Institutional Report Addendum

Standard 2. Assessment System and Unit Evaluation

Question 1. If applicable, what data are available if candidates are in alternate route, off-campus, or distance learning programs?

The unit has been approved by UNC General Administration to offer degrees via distance learning in Instructional Technology, Business Education, and Agricultural Education. Additionally the unit offers alternate route licensure in school administration, technology education, and art education. These candidates must meet the same licensure requirements as traditional candidates. These data are included within our various exhibits and are identified by a marker as "Distance Learning" programs. The unit collects data on candidate performance on these programs to assess the quality of the program. Additionally, the unit utilizes annual SACS Institutional Effectiveness reports to assess the quality, integrity, and strength of these distance learning programs as well (Exhibit 2.1 Institutional Effectiveness Reports for Distance Learning Programs).

Question 2. How does the unit regularly and systematically collect and use data to evaluate the efficacy of its field experiences? Are candidates referred to as interns in all field and clinical experiences?

Candidates and P-12 cooperating teachers provide feedback on early field experience observation forms and clinical practice observation forms. Additionally, the Assistant Dean of Student Support Services engages candidates, P-12 cooperating teachers, and P-12 administrators in focus group sessions (Exhibit 2.2 Focus Group Responses from P-12 Cooperating Teachers) to collect information on what the unit does well with respect to field experiences and what areas the unit needs to improve. Administrators and faculty also examine candidate performance on Electronic Evidences. 

These data is used to inform site placements, selection and effectiveness of cooperating teachers (Exhibit 2.3 Evaluation of Cooperating Teachers), and program review. These data are regularly shared with unit administrators, program coordinators and faculty during regularly scheduled TEC meetings, TEC Assessment Committee meetings (Exhibit 1.25 TEC Meeting Minutes 02.19.13 and 10.15.13), Annual Data Institutes (Exhibit 1.24 Data Institute Minutes 8.20.13), faculty meetings (Exhibit 1.23 SOE Faculty Meeting Minutes), and annual faculty evaluations (Exhibit 2.4 Annual Clinical Faculty Evaluation Rubric). 

The term intern is designated for early field experiences and all graduate candidates whereas student teachers are undergraduates completing clinical practice. 

Question 3. Who is the primary person responsible for data collection and the unit's use of Taskstream?

Between 2009 and 2011, the Director of Technology was responsible for duties related to data collection and Taskstream. This person drove efforts at the unit level to capture data related to the Transition Points within the assessment system across degree programs. This position was eliminated during the 2012-13 academic year as a result of campus-wide budget cuts, which resulted in the responsibilities of this position being shared between the Associate Dean of Undergraduate Programs, the Associate Dean of Graduate Programs, and the Technology Media Specialist. Beginning with the 2013-14 academic year the unit’s Dean created and funded the Director of Digital Learning, Planning, and Assessment (Exhibit 2.5 Position Description for Director of Digital Learning, Planning, and Assessment). This person has assumed the duties of data collection and Taskstream oversight while also driving faculty, staff, and candidate professional development focused on 21st technological tools.

Question 4. How do faculty members utilize the data system to improve teaching and learning?

The unit's assessment system is designed to examine data and make informed decisions about future actions. The unit uses the metaphor that the assessment system "drives" decision making (Exhibit 2.6 Assessment Graphic). Faculty members use data to inform their instructional practices with initial and advanced candidates. Each semester, candidates at the university complete "Student Opinion Forms" (Exhibit 2.7 Sample Student Opinion Form) where they rate their perception of the quality of instruction and resources utilized to engage them throughout the course. Faculty have immediate access to this information allowing them integrate changes. Based on these suggestions, faculty begin the next academic year by completing a Professional Development Plan (Exhibit 2.8 Sample Faculty Professional Development Plan)

The new data system will allow faculty to assess their own knowledge and pedagogical skills based on their candidate’s scores on standardized tests (Praxis II and Pearson). Heretofore, faculty have not had direct access to student scores across testing strata, as proposed through Phase II of the new data system. This latter option will allow faculty to determine how well students performed on content areas they teach. 

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