Fall 2005 Semester Assessment Report Form

DUE March 31st, 2006

Directions: Please complete a form for each of the programs within your department. This form was designed to provide a format for assessment reporting and should not be used to limit the amount of information provided. Each box that is attached to each of the sections is designed to adjust to varying lengths. If you have any questions, please contact Dr. Bea Babbitt at x51506 or via email at: .

1. Program Information:

Program / M.ED in Early Childhood Education
Department / Department of Special Education
College / College of Education
Program Assessment Coordinator / Sherry Strauser, Ph.D.
Semester Data Collected / Fall 2005
Report Submitted by / Jeff Gelfer, Ph.D.
Phone/email / 898-6960
Date Submitted / March 29, 2006

2. According to the Assessment Plan for this program, what were the planned assessments to be conducted during the 2005-2006 Academic Year? You may want to copy and paste from this program’s assessment plan.

Which outcomes for this program were measured? / How did you measure the outcomes? / What results did you expect? If the students performed well what would their performance look like, i.e. percentages, means, or comparisons to a national standard?
10 outcomes out of a total of 10 outcomes evaluated this semester.
1.The Early Childhood Education graduate is learning about the central concepts, tools of inquiry, and structures of the discipline(s) and is learning to create learning experiences that make these aspects of content meaningful
2. The Early Childhood Education graduate is learning about how individuals learn and how to develop and provide opportunities that support intellectual, career, social, and personal development.
3. The Early Childhood Education graduate is learning about how individuals differ in their approaches to learning and how to create opportunities that are equitable and adaptable to the needs of diverse learners.
4. The Early Childhood Education graduate is learning about planning processes based upon knowledge of content, learners characteristics, the community, and curriculum goals and standards.
5. The Early Childhood Education graduate is learning about how to employ a variety of strategies and methods and encourages the development of critical thinking, problem solving, decision-making, and performance skills.
6. The Early Childhood Education graduate is learning about individual and group motivation and behavior and how to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
7. The Early Childhood Education graduate is learning about effective verbal, nonverbal, and media communication techniques and other forms of symbolic representation and how to foster active inquiry, collaboration, and supporting interactions.
8. The Early Childhood Education graduate is learning about formal and informal assessment strategies and how to evaluate the learner’s continuous intellectual, social, and physical development.
9. The Early Childhood Education graduate is learning about ethical relationships with parents, school colleagues, and organizations in the larger community to support the individual’s learning development.
10. The Early Childhood Education graduate is learning to be a reflective practitioner who continually evaluates the effects of choices and actions on students, adults, parents, and other professionals in the learning community, and who actively seeks opportunities to grow professionally. / 1.1. ECE-706
Curriculum Guide Project
1.2. ECE-722
Personal Reflection
1.3. ESP-773-1
Assessment Critique
1.3. ESP-773-2
Assessment Critique
2.1. ECE-706
Curriculum Guide Project
2.2. ECE-722
Personal Reflection
2.3. ESP-773-1
Assessment Critique
2.3. ESP-773-2
3.1. ECE-706
Curriculum Guide Project
3.2. ECE-722
Personal Reflection
3.3. ESP-773-1
Assessment Critique
3.3. ESP-773-2
4.1. ECE-706
Curriculum Guide Project
4.2. ECE-722
Personal Reflection
4.3. ESP-773-1
Assessment Critique
4.3. ESP-773-2
Assessment Critique
5.1. ECE-706
Curriculum Guide Project
5.2. ECE-722
Personal Reflection
5.3. ESP-773-1
Assessment Critique
5.3. ESP-773-2
Assessment Critique
6.1. ECE-706
Curriculum Guide Project
6.2. ECE-722
Personal Reflection
6.3. ESP-773-1
Assessment Critique
6.3. ESP-773
Assessment Critique
7.1. ECE-706
Curriculum Guide Project
7.2. ECE-722
Personal Reflection
7.3. ESP-773-1
Assessment Critique
7.3. ESP-773
Assessment Critique
8.1. ECE-706
Curriculum Guide Project
8.2. ECE-722
Personal Reflection
8.3. ESP-773-1
Assessment Critique
8.3. ESP-773
Assessment Critique
9.1. ECE-706
Curriculum Guide Project
9.2. ECE-722
Personal Reflection
9.3. ESP-773-1
Assessment Critique
9.3. ESP-773
Assessment Critique
10.1. ECE-706
Curriculum Guide Project
10.2. ECE-722
Personal Reflection
10.3. ESP-773-1
Assessment Critique
10.3. ESP-773
Assessment Critique / The ranges of the scores were from 90 to 100 (100 being the highest possible) (n=9). The instructor broke down the scores into three categories Target (92-100), Acceptable (70-91), or Unacceptable (69 or less). 3 students scored 100, 3 students scored 98, and 2 scored 97, and 1 scored 90
The ranges of the scores was from 43 to 45 (50 being the highest possible) (n=26). The instructor did not brake down the scores into categories. 1 student scored 48, 1 student scored 46, 1 scored 45, 1 scored 42, and 1 scored 19
The ranges of the scores was from 43 to 50 (50 being the highest possible) (n=26). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 2 students scored 50, 8 students scored 48, and 1 scored 47, 11 scored 45, and 4 scored 43
The ranges of the scores was from 40 to 50 (50 being the highest possible) (n=24). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 6 students scored 50, 6 students scored 48, and 9 scored 45, and 3 scored 40
The ranges of the scores were from 90 to 100 (100 being the highest possible) (n=9). The instructor broke down the scores into three categories Target (92-100), Acceptable (70-91), or Unacceptable (69 or less). 3 students scored 100, 3 students scored 98, and 2 scored 97, and 1 scored 90
The ranges of the scores was from 43 to 45 (50 being the highest possible) (n=26). The instructor did not brake down the scores into categories. 1 student scored 48, 1 student scored 46, 1 scored 45, 1 scored 42, and 1 scored 19
The ranges of the scores was from 43 to 50 (50 being the highest possible) (n=26). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 2 students scored 50, 8 students scored 48, and 1 scored 47, 11 scored 45, and 4 scored 43
The ranges of the scores was from 40 to 50 (50 being the highest possible) (n=24). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 6 students scored 50, 6 students scored 48, and 9 scored 45, and 3 scored 40
The ranges of the scores were from 90 to 100 (100 being the highest possible) (n=9). The instructor broke down the scores into three categories Target (92-100), Acceptable (70-91), or Unacceptable (69 or less). 3 students scored 100, 3 students scored 98, and 2 scored 97, and 1 scored 90
The ranges of the scores was from 43 to 45 (50 being the highest possible) (n=26). The instructor did not brake down the scores into categories. 1 student scored 48, 1 student scored 46, 1 scored 45, 1 scored 42, and 1 scored 19
The ranges of the scores was from 43 to 50 (50 being the highest possible) (n=26). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 2 students scored 50, 8 students scored 48, and 1 scored 47, 11 scored 45, and 4 scored 43
The ranges of the scores was from 40 to 50 (50 being the highest possible) (n=24). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 6 students scored 50, 6 students scored 48, and 9 scored 45, and 3 scored 40
The ranges of the scores were from 90 to 100 (100 being the highest possible) (n=9). The instructor broke down the scores into three categories Target (92-100), Acceptable (70-91), or Unacceptable (69 or less). 3 students scored 100, 3 students scored 98, and 2 scored 97, and 1 scored 90
The ranges of the scores was from 43 to 45 (50 being the highest possible) (n=26). The instructor did not brake down the scores into categories. 1 student scored 48, 1 student scored 46, 1 scored 45, 1 scored 42, and 1 scored 19
The ranges of the scores was from 43 to 50 (50 being the highest possible) (n=26). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 2 students scored 50, 8 students scored 48, and 1 scored 47, 11 scored 45, and 4 scored 43
The ranges of the scores was from 40 to 50 (50 being the highest possible) (n=24). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 6 students scored 50, 6 students scored 48, and 9 scored 45, and 3 scored 40
The ranges of the scores were from 90 to 100 (100 being the highest possible) (n=9). The instructor broke down the scores into three categories Target (92-100), Acceptable (70-91), or Unacceptable (69 or less). 3 students scored 100, 3 students scored 98, and 2 scored 97, and 1 scored 90
The ranges of the scores was from 43 to 45 (50 being the highest possible) (n=26). The instructor did not brake down the scores into categories. 1 student scored 48, 1 student scored 46, 1 scored 45, 1 scored 42, and 1 scored 19
The ranges of the scores was from 43 to 50 (50 being the highest possible) (n=26). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 2 students scored 50, 8 students scored 48, and 1 scored 47, 11 scored 45, and 4 scored 43
The ranges of the scores was from 40 to 50 (50 being the highest possible) (n=24). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 6 students scored 50, 6 students scored 48, and 9 scored 45, and 3 scored 40
The ranges of the scores were from 90 to 100 (100 being the highest possible) (n=9). The instructor broke down the scores into three categories Target (92-100), Acceptable (70-91), or Unacceptable (69 or less). 3 students scored 100, 3 students scored 98, and 2 scored 97, and 1 scored 90
The ranges of the scores was from 43 to 45 (50 being the highest possible) (n=26). The instructor did not brake down the scores into categories. 1 student scored 48, 1 student scored 46, 1 scored 45, 1 scored 42, and 1 scored 19
The ranges of the scores was from 43 to 50 (50 being the highest possible) (n=26). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 2 students scored 50, 8 students scored 48, and 1 scored 47, 11 scored 45, and 4 scored 43
The ranges of the scores was from 40 to 50 (50 being the highest possible) (n=24). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 6 students scored 50, 6 students scored 48, and 9 scored 45, and 3 scored 40
The ranges of the scores were from 90 to 100 (100 being the highest possible) (n=9). The instructor broke down the scores into three categories Target (92-100), Acceptable (70-91), or Unacceptable (69 or less). 3 students scored 100, 3 students scored 98, and 2 scored 97, and 1 scored 90
The ranges of the scores was from 43 to 45 (50 being the highest possible) (n=26). The instructor did not brake down the scores into categories. 1 student scored 48, 1 student scored 46, 1 scored 45, 1 scored 42, and 1 scored 19
The ranges of the scores was from 43 to 50 (50 being the highest possible) (n=26). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 2 students scored 50, 8 students scored 48, and 1 scored 47, 11 scored 45, and 4 scored 43
The ranges of the scores was from 40 to 50 (50 being the highest possible) (n=24). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 6 students scored 50, 6 students scored 48, and 9 scored 45, and 3 scored 40
The ranges of the scores were from 90 to 100 (100 being the highest possible) (n=9). The instructor broke down the scores into three categories Target (92-100), Acceptable (70-91), or Unacceptable (69 or less). 3 students scored 100, 3 students scored 98, and 2 scored 97, and 1 scored 90
The ranges of the scores was from 43 to 45 (50 being the highest possible) (n=26). The instructor did not brake down the scores into categories. 1 student scored 48, 1 student scored 46, 1 scored 45, 1 scored 42, and 1 scored 19
The ranges of the scores was from 43 to 50 (50 being the highest possible) (n=26). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 2 students scored 50, 8 students scored 48, and 1 scored 47, 11 scored 45, and 4 scored 43
The ranges of the scores was from 40 to 50 (50 being the highest possible) (n=24). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 6 students scored 50, 6 students scored 48, and 9 scored 45, and 3 scored 40
The ranges of the scores were from 90 to 100 (100 being the highest possible) (n=9). The instructor broke down the scores into three categories Target (92-100), Acceptable (70-91), or Unacceptable (69 or less). 3 students scored 100, 3 students scored 98, and 2 scored 97, and 1 scored 90
The ranges of the scores was from 43 to 45 (50 being the highest possible) (n=26). The instructor did not brake down the scores into categories. 1 student scored 48, 1 student scored 46, 1 scored 45, 1 scored 42, and 1 scored 19
The ranges of the scores was from 43 to 50 (50 being the highest possible) (n=26). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 2 students scored 50, 8 students scored 48, and 1 scored 47, 11 scored 45, and 4 scored 43
The ranges of the scores was from 40 to 50 (50 being the highest possible) (n=24). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 6 students scored 50, 6 students scored 48, and 9 scored 45, and 3 scored 40
The ranges of the scores were from 90 to 100 (100 being the highest possible) (n=9). The instructor broke down the scores into three categories Target (92-100), Acceptable (70-91), or Unacceptable (69 or less). 3 students scored 100, 3 students scored 98, and 2 scored 97, and 1 scored 90
The ranges of the scores was from 43 to 45 (50 being the highest possible) (n=26). The instructor did not brake down the scores into categories. 1 student scored 48, 1 student scored 46, 1 scored 45, 1 scored 42, and 1 scored 19
The ranges of the scores was from 43 to 50 (50 being the highest possible) (n=26). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 2 students scored 50, 8 students scored 48, and 1 scored 47, 11 scored 45, and 4 scored 43
The ranges of the scores was from 40 to 50 (50 being the highest possible) (n=24). The instructor broke down the scores into three categories Exceeds Expectations (48-50), Meets Expectations (40-47), or Below Expectation (39 or less). 6 students scored 50, 6 students scored 48, and 9 scored 45, and 3 scored 40

3. Results, conclusions, and discoveries. What are the results of the planned assessments listed above? What conclusions or discoveries were made from these results? Describe below or attach to the form.