2012-13 Student Learning Outcomes Assessment Plan and Report

College: College of Education

Department: Middle, Secondary, & K-12 Education

Degree Program: Graduate Certificate in Teaching - Secondary (Social Studies, Language Arts, Mathematics, Science)

The University of North Carolina at Charlotte offers 2 pathways to the Initial Teacher Licensure required to teach in North Carolina. Due to state regulations both must have the exact same student learning outcomes. Those pathways are a traditional BA degree in SecondaryEducation or a Graduate Certificate in Teaching that is earned after completing a BA degree.

Reflection on theContinuous Improvement of Student Learning
1. List the changes and improvements your program planned to implement as a result of last year’s student learning
outcomes assessment data.
2. Were all of the changes implemented? If not, please explain.
3. What impact did the changes have on student learning?
As was indicated in the 2011-2012 Annual Report, Graduate Certificate in Teaching students met expectations for each of the five SLOs. As a result no changes were made.
Student Learning Outcome 1
(knowledge, skill or ability to be assessed)
Initial teacher licensure candidates demonstrate knowledge of the important principles and concepts of the content they teach.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.
During the fall of 2012 a new assessment instrument is being implemented – a new version of the Student Teaching Assessment Rubric (STAR 2012). This assessment instrument is a revised version of the Student Teaching Assessment Rubric (STAR) that was used to collect SLO data in prior reporting years. The STAR became the STAR 2012. This revised rubric resulted in changes in element numbering and in some cases different wording of elements. When necessary, Methodology and Performance Outcomes have been updated to reflect these changes.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure.
A common observation instrument, Student Teaching Assessment Rubric (STAR) 2012, is used with every student teacher at the end of his or her academic program. The final (fourth) administration of the STAR instrument is used specifically to measure the SLO. The University Supervisor (US) observes the teacher candidate during the Graduate Student Teaching Internship and evaluates his/her teaching skills using the STAR 2012 rubric. The rubric has a 4-point scale. Three elements included on the STAR 2012 rubric relate specifically to Content Knowledge and are therefore used to measure SLO #1 (K2a: Demonstrates Knowledge of Content, K2c Demonstrates Awareness of Literacy Instruction Across All Content Areas, K2d Makes content relevant and accessible to all learners).
  • Candidates pursuing the Graduate Certificate in Teaching will select prior to the Graduate Internship Student Teaching semester, in collaboration with program faculty and methods instructor, an appropriate artifact from a content course within their content licensure or content degree that demonstrates depth of content knowledge. Depth of content is defined as an artifact that elaborates a specific topic, concept, or theme that shows intensity, rigor, scholarship, and an overall quality of excellence, and that exhibits the nature of the academic discipline authentically and accurately. In the content area methods course [MDSK 5251(Science), MDSK 5253 (Social Studies), ENGL 5254 (English), MAED 5252 (Mathematics)], candidates select a paper, problem, examination, oral defense, presentation, in-depth project, lab report, or thesis as their artifact for this evidence. The artifact selected must be of high quality receiving a grade of A or B as evaluated by content course instructors using criteria established by discipline specific faculty at an accredited university. If a candidate is unable to produce an artifact from a prior rigorous, advanced content course from an accredited university, then a program faculty member will supervise the development of an equivalent artifact.In addition, candidates will create a concise self-evaluation on the approved and submitted content artifact describing its alignment with one or more of the specialty area standards. In the content area methods course[MDSK 5251(Science), MDSK 5253 (Social Studies), ENGL 5254 (English), MAED 5252 (Mathematics)], the candidate submits evidence that includes an explanation of how the approved artifact demonstrates content depth, an identification of specialty area standards met and a justification of alignment of these content specific standards. This artifact and accompanying reflective paper are referred to as Electronic Evidence 2 (EE2) which integrated within the content methods course [MDSK 5251(Science), MDSK 5253 (Social Studies), ENGL 5254 (English), MAED 5252 (Mathematics)] to measure depth of content knowledge. EE2 is evaluated by methods instructors using EE2 Rubric. The rubric has a 3-point scale. One element included on the EE2 relates specifically to Content Knowledge and is therefore used to measure SLO1 (3b.1: Demonstrates appropriate level of content knowledge in specialty).
  • Teacher-candidates in the Graduate Certificate in Teaching program must complete an Instructional Unit Plan (IUP) for a content area methods course [MDSK 5251(Science), MDSK 5253 (Social Studies), ENGL 5254 (English), MAED 5252 (Mathematics)]. Candidates enroll in the methods course that aligns with their content area degree and licensure. The IUP assignment gives the candidates an opportunity to apply the various pedagogical content skills and knowledge they have developed in the program.This is referred to as Electronic Evidence 3 (EE3) and is integrated within the required content methods courses (MDSK 5251, MDSK 5253, ENGL 5254, MAED 5252) to measure pedagogical content knowledge and skills.EE3 is evaluated by methods instructors using the IUP Rubric. The rubric has a 3-point scale. Two elements included on the IUP Rubric relate specifically to Content Knowledge and are therefore used to measure SLO1 (3a.1: Develops and applies lessons from the North Carolina Standard Course of Study, 3c.1: Demonstrates links by relating content to other disciplines).

Methodology: Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data.
The Student Teaching Assessment Rubric (STAR) 2012 is used during MDSK 6470 (Graduate Student Teaching Internship), the final semester a teacher candidate is in the program, to evaluate a student’s work and teaching. The University Supervisor (US) observes the student teacher in a school setting. The final administration of the instrument is collected and used to measure SLO #1.
The EE2 Content Knowledge Artifact and Paper is assessed in the content area methods course [MDSK 5251(Science), MDSK 5253 (Social Studies), ENGL 5254 (English), MAED 5252 (Mathematics)], taken prior to MDSK 6470 (Graduate Student Teaching Internship). The chosen scholarly artifact is evaluated within the content area degree coursework and must be of high quality, receiving a grade of A or B. In addition, in a content area methods course, students create a concise self-evaluation on the approved and submitted content artifact describing its alignment with one or more of the specialty area standards. The artifact and paper are evaluated by the methods instructor using the EE2 Content Knowledge Rubric. The rubric has a 3-point scale; Accomplished, Proficient, Not Met.
The instructional Unit Plan (IUP) is assessed in the content area methods course [MDSK 5251(Science), MDSK 5253 (Social Studies), ENGL 5254 (English), or MAED 5252 (Mathematics)], which is taken prior to MDSK 6470 (Graduate Student Teaching Internship). EE3 is evaluated by the content area methods instructor using the IUP Rubric. The rubric has a 3-point scale; Accomplished, Proficient, Not Met.
Scores are collected using the College’s electronic data management system and are analyzed at the college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated findings are reported by semester at three levels (College, Program and Licensure Area). Once a year results from all assessments administered by the programs are disseminated to the faculty in the College of Education. The data is discussed during a final faculty meeting and next steps determined to address any needs identified. All strategies determined during this closing the loop discussion are implemented during the next academic year. All data reports created by the College of Education are housed on a secure website which is accessible to all faculty within the College of Education.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure above for each student learning outcome.)
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary or proficient/accomplished) on the STAR rubric, which has a 4-point scale. With respect to EE2 and the IUP (Instructional Unit Plan), which has only a 3-point scale, the program expects 80% of its teacher candidates to score “2” or better (proficient/accomplished) on the corresponding rubrics.
2010-11 Assessment Data (Results can be shown by year or by semester) / 2011-12 Assessment Data (Results can be shown by year or by semester)

On Campus Students:

Program / Teaching Grad Cert SECD / Teaching Grad Cert SECD / Teaching Grad Cert SECD / Teaching Grad Cert SECD / Teaching Grad Cert SECD
Semester / Spring 2011 / Fall 2011 / Spring 2012 / Summer 2012 / Fall 2012
Count / 34 / 23 / 16 / 26
STAR: 1A Demonstrates Knowledge of Content / 100% / 95.7% / 100%
STAR: 1B Implements Interdisciplinary Approaches / 100% / 78.3% / 100%
STAR: 7A Bases Purposeful Learning Activities on Essential Skills and District Curriculum / 97.1% / 95.7% / 100%
STAR 2012: K2a Demonstrates Knowledge of Content / 100%
STAR 2012: K2c Demonstrates Awareness of Literacy Instruction Across All Content Areas / 100%
STAR 2012: K2d Makes content relevant and accessible to all learners / 100%
Count / 37 / 42 / 35 / 20 / 20
EE2: 3.b.1 Demonstrates appropriate level of content knowledge in specialty / 100% / 100% / 100% / 100% / 100%
Count / 55 / 43 / 31 / 24 / 17
IUP: 3a.1 Develops and applies lessons from the North Carolina Standard Course of Study / 100% / 97.7% / 100% / 100% / 100%
IUP: 3.c.1 Demonstrates links by relating content to other disciplines / 100% / 100% / 100% / 100% / 100%

Online Cohort Students:

Program / Teaching Grad Cert SECD / Teaching Grad Cert SECD / Teaching Grad Cert SECD / Teaching Grad Cert SECD / Teaching Grad Cert SECD
Semester / Spring 2011 / Fall 2011 / Spring 2012 / Summer 2012 / Fall 2012
Count / 26 / 7 / 7 / 16
STAR: 1A Demonstrates Knowledge of Content / 100% / 100% / 85.7%
STAR: 1B Implements Interdisciplinary / 100% / 100% / 100%
STAR: 7A Bases Purposeful Learning Activities on Essential Skills and District Curriculum / 100% / 100% / 100%
STAR 2012: K2a Demonstrates Knowledge of Content / 100%
STAR 2012: K2c Demonstrates Awareness of Literacy Instruction Across All Content Areas / 93.7%
STAR 2012: K2d Makes content relevant and accessible to all learners / 100%
Count / 28 / 7 / 19 / 18 / 6
EE2: 3.b.1 Demonstrates appropriate level of content knowledge in specialty / 100% / 100% / 100% / 100% / 100%
Count / 29 / 7 / 14 / 19 / 6
IUP: 3a.1 Develops and applies lessons from the North Carolina Standard Course of Study / 100% / 100% / 100% / 100% / 100%
IUP: 3.c.1 Demonstrates links by relating content to other disciplines / 100% / 100% / 100% / 100% / 100%
Plans for 2013-14: Based upon the assessment data included in this annual report, what changes/improvements will the program implement during the next academic year to improve performance on this student learning outcome?
All performance outcomes were met; no changes are needed at this time.
Assessment Lead’s Comments on Student Learning Outcome:
Student Learning Outcome 2
(knowledge, skill or ability to be assessed)
Initial teacher licensure candidates demonstrate thorough understanding of the relationship between clear, meaningful presentation of content and content-specific pedagogy through the appropriate use of multiple explanations, instructional strategies, and technologies.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.
During the fall of 2012 a new assessment instrument is being implemented – a new version of the Student Teaching Assessment Rubric (STAR 2012). This assessment instrument is a revised version of the Student Teaching Assessment Rubric (STAR) that was used to collect SLO data in prior reporting years. The STAR became the STAR 2012. This revised rubric resulted in changes in element numbering and in some cases different wording of elements. When necessary, Methodology and Performance Outcomes have been updated to reflect these changes.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure.
  • A common observation instrument, Student Teaching Assessment Rubric (STAR) 2012, is used with every student teacher at the end of his or her academic program. The final (fourth) administration of the STAR 2012 instrument is used specifically to measure the SLO. The University Supervisor (US) observes the teacher candidate using the rubric. The rubric has a 4-point scale. Six elements included on the STAR 2012 rubric relate specifically to Pedagogical Content Knowledge and are therefore used to measure SLO #2 (E5b Develops higher order thinking skills in students, E5c Uses a variety of instructional methods, E5d Integrates technology with instruction, E5e Varies the instructional role, E2a Teachers connect content, K2b Implements interdisciplinary approaches and multiple perspectives for teaching content).
  • A common capstone work sample, Impact on Student Learning (ISL) Project is required from every Graduate Certificate in Teaching candidate. The ISL Project requires candidates to collect and analyze pre-test data related to a unit of study. As part of the project, the candidates must then design and teach a series of lessons related to that unit of study before administering a post-test. Finally, candidates must compare the pre- and post-test data in order to demonstrate that their teaching has resulted in increased understanding among all students. The ISL Project is scored by the University Supervisor. The ISL rubric has a 3-point scale. One element of the ISL rubric relates specifically to SLO2 (4a.2: Assesses and uses resources).
  • Teacher-candidates in the Graduate Certificate in Teaching program must complete an Instructional Unit Plan (IUP) for a content area methods course [MDSK 5251(Science), MDSK 5253 (Social Studies), ENGL 5254 (English), MAED 5252 (Mathematics)]. Candidates enroll the methods course that aligns with their content area degree and licensure. The IUP assignment gives the candidates an opportunity to apply the various pedagogical content skills and knowledge they have developed in the program. This is referred to as Electronic Evidence 3 (EE3) and is integrated within the required content methods courses (MDSK 5251, MDSK 5253, ENGL 5254, MAED 5252) to measure pedagogical content knowledge and skills. EE3 is evaluated by methods instructors using the IUP Rubric. The rubric has a 3-point scale. Five elements included on the IUP Rubric relate specifically to SLO2 (3d.1: Integrates 21st century skills in instruction, 4d.1: Integrates technology into instruction, 4e.1: Integrates instruction that promotes critical thinking skills, 4f.1: Organizes teams for collaboration and leadership, 5c.1: Uses approaches to improve teaching and learning).

Methodology: Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data.
The Student Teaching Assessment Rubric (STAR) 2012 is used during the MDSK 6470 course, the final semester a teacher candidate is in the program, to evaluate a student’s work and teaching. The University Supervisor (US) observes the student teacher in a school setting. The final administration of the instrument is collected and used to measure SLO #2.
The Impact on Student Learning (ISL) project is a capstone work samples that is also completed during MDSK 6470. The ISL project is scored by the University Supervisor using the ISL Project Rubric. This is a common COED rubric is used to grade each component of the ISL Project. Each component of the ISL Project is rated on the following scale: not met, proficient, or accomplished.
The instructional Unit Plan (IUP) is assessed in the content area methods course [MDSK 5251(Science), MDSK 5253 (Social Studies), ENGL 5254 (English), or MAED 5252 (Mathematics)], which is taken prior to MDSK 6470 (Graduate Student Teaching Internship). EE3 is evaluated by the content area methods instructor using the IUP Rubric. The rubric has a 3-point scale; Accomplished, Proficient, Not Met.
Scores are collected using a data management system, TaskStream, and are analyzed at the college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated findings are reported by semester at three levels (College, Program and Licensure Area). Once a year results from all assessments administered by the programs are disseminated to the faculty in the College of Education. The data is discussed during a final faculty meeting and next steps determined to address any needs identified. All strategies determined during this closing the loop discussion are implemented during the next academic year. All data reports created by the College of Education are housed on a secure website which is accessible to all faculty within the College of Education.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive and hyperlinked to the Effectiveness Measure above for each student learning outcome.)
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary or proficient/accomplished) on the STAR which is a 4-point rubricand to score “2” or better (proficient/accomplished) on the Impact on Student Learning (ISL) Rubric which is a 3-point rubric. With respect to the Instructional Unit Plan, which has a 3-point scale, the program expects 80% of its teacher candidates to score “2” or better (proficient/accomplished) on the corresponding rubric.
2010-11 Assessment Data (Results can be shown by year or by semester) / 2011-12 Assessment Data (Results can be shown by year or by semester)

On Campus Students: