Program: Elementary Education (BEd)
Degree: Bachelor's
Date: Wed Oct 05, 2011 - 3:57:33 pm
1) Below are your program student learning outcomes (SLOs). Please update 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) Your program's SLOs are 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. Other: Other: 3) Below is the link(s) to your program's curriculum map(s). If we do not have your curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50% 51-80% 81-99% 100%5) For the period June 1, 2010 to September 30, 2011: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
In 2009-2010, faculty reviewed four of our main program assessments, #3: Candidates ability to plan efffective instruction; #4: Student Teaching evaluation; #5: Candidates effect on K-12 student learning; and #6: Portfolio. They concluded that these assessments were not adequately addressing all of our Association for Childhood Education Internationa (ACEI) standards for our accreditation with the National Council for the Accreditation of Teacher Education (NCATE). These assessments were revised during the 2010-2011 year. The revised assessment 3: Candidates ablity to plan effective instruction was piloted in Fall 10. Our questions were:
1. How useful is the revised assessment 3 assignment and rubric, and how satisfied are we with it?
2. What can we learn from the analysis of the assessment 3 assignment about our candidates' ability to plan effective instruction?
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
All students in semester 3 of the program (n=85) completed assessment 3 and submitted their unit plans to their cohort coordinator or field supervisor to evaluate them based on the revised rubric.
Cohort coordinators and field supervisors electronically submitted the results for all 85 students into the COE Student Information System (SIS).
This data was then analysed by the department chair.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
8) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
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) Dean/Director Other: 9) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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) Other: 10) For the assessment question(s) and/or assessment goal(s) stated in Question #5:
Summarize the actual results.
1. How useful is the revised assessment 3 and how satisfied are we with it?
Based on faculty discussion and analysis, the descriptors needed to be simplified and further clarified.
2. What did we learn about our students ability to plan effective instruction?
The overwhelming majority of our teacher candidates scored in the Target (49%) or Acceptable (47%) categories on this assessment. Out of 653 scores for all the components of the ACEI standatds assessed (ACEI 1, 3.2, 3.3, 3.4, 3.5, 4) only 22 fell in the Unacceptable category (4%).
In the campus-based program, the highest percentage of Target scores (70%) was for ACEI: 3.1: Integrating and Applying Knowledge, followed by 3.4: Active Engagement in Learning (62%). The lowest percentage of Target scores fell to ACEI 3.2: Adapt to Diverse Learners (54%), although this was still a relatively high scoring category.
For the Statewide Distance Learning Program, the highest percentage of Target scores (25%) was for ACEI: 3.3: Critical Thinking/Problem Solving, followed by 3.4: Active Engagement in Learning (15%). The lowest percentage of Target scores fell to ACEI 1: Development, learning, Motivation (5%) and 4.0 Assessment (5%). The majority of the scores for the Statewide program fell in the Acceptable category.
After further analyzing the SIS data, we also uncovered patterns of both consistency and inconsistency in faculty scoring of the different components of the unit. The components revealing the least consistency in scoring were ACEI 1: Development, Learning, and motivation, 3.2: Adapting to Diverse Students, and 3.5: Communication for Collaboration. The components having greater consistency in scoring were ACEI 3.1: Integrating and Applying Knowledge for Instruction, 3.3: Critical Thinking, and 4.0: Assessment.
11) State how the program used the results or plans to use the results. Please be specific.
1. The assessment 3 unit planning assignment and rubric were revised again based on faculty feedback and will be piloted this semester (Fall 10).
2. The results of the analysis of candidates' scores on the rubric suggesed the need to conduct inter-rater reliability analyses to reduce variability in the scoring of this assessment both between the campus-based and Statewide programs, and across the components of the ACEI standards. We will pursue this goal in Fall 2010. We plan to have faculty come together to rate sets of student work samples in small groups and compare and discuss ratings to develop more consistency in scoring.
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.
13) Other important information.
Please note: If the program did not engage in assessment, please explain. If the program created an assessment plan for next year, please give an overview.
The revised Assessment 5: Candidates effect on K-12 student learning was piloted in spring 11. This data is currently being analyzed by the department chair. The revised assessments # 4: Student Teaching Evaluation and # 6: Portfolio will be piloted in spring 12 during the student teaching semester. These data will also be subsequently analyzed, reviewed and reported.