Assessment of capstone course/experience:

Education

 

“The Teacher and Professional Development” (ElEd 4901/SeEd 4901) is a course that is collaboratively designed and is taught by all faculty in the Elementary Education and Secondary Education disciplines.  The goals of the course are to facilitate professional reflection, to enable students to explore professional issues related to teaching, and to assist students in evaluating the effects of their professional choices and actions on students, parents, other professionals, and the larger learning community. 

 

Assessments in this course are designed to assess not only what the student has learned during the course, but also to reflect students’ professional growth since they began the program. 

 

The primary assessment of student learning in “The Teacher and Professional Development” is the professional portfolio created by students.  The portfolio has ten sections, one section for each of Minnesota’s Standards of Effective Practice—standards in which students must demonstrate competency before being licensed as teachers.  Each faculty member is responsible for evaluating 7-10 professional portfolios.  Each year, the faculty engage in a reliability session to ensure fair and reliable grading practices across faculty members.  In this session, faculty read and grade sample essays and discuss the reasons for their grades and discuss any discrepancies.  The process continues with multiple readings and discussions until the faculty are grading in a manner consistent with one another. 

 

Assessments also include a paper on the student’s philosophy of education.  This paper then forms the foundation for a senior presentation.  The presentation is evaluated on the basis of the student’s professionalism, understanding of various aspects of their content area and of pedagogy, responses to questions, and communication skills.  Due to the large number of students (approximately 80 per year), not all faculty attend and evaluate each session.  However, there are typically more than one faculty member present at each session who provide feedback.  Student attendees also help to informally evaluate the sessions.

 

Results:

Results of this specific capstone experience were gathered for all elementary and secondary education students.  However, only a sampling has been compiled here.  The goal of 2002-2003 results is to compile full and complete results for all students.  Individual and aggregate data for each element of the capstone experience is included below. 

 

Name

Portfolio Score (of 30), raw scores

Portfolio Grade in %

Philosophy  Paper Score

Book Review Score

Senior Presentation Score

Total

Student 1

26.75

92

98

92

93

93.2

Student 2

25

88

92

94

82

87.7

Student 3

28.5

95

98

95

97

96.05

Student 4

25.6

89

90

95

93

91.25

Student 5

27.5

95

90

94

95

94.1

Student 6

29.5

97

96

92

95

95.5

Student 7

27.5

95

89

94

93

93.35

Student 8

26.1

87

89

93

93

90.0

Average

25.85

90.66

91.33

93.25

92.62

91.74

 

What we learned from the above data was that students were successful in each element of the capstone experience.  We believe that they understood what was required of them and that they had achieved the stated goals of the program.

 

As the senior portfolio is the most important of the culminating experiences in the capstone, data was collected on how students scored on each of the ten standards of the portfolio.  If there were any standards that stood out as being particularly weak, this would direct our instructional efforts and effect program changes.  Data on the ten standards is included below.

 

Name

Standard 1, content

St. 2, learning

St. 3, diverse learners

St. 4, instructional strategies

St. 5, classroom environment

St. 6, Communication

St. 7, Planning

St. 8, Assessment

St. 9, Prof. Dev.

St. 10, Ethics

Student 1

3

3

3

2

3

2.75

2.5

2.75

3

1.75

Student 2

2

3

3

2.75

2.5

2.75

3

2.75

1.75

1.5

Student 3

2

3

2.75

3

2.75

3

3

3

3

3

Student 4

2

2.5

3

2.75

3

2.75

2.8

2.8

2

2

Student 5

2

2.5

3

2.5

3

3

3

3

2.5

3

Student 6

3

3

2.75

3

3

2.75

3

3

3

3

Student 7

3

2

2.75

2.75

3

3

3

2.5

2.5

3

Student 8

2.6

2.7

2.5

2.8

2.6

2.8

2.4

2.7

2.7

2.3

 

 

 

 

 

 

 

 

 

 

 

Total

19.6

21.7

22.75

21.55

22.85

22.8

22.7

17.05

20.45

19.55

Average

2.45

2.71

2.84

2.69

2.86

2.85

2.84

2.13

2.56

2.44

 

What this data told us was that one standard was weaker than the others.  Standard 8 on assessment, scored consistently and significantly weaker than any other standard.  Therefore, we will concentrate on this area of instruction in the coming school year as an area of curricular improvement.

 

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