University of Mary Washington

Office of Institutional Analysis and Effectiveness

Assessment Activities Reporting Template

2014-2015

Directions: Use this template to document your assessment activities for the year. This template temporarily replaces assessment documentation in the University wide assessment management system pending the acquisition and implementation of the new assessment management system. Answers should provide enough details on your assessment plan and the results gathered throughout the year. The completed template should be ready, reviewed by your supervisor and sent directly to the Office of Institutional Analysis and Effectiveness by June 1, 2015.

College / CE
Department / Curriculum and Instruction
Program / M.S. Elementary Education
Mission Statement / The University of Mary Washington’s College of Education is committed to guiding all candidates through a transformative experience by which they become skilled, reflective and responsive practitioners well-prepared to meet Twenty-first century challenges. The College of Education of the University of Mary Washington prepares educators for the Twenty-first century who are knowledgeable, skilled, collaborative, reflective, and sensitive to diverse learner needs. In upholding the mission of the University, the College of Education is dedicated to providing educational programs to the Commonwealth of Virginia and beyond.
Student Learning Outcomes / 1.  The student demonstrates an understanding of how to collaboratively develop, implement, and assess instructional programs that enhance teaching and student achievement.
2.  The student will apply and evaluate multiple assessment instruments and identification strategies.
3.  The student will apply current methodologies to respond to the affective and cognitive needs of the gifted learner.
4.  The student will be able to consult and apply educational research results in a manner that reflects understanding of current developments in such areas as identification, instructional strategies, program models, and special populations.
5.  The student will demonstrate an understanding of assessment information to plan and evaluate literacy instruction.
6.  The student will demonstrate an understanding of the role of professional judgment and practical knowledge for improving students’ literacy development and achievement.
7.  The student will demonstrate an understanding of the ways in which the various forms of diversity interact with reading and writing development.
8.  The student will demonstrate appropriate and varied instructional approaches in improving student’s literacy development and achievement.
9.  The student will demonstrate effective organizational skills.
10.  The student will demonstrate knowledge of ways to facilitate and assess the critical thinking of students.
11.  The student will demonstrate the ability to change classroom resources and environments with the use of technologies to support learning.
12.  The student will demonstrate the ability to employ various processes for gathering, analyzing and using data for instructional decision making.
13.  The student will demonstrate the ability to identify, analyze, and resolve problems using effective problem-solving techniques.
14.  The student will demonstrate the ability to reflect on one’s own dispositions as they relate to reading and writing and the teaching of reading, and purse the development of individual professional knowledge and behaviors.
15.  The student will demonstrate the ability to use a variety of materials, technology, resources that promote the development of independent thinking, self-determination, problem solving, and performance skills to relate classroom-based instruction to real world experiences.
16.  The student will demonstrate the ability to use technology to lead change throughout a classroom and school.
17.  The student will demonstrate the ability to use technology tools to build understanding rather than simply receive information.
18.  The student will demonstrate the ability to use technology tools to identify capabilities and limitations of contemporary and emerging technology resources
19.  The student will demonstrate the ability to use technology tools to identify capabilities and limitations of contemporary and emerging technology resources.
20.  The student will demonstrate the ability to use technology tools to set goals, plan activities, monitor progress, and evaluate results rather than simply completing assignments without reflection.
21.  The student will demonstrate the ability to use technology tools to solve real-world problems meaningful to them rather than working on artificial assignments.
22.  The student will demonstrate the ability to use technology tools to work cooperatively and collaboratively with peers ethically, legally, and equitability.
23.  The student will demonstrate the ability to work in a collegial and collaborative manner with other administrators, school personnel, and the community to promote and support the mission and goals of the school division with an emphasis on student learning.
24.  The student will differentiate and integrate multiple disciplines into an area of study, emphasizing higher level, independent and self-directed learning.
25.  The student will evaluate and discuss historical and contemporary issues and research in gifted education.
26.  The student will evaluate and integrate methodologies to meet the diverse needs of the special populations of gifted students.
27.  The student will perform tasks that actively use technology as a tool rather than passively receiving information from the technology.
28.  The student will reflect on, analyze, and synthesize contemporary and professional issues in gifted education.
29.  The student will take responsibility for and participate in a meaningful and continuous process of professional development that results in the enhancement of student learning.
SLOs assessed / Identify SLOs assessed during the year. [Each program must assess at least two learning outcomes.]
Assessment Methods / Provide details on the assessment methods used for each SLO assessed during the year. [E.g. For SLO 1, students in URES 201 will complete an essay at the end of the year. The essays will be assessed using a rubric that measures four qualities of the paper (see attachment). For SLO 2, a standardized test that measures…will be administered to PHIL 432 students at the beginning and end of the course.]
Success Criteria / Preferred outcomes from the assessment results [ E.g. At least 80% of students will rank at or above the average level on the rubric. 75% of the students will rank in the 90th percentile of the national average.]
Results / Details of the assessment results. [This may include trends, pattern, strengths and weaknesses, and any other observations that support the assessment process. Provide as much details as possible. Also cite and reference any supporting documents.]
Supporting Documents / Documents that support the assessment plan and results. [E.g. rubrics, assessment data, homework samples, artifacts, etc.]
Assessment Coordinator / Linda Falden
Supervisor / Suzanne Houff
Date

Office of Institutional Analysis and Effectiveness

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