Data Collection, Analysis, and Evaluation

The unit regularly and systematically uses data, including candidate and graduate performance information to evaluate the efficacy of its courses, programs, and clinical experiences. The unit analyzes program evaluation and performance assessment data to initiate changes in programs and unit operations.  Faculty have access to candidate assessment data and/or data systems.  Candidate assessment data are regularly shared with candidates and faculty to help them reflect on and improve their performance and programs.  The unit regularly shares data and information with faculty through faculty meetings and special meetings for discussion of specific issues.  The unit also regularly shares aggregate assessment information with the advisory board members, field experience supervisors, cooperating teachers and portfolio readers.  The input received from these constituencies, who are both internal and external, is used to make systematic changes in program operations and candidate improvements.

The unit continues to revise and refine its assessment system.  Its next step is to include assessment measures that will help it gauge the impact of unit operations on the quality of the programs.  In addition, the unit recognizes the need to put a more rigorous annual assessment cycle into place.  Currently, the programs prepare an annual report for the College on Student Learning Outcomes (available in the Exhibits Room).  However, those reports are not extensive enough to capture the analysis of data collected for the key assessments.

Multiple assessment measures from various stakeholders are used to triangulate findings indicated by the data.

As noted in the above, the unit systematically collects data from multiple and varied internal and external courses.  Each fall, as part of its submission of the Student Learning Outcomes Report to the College, data collected for one of the key assessments are analyzed.  This report is discussed with faculty and academic staff, and later presented to the Advisory Board members.  When the data indicate that changes to assessment measures, program requirements, or unit policies are necessary, these proposed changes are formulated and presented first to faculty and staff, then to the Advisory Board for input. 

Curricular changes begin within the unit’s curriculum committees and, when necessary, proceed to the School’s curriculum committees.  Policy changes are recommended to the Dean of the School of Liberal Arts and Sciences.  Decisions related to individual candidates are approved by the chair and program director.

The unit is at the early stages of using information technologies to maintain its assessment system.  In part, this is due to the small numbers in the unit’s programs, which still allow for maintenance of records in hard copies.  Excel worksheets are currently used to maintain records of aggregated data.  These are currently stored by the Department Chair and the Early Childhood Education Program Director, as well as by the part-time staff and faculty members, who enter data.   The unit recognizes the need to continue to develop a more efficient system.