Education Program Assessments

Through a series of program assessments that are built into our education programs, you'll gain the skills you need to be an effective leader in the classroom.

Initial Programs

The College of Education developed program outcomes and candidate proficiencies for initial preparation programs that guide the development of programs and assist candidates in becoming highly qualified educators. These proficiencies were developed by College of Education program and faculty councils and integrate national standards such as those from the International Society of Technology in Education (ISTE) and the Interstate New Teacher Assessment and Support Consortium (INTASC), state standards, and specialty area (e.g., early childhood education, special education, content area) standards. The proficiencies form the basis for assessment of candidate competency in order to provide the College with information on how well candidates are meeting those proficiencies.

Candidate assessments—those that are used to evaluate knowledge, skills, and dispositions—include the following. These are derived from the conceptual framework that guides program development and review and are related to the University's Learning Goals and the program outcomes and candidate proficiencies; the University's quality improvement system; and program admission, retention, and exit requirements. They are designed to indicate that candidates meet competency requirements for initial teacher preparation.

Advanced Programs

The unit developed program outcomes and candidate proficiencies for advanced preparation programs that guide the development of these programs and assist candidates in becoming educational leaders. These proficiencies were developed by unit personnel and faculty councils and integrate national standards such as those from the National Staff Development Council, the Interstate School Leaders Licensure Consortium, the Educational Leadership Constituent Council, state standards and specialty area standards. The program outcomes and candidate proficiencies form the basis for assessment of candidate competency in order to provide the unit with information on how well candidates are meeting those proficiencies.

Candidate assessments—those that are used to evaluate knowledge, skills, and dispositions—include the following. These are derived from the conceptual framework that guides program development and review and are related to the University's Learning Goals and the program outcomes and candidate proficiencies; the University's quality improvement system; and program admission, retention and exit requirements. They are designed to indicate that candidates meet competency requirements for educational leaders in advanced programs.

Assessment

The University's assessment system is both formative and summative, and allows faculty and staff to monitor candidates' progress and conduct remediation as needed. In addition, the unit uses these assessment data to make needed changes to the program that may include revisions to curricula, revising program admission/progression/completion requirements, conducting faculty training, and revising the assessments themselves.

Your journey begins here

Explore by: Start Now

More about the College of Education