess the results at the end of this 2011-2011 academic year.

12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.

Just the need to revise the assignments and rubrics. Faculty are piloting the revised assessments in a couple of different ways - 1) planning and implementing in the same semester vs. planning in 3rd semester and implementing in 4th semester and 2) field supevisors grading the projects vs a joint-faculty grading process (setting aside a day where all faculty get together, split up the submitted assignments and grade together, questioning and discussing the process together as needed).

13) Other important information: