Assessment Plan

Elementary Education B.S.Ed. - 2006

Northern Illinois University

Report to the University Assessment PanelAssessment Program/Program Status

Prepared by Paul Kelter, Professor and Chair, Teaching and Learning, andJennifer Schmidt, Associate Professor, Leadership, Educational Psychology andFoundations

Pro!!ram: B.S. Ed. in Elementarv Education

1. Learning Outcomes

The Learning Objectives, below, are patterned after the Elementary Education program'sSpecialized Professional Association (SPA), the Association for Childhood Education International(AECI). These are the national-level learning objectives we must meet to continue to be "recognized" as ameaningful, vibrant, reflective program that prepares its candidates for careers as elementary educationprofessionals.

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B.S. in Elementarv Education Learnine Objectives'QE}VEgQ:rM'ttt,LNGriQJ;ryXijj(Q0(j)B.rEj;TIYES'.! 'i".""t' ,;C'J" ;:.' ."...'

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1.0 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts, principles,theories, and research related to development of children and young adolescents to construct learning opportunities thatsupport individual students' development, acquisition of knowledge, and motivation..

()t!ItRICULtJ1\f"oJ;YEcrIv;£f)\; ",,'" =;' " '. - ,2.1 Reading, Writing, and Oral Language-Candidates demonstrate a high level of competence in use of English languagearts and they know, understand, and use concepts from reading, language and child development, to teach reading, writing,speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skills to manydifferent situations, materials, and ideas.2.2 Science-Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences.Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student understanding forpersonal and social applications, and to convey the nature of science.

2.3 Mathematics-Candidates know, understand, and use the major concepts and procedures that defme number andoperations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problemsolving, reasoning and proof, communication, connections, and representation.

2.4 Social studies-Candidates know, understand, and use the major concepts and modes of inquiry from the social studies-the integrated study of history, geography, the social sciences, and other related areas-to promote elementary students'abilities to make informed decisions as citizens of a culturally diverse democratic society and interdependent world.

2.5 The arts-Candidates know, understand, and use-as appropriate to their own understanding and skills-the content,functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media forcommunication, inquiry, and engagement among elementary students.

2.6 Health education-Candidates know, understand, and use the major concepts in the subject matter of health education tocreate opportunities for student development and practice of skills that contribute to good health.

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B.S. in Elementary Education Learnin~ Objectives2.7 Physical education-candidates know, understand, and use-as appropriate to their own understanding and skills-human movement and physical activity as central elements to foster active, healthy life styles and enhanced quality of life forelementary students.

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3.1 Integrating and applying knowledge for instruction-candidates plan and implement instruction based on knowledgeof students, learning theory, connections across the curriculum, curricular goals, and community.

3.2 Adaptation to diverse students-Candidates understand how elementary students differ in their development andapproaches to learning, and create instructional opportunities that are adapted to diverse students.

3.3 Development of critical thinking and problem solving-Candidates understand and use a variety of teaching strategiesthat encourage elementary students' development of critical thinking and problem solving.

3.4 Active engagement in learning-Candidates use their knowledge and understanding of individual and group motivationand behavior among students at the K-6 level to foster active engagement in learning, self motivation, and positive socialinteraction and to create supportive learning environments.

3.5 Communication to foster collaboration-Candidates use their knowledge and understanding of effective verbal,nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in theelementary classroom.

5.1 Professional growth, reflection, and evaluation-Candidates are aware of and reflect on their practice fu light ofresearch on teaching, professional ethics, and resources available for professional learning; they continually evaluate theeffects of their professional decisions and actions on students, families and other professionals in the learning community andactively seek out opportunities to grow professionally.

5.2 Collaboration with families, colleagues, and community agencieS-Candidates know the importance of establishingand maintaining a positive collaborative relationship with families, school colleagues, and agencies in the larger community topromote the intellectual, social, emotional, physical growth and well-being of children.

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2. Explanation of MethodsA total of 8 assessments provide evidence for meeting the program objectives listed above. Assessment 1 is a standardized test administered by thestate: Target performance set by the state is described below. All other assessments are evaluated using common rubrics developed by teams of facultyexperts, and contain explicit descriptions of target, acceptable, and unacceptable performance (samples attached). At the program level, we have set thecriteria for target performance such that 80% of all candidates must be rated as acceptable or target on individual rubric items.

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Name of Assessment Type or Form of Assessment When Assessment is Administered ObjectiveAddressed

1 Illinois Centralized Testing Service State-wide test with 125 multiple-choice questions. 1.0,2.1,2.2,Elementary/Middle Grades Content Scores are reported on a scale trom 100 to 300. A Prior to admission to student teaching. 2.3, 2.4,2.5,Test total test scaled score of 240 or above is required to 2.6,2.7,

pass the test. Sub-area scores are also reported and areintended to provide candidates with feedback onperformance in the maior sub-areas of the test.

Second Professional Semester Courses 1.0,2.2,2.4,3.42 Concept-based lesson plans in Lesson plans that are developed, delivered in clinical (TLEE 342-Teaching Soc. Studies in the El

Social Studies & Science placements and then reflected upon School, TLEE 344-Teaching Science in theEl School)

1.0,3.1,5.13 Classroom Management Plan Candidates create a personal system of discipline, and First Professional Semester methods

then describe and evaluate a situation trom their courses TLCI 450/EPS 450X, Classroomclinical experience in which they implemented their Management (first professional semester)philosophy of discipline

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1.0,2.1,2.2,4 Assessment of student teaching Cooperating teachers and university supervisors Student Teaching Semester (TLEE 485 2.3,2.4,3.1,

evaluate candidates performance while student Student Teaching) 3.2, 3.3,3.4,teaching 3.5,4.0,5.1,5.2

1.0,3.1,3.2,5 Teacher Work Sample Candidates compile sample materials developed and Student Teaching Semester (TLEE 460 3.3, 3.4, 3.5,

utilized during the student teaching semester. Seminar in El School Student Teaching) 4.0,5.12.5,2.6,2.7,5.2

6 Best Practice School project Candidates develop and reflect upon a full plan for a Capstone Semester (TLCI 340 Elementary"best practice school" based on student demographic Curriculum)data trom a school in the NIU service region thatserves a diverse student population.

1.0, 3.2,4.07 Adapted lesson plan Lesson plans adapted to serve students with multiple Second Professional Semester (TLSE 456-

learning difficulties Collaboration for Inclusive Teaching andLearning)

8 Dispositions Assessment Instructors evaluate candidates' dispositions for Throughout the program 5.1teaching using a rubric

Outcomes-by-Methods. Table demonstrating which outcomes are addressed by each method of assessment.

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Certi- Concept Managmnt Student Teacher Best Practice Adapted Dispositionsfica based Plan Teaching Work School Lesson Assessmenttion lesson Assess. Sample Project PlanTest plans

1.0 Development, Learning, and X X X X X XMotivation

2.1 Reading, Writing, and Oral X XLanguage2.2 Science

X X X

2.3 MathematicsX X

2.4 Social studies X X X

2.5 The arts X X

2.6 Health education X X

2.7 Physical education X X

3.1 Integrating and applying X X Xknowledge for instruction3.2 Adaptation to diverse students X X X

3.3 Development of criticalX Xthinking and problem solving

3.4 Active engagement in learning X X X

3.5 Communication to foster X Xcollaboration'.U lur III;>U U"UUII

X X X

5.1 Professional growth, reflection,X X

and evaluation X X

5.2 Collaboration with families,X Xcolleagues, and community

agencies