Date post: | 28-Dec-2015 |
Category: |
Documents |
Upload: | sabina-hawkins |
View: | 213 times |
Download: | 0 times |
Writing Your Program’s SPA Report(s)
Cynthia Conn, Ph.D., Associate Director, Office of Academic Assessment
Chris Geanious, Project Director, College of Education
Kathy Hildebrand, Ph.D., Assistant Dean of Assessment & Continuous Improvement, College of Education
Meeting Objectives
Provide opportunity to work on and receive assistance in writing program’s Specialized Professional Association (SPA) report(s)
Review examples SPA reports Generate initial data reports from
TaskStream and consider ways to improve data collection (if necessary)
Receive direct consultation and peer review regarding program report
Where are you?
Where are you in terms of writing your program’s SPA or assessment plan and report(s)?
What would you like to get out of this meeting and any future meetings?
What challenges are you encountering in writing your report(s)?
NCATE Overview
FOCUS: Assessment of Student Learning! Connects to institutional assessment processes
(North Central Association), ABOR 7 year Program Review, and Arizona Department of Education Review
NCATE web site: http://www.ncate.org
SPA Standards & Report Forms http://www.ncate.org/public/programStandards.a
sp?ch=4
Questions your report should answer…
General Directions (SPA Report Template, p. 2)
Overarching questions your report should answer: Have candidates mastered the necessary knowledge for
the subjects they will teach or the jobs they will perform? Do candidates meet state licensure requirements? Do candidates understand teaching and learning and can
they plan their teaching or fulfill other professional education responsibilities?
Can candidates apply their knowledge in classrooms and schools?
Do candidates focus on student learning?
SPA Report Requirements
General Directions Be aware of:
formatting and page limits for narrative sections and attachments (see p. 2)
NCATE template items vs. SPA language
Specific Instructions Look here for specific information
regarding: which programs are eligible for
review SPA specific decision rules if grades can be used for
assessment purposes
SPA Report Requirements
General Directions Connect the brief directions regarding each
report section on page 2 with the detailed instructions for each section described later in the report NOTE: Review examples listed in Section IV
BEFORE selecting assessments for Section II
Don’t Delay…Start Writing
Sections I, II, III, and IV (except item 3 and 5.c.) and Attachments A and B should be drafted NOW as part of your assessment planning efforts Program Assessment PLAN
Sections IV 3, 5.c., and V are the ONLY items that require data and analysis Program Assessment REPORT
February2008!
Section 1: Context
Six-page maximum narrative, plus three attachments not to exceed five pages each
Respond to the items provided (see page 4 of your SPA Report Template)
Section 1 Examples: From NCATE website: http://
www.ncate.org/public/ExPgmRepSection.asp?ch=90
Section 1: Context (continued)
Example: Educational Technology Assessment Portfolio:
To access the portfolio, please go to the following url and enter the password listed. url:
http://www.taskstream.com/ts/administrator3/EdTechAssessmentPortfolio.html
password: isteassessment
Section 1: Context (continued)
Added introductory item: 0. Description of program and required course work.
Item 3. Description of the criteria for admission… Admission requirements can be pulled directly from the
catalog
Item 4. Description of the relationship of the program to the unit’s conceptual framework.
Consider adapting a table Kathy created that align NAU’s Values to the Professional Education Unit’s Conceptual Framework Values
Section 1: Context (continued)
NAU Value Professional Education Unit Value
Educational Technology Program Value
Student Success Learner-Centered Education: We value programs that give candidates the greatest chance of success by including components that are experiential, collaborative (often in mutually-beneficial partnerships with schools), problem-centered, reflection-oriented, outcome-based, research-guided, and technology-rich. We are committed to modeling effective learner-centered practices and dispositions.
Learning Paradigm: We strive to create environments and experiences that support students in discovering and constructing knowledge for themselves. We encourage candidates to form a community of learners that discuss ideas, share experiences, and solve problems.
Educational Access; Diversity
Commitment to Diversity: We actively promote diversity among administration, faculty, staff and candidates. We endorse respect for diversity in our curriculum and pedagogical applications.
Commitment to Diversity: Throughout our curriculum, we advocate the use of technology to support the needs of diverse learners. Specifically, we engage our candidates in the integration of technology to support second language learners, and promote cultural diversity. We also emphasize assistive technologies available
to support special needs learners.
Section 1: Context (continued)
Item 5. Indication of whether the program has a unique set of program assessments and their relationship of the program’s assessments to the unit’s assessment system.
Consider using the Rubric Alignment Table Template Attachments
Attachment A: Program of Study Attachment B: Enrollment and Program Completion Data
Pull from PAIR website: http://www4.nau.edu/pair/EnrollmentDegree/EnrollmentDegree.asp
Attachment C: Faculty Information For COE faculty some data is available through the Faculty Vita
database; other information will need to be collected directly from faculty members
Data Collection
How much data has your program collected? Step 1: Complete worksheet for monitoring
data collection Step 2: Check the PAIR website for past and
current course enrollments Step 3: For current semester courses
ONLY, send table to program faculty members to insert assessment due date information
Step 4: Generate preliminary TaskStream reports to compare enrollment with data collected
Step 5: Send table to appropriate program faculty members to follow-up in terms of data collection for past semester or once the due date for an assessment has past during the current semester
Step 1: Complete Worksheet
Monitoring Worksheet Current semester Past semesters
Summer 2007 Spring 2007
Step 2: Check Enrollment
Course Enrollment Data Go to:
http://www4.nau.edu/pair/EnrollmentDegree/EnrollmentDegree.asp Data Updated Daily, Current
Class Information Final Grade, Class Grade
Distribution
Step 3: Send to Faculty
Assessment due date Send chart to program faculty
members to insert assignment due date for current semester
Steps 4 & 5: Generate Report
Generate Preliminary TaskStream Report Check by course to compare
the data collected with the course enrollment data Use in combination with due date
information to monitor data being collected this semester
Use to follow-up with faculty members for missing data from past semesters
What’s Next? Action Items
Draft Section 1: Context Complete Data Collection Worksheet, and
follow-up with faculty members regarding data collection efforts for this semester as well as missing data
When would you like to meet again? Two weeks from now? Monthly?