Elementary and Early Childhood Education (EECE)
Assessment Report, 1999

Assessment data from spring 1999 included faculty and/or teacher supervisor ratings of student performance in field placements at different points in their programs, and of written communication skills at entry into the EECE program. The department is considering revising the assessment of student performance in response to changing licensure requirements. The results from this investigation indicate that overall programs the Elementary and Early Childhood Education Department received between very good to excellent ratings from different raters. The reader should also note that some of the rating scales were 4-point scales and others were 5-point scales. It is the intention of the EECE Assessment Committee to standardize these scales in future instruments.

Curriculum

EECE 367J: Intermediate Field Experience

The averages for each of the items ranged from above average to good, with scores varying from 3.40 to 3.73. The standard deviations are small and suggest uniformity of student performance. This reflects students' grasp of curricular concepts. Even the lowest score in learning outcome 5e (demonstrates initiative, dependability, enthusiasm) is still highly rated on a 4 point scale. Of the few students who had opportunity to use technology as a part of their lessons, did so very well as indicated by the score of 3.73 in #6a ("encourages children's use of technology). Overall, the students performed well at this intermediate level, suggesting the opportunity to assist children in diverse settings with literacy skills is achieving the desired outcomes. Moreover, the faculties' effort to integrate technology into instruction and student activities is possibly responsible for higher score on 6a.

EECE 485: Senior Level Field Placement, 3-Week Practicum:

The method of data collection was revised as a result of feedback from cooperating teachers who are respondents on the assessment forms. This experience is the first of three field experiences at the senior level. The first experience is three weeks long and takes place in the classroom where student teaching will occur.

The ratings were on a 4-point scale and were generally in the above average to excellent range. Standard deviations were small. The highest rating of 3.89 was for professionalism, ethical behavior and leadership and the lowest rating (3.44) was in assessment strategies. In such a short time period of observation, assessment would normally be outside the scope of responsibility of the student. Also assessment strategies were taught after the students returned from the three-week practicum.
 

EECE 467F: Senior Level Field Placement, Detroit Lakes Practicum:

This is a self-report that the students complete at the conclusion of the Detroit Lakes practicum On this 5 point scale the students' responses are generally in the excellent category, 4.5 or greater. The two exceptions are in the areas of assessment (4.33) and use of technology (4.14). One possible interpretation of this data could be the students' unfamiliarity with the recently learned assessment techniques and the lack of classroom computers in the Detroit Lakes school system

Elementary and Early Childhood Student Teaching Field Placements:

The first set of elementary major scores was tightly clustered around the excellent category, 4.5 or better on a 5-point scale. Standard deviations were very small. The sample contained 28 student assessments. We are encouraged to see that student understanding of child development and learning received the highest rating (4.8). Item number 3 which measures multicultural, gender fair, and disability sensitivity was nearly as high with a rating of 4.78. It should be noted that this instrument is used by a wide variety of university supervisors, while the other instruments were completed by cooperating teachers or by the students. As a result this might be a procedure the department would consider revising to address reliability issues.

The first set of kindergarten scores consisted of a sample size of nine. Average scores fell in the upper range, with some as high as five (excellent). Those items that were given an average score of five were life long learning, and professionalism, ethics, and leadership. The relatively low score (4.14) in the "appropriate group and individual assessment strategies" item leads us to believe that while still an acceptable score, the students may be somewhat uncomfortable with this area of pre-service training.
The standard deviation was high for some items most likely due to the extremely small sample size.

EECE 432: Intermediate Field Experience for Early childhood (EC):

The data for EECE 432 is not available at this time. We could create an addendum to this report at a later date.

Assessment on Written Communication Skills:

Assessment data was collected in the spring of 1999 and consists of 26 writing samples taken from students at the point of formally entering the elementary and early childhood education programs. Average scores clustered just above the "satisfactory"" mark. Standard deviations were large hovering around 1.0. This may indicate students varied in their ability to stay on topic as they wrote. Conclusions about student writing cannot be drawn until more post assessment data is collected. In part, the lack of post assessment data also reflects our desire to not have samples that are clearly identifiable with a particular instructor. Once samples are collected from different instructors over time, those samples will be pooled and analyzed.

Budget: No implications for budgeting decisions can be made at this time. However, the programs in teacher education are in the process of curriculum revision to meet new licensing standards. The assessment results will be useful as we align our curriculum with state guidelines. Budget increases may be needed for reassignment or addition of instructional expertise in light of state mandates.

Retention and Recruitment From this small sample, it appears that student performance in the field experience placements are improving as the students move through the programs. Seniors are performing very well in student teaching, their final field experience.

Revisions to the Assessment Plan The department is experiencing some difficulty in implementing the assessment plan. We are finding some of the assessment tools cumbersome and difficult to use. We likely will be revisiting our assessment tools as we align our curriculum with new state mandates. Further, a routine for distributing and collecting assessment materials is not yet in place, but will develop over time. This should facilitate the data entry and analysis procedure. Finally, the various groups whose efforts are needed to make the plan successful need to become better aware of the critical nature of the interrelated pieces to our overall plan. Once enough data has been collected, and baseline performance levels are established, the benefits of this assessment process will become even more evident and those individuals upon whom the process depends will be better able to see the important role their piece of the plan plays.

Office of Field Experience
EECE 367J: Intermediate Practicum Assessment

_____________                                                                                    _________________
Student's Name                                                                                              Semester & Year

Please rate the performance of the student using the following scale: 0= No opportunity to observe
(Please use "0", without hesitation. It is not considered negatively.)
   1= Unsatisfactory
   2= Below Average
   3= Average
   4= Good

Following is the mean and the standard deviation in parentheses
1. Applies liberal studies/content knowledge.
a. Demonstrates knowledge of content taught and makes it comprehensible 3.43 (.67)

2. Employs appropriate group & Individual instructional strategies.
a. Uses appropriate teaching techniques and activities. 3.67 (.55)
b. Uses instructional time effectively (appropriate pace and adequate review). 3.5 (.59)

3. Effectively uses communication and Interpersonal skills.
a. Is skilled in verbal communication 3.48 (.67)
b. Establishes and maintains rapport with students/children. 3.45 (.67)
c. Gives appropriate feedback to children 3.56 (.55)

4. Designs an organized, effective and appropriate curriculum.
 a. Lesson plans include goals, objectives activities & assessments 3.61 (.50)

5. Demonstrates professionalism, ethical behavior and leadership.
a. Demeanor and dress are professionally appropriate. 3.64 (A8)
b. Takes responsibility for effects of his/her actions on others. 3.55 (.55)
c. Collaborates with teachers, including taking a leadership role when appropriate. 3.54 (.60)
d. Listens to and considers suggestions from others. 3.55 (.59)
e. Demonstrates initiative, dependability, and enthusiasm. 3.40 (.83)

6. Uses technology in support of classroom instruction.
a. Encourages student/children to make appropriate use of technology. 3.58 (.67)
b. Uses computer for teaching functions such as grading, record keeping, etc. 3.73 (.47)

Comments:

7. Designs an organized, effective and appropriate curriculum. 4.79 (.57)
a. Lesson plans include goals, objectives, activities & assessments
b. Instructional plans progress in a manner that facilitates learning.
c. Instructional plans invite integration with life experiences and other subject matter.

Comments:

8. Uses appropriate group and individual assessment strategies. 4.14 (1.07)
a. Evaluation is based on curriculum content and student/child growth
b. Feedback for students/children is prompt and informative.
c. Monitors performance and modifies curriculum and instruction when appropriate.
d. Uses informal and formal assessment strategies as appropriate.

Comments:

9. Engages in lifelong learning. 5(0)
a. Seeks out and brings appropriate community resources into the classroom.
b. Reflects on practice and makes appropriate adjustments.
c. Seeks opportunities to grow professionally.

Comments:

10. Demonstrates professionalism, ethical behavior, and leadership. 5(0)
a. Demeanor and dress are professionally  appropriate.
b. Ethical standards such as honesty and fairness are clearly valued in classroom social life.
c. Reflects on practice and takes responsibility for effects of his/her actions on others.
d. Collaborates with teachers, including taking a leadership role when appropriate.
e. Listens to and considers suggestions from others.
f.  Demonstrates initiative, dependability, enthusiasm.

Comments:

11. Uses technology in support of classroom instruction. 4.33 (.58)
a. Uses classroom instructional aids (e.g. media equipment) appropriately.
b. Uses computers for research, curriculum development, and/or record keeping.
c. Encourages student/children to make appropriate use of technology.

Comments:
 

Signature____________________________  Date_______________________________
 
 

PFY-LEVEL I: PRACTICUM ASSESSMENT

_________________                                                        ____________________
Student's Name                                                                                  Semester & Year

Please rate the performance of the student using the following scale:

0 = No opportunity  to observe
(Please use "0", without hesitation. It is not considered negatively.)

1 = Unsatisfactory
2 = Below Average
3 = Average
4 = Good
5 = Excellent

1. Applies liberal studies/content knowledge. 3.59 (.5)
 a Demonstrates knowledge of content taught
 b. Makes content comprehensible
 c. Makes connections between student/child experiences & real world applications
 d. Begins to help children understand the value & application of what they are learning

Comments:
 

2. Understands student/child development and learning. 3.57 (.61)
 a. Uses developmentally appropriate practice to meet group and individual needs.
 b. Understands and makes appropriate application to learning theory.

Comments:
 

3. Demonstrates multicultural, gender-fair & disability sensitive values. 3.77 (.43)
 a. Classroom environment promotes acceptance and appreciation of child differences
 b. Children are accepted regardless of their style of self-presentation
 c. Lessons include examples of women, minorities, and those with disabilities.

Comments:
 

4. Employs appropriate group & individual instructional strategies. 3.50 (.61)
 a. Uses appropriate teaching techniques and activities.
 b. Uses instructional time effectively (e.g. appropriate pace & adequate review)

Comments:
 

5. Establishes and maintains a productive learning environment. 3.56 (.61)
 a. Uses deliberate strategies and techniques to manage the classroom fairly.
 b. Active participation and challenging learning expectations are communicated.
 c. Has enthusiasm for the content and the teaching experience.

Comments:

6. Effectively uses communication and interpersonal skills. 3.7 (.57)
 a. Is skilled in verbal communication.
 b. Is skilled in written communication
 c. Establishes and maintains rapport with students/children

Comments:

7. Designs an organized, effective and appropriate curriculum. 3.61 (.61)
 a. Lesson plans include goals, objectives, activities & assessments
 b. Instructional plans progress in a manner that facilitates learning.
 c. Instructional plans invite integration with life experiences and other subject matter.

Comments:

8. Uses appropriate group and individual assessment strategies. 3.44 (.70)
a. Uses informal and formal assessment strategies as appropriate.

Comments:
 

9. Engages in life-long learning. 3.63 (.51)
a. Reflects on practice and makes appropriate adjustments.
b. Seeks opportunities to grow professionally.

Comments:
 

10. Demonstrates professionalism, ethical behavior, and leadership. 3.89 (.40)
a. Demeanor and dress are professionally appropriate.
b. Ethical standards such as honesty and fairness are clearly valued in classroom social life.
c. Reflects on practice and takes responsibility for effects of his/her actions on others.
d. Collaborates with teachers, including taking a leadership role when appropriate.
e. Listens to and considers suggestions from others.
f. Demonstrates initiative, dependability, enthusiasm

Comments:
 

11. Uses technology in support of classroom instruction  3.57 (.57)
 a. Learns about classroom instructional aids (e.g. media equipment) appropriately.
 b. Becomes familiar with how computer is used for research, curriculum development, and/or record keeping in the classroom
 c. Encourages student/children to make appropriate use of technology.

Comments:

Do you have concerns about this student becoming an elementary teacher? If so, what are they?
 
 
Please return to the Elementary Education office at Moorhead State University via the practice student.
PFY467F: PRACTICUM ASSESSMENT
Student Self-Report

____________________                                                               __________________
Student's Name                                                                                            Semester & Year

Please rate the performance of the student using the following scale:
0= No opportunity to observe
(Please use "0", without hesitation. It is not considered negatively.)

1= Unsatisfactory
2= Below Average
3= Average
4= Good
5=Excellent  

1. Applies liberal studies/content knowledge. 4.52 (.51)
a. Demonstrates knowledge of content taught.
b. Makes content comprehensible.
c. Makes connections between student/child experiences & real world applications.
d. Begins to help children understand the value & application of what they are learning.

Comments:
 

2. Understands student/child development and learning. 4.52 (.62)
a. Uses developmentally appropriate practice to meet group and individual needs.
b. Understands and makes appropriate application to learning theory.

Comments:

3. Demonstrates multicultural, gender-fair & disability sensitive values. 4.53 (.57)
a. Classroom environment promotes fairness, equality and justice in all interactions.
b. Classroom environment promotes acceptance and appreciation of child differences.
c. Children are accepted regardless of their style of self-presentation.
d. Lessons include examples of women, minorities, and those with disabilities.

Comments:

4. Employs appropriate group & individual instructional strategies. 4.56 (.56)
a. Uses a variety of appropriate teaching techniques and activities.
b. Recognizes and makes effective use of teachable moments.
c. Uses instructional time effectively (e.g. appropriate pace & adequate review)
d. Makes goals and procedures clear to students/children.

Comments:

5. Establishes and maintains a productive learning environment. 4.63 (.56)
 a. Classroom physical environment is inviting and promotes learning.
 b. The social-emotional climate of the classroom is positive.
 c. Active participation and challenging learning expectations are communicated.
 d. Has enthusiasm for the content and the teaching experience.
 e. Uses deliberate strategies and techniques to manage the classroom fairly.

Comments:

6 Effectively uses communication and Interpersonal skills. 4.56 (.67)
 a. Is skilled in verbal communication.
 b. Is skilled in written communication.
 c. Establishes and maintains rapport with students/children.

Comments:

7. Designs an organized, effective and appropriate curriculum. 4.53 (.51)
a. Lesson plans include goals, objectives, activities & assessments.
b. Instructional plans progress in a manner that facilitates learning.
c. Instructional plans invite integration with life experiences and other subject matter.

Comments:
 

8. Uses appropriate group and individual assessment strategies.  4.33 (.66)
a. Evaluation is based on curriculum content and student/child growth.
b. Feedback for students/children is prompt and informative.
C. Monitors performance and modifies curriculum and instruction when appropriate.
d. Uses informal and formal assessment strategies as appropriate. _____

Comments:

9. Engages in life-long learning. 4.5 (.63)
a. Seeks out and brings appropriate community resources into the classroom.
b. Reflects on practice and makes appropriate adjustments.
c. Seeks opportunities to grow professionally.

Comments:

10. Demonstrates professionalism, ethical behavior, and leadership. 4.72 (.46)
a. Demeanor and dress are professionally appropriate.
b. Ethical standards such as honesty and fairness are clearly valued in classroom social life.
c. Reflects on practice and takes responsibility for effects of his/her actions on others.
d. Collaborates with teachers, including taking a leadership role when appropriate.
e. Listens to and considers suggestions from others.
f. Demonstrates initiative, dependability, enthusiasm.

Comments:

11. Uses technology in support of classroom instruction. 4.14 (.79)
 a. Uses classroom instructional aids (e.g. media equipment) appropriately.
 b. Uses Computers for research, curriculum development, and/or record keeping.
 c. Encourages student/children to make appropriate use of technology.

Comments:

Signature________________________________  Date_______________________
 
 
 

Please return to the Elementary Education office at Moorhead State University via the practicum student
KINDERGARTEN FINAL EXPERIENCE

__________________                                                               _________________
Student's Name                                                                                        Semester & Year

Please rate the performance of the student using the following scale:
                                                             0= No opportunity to observe
(Please use "0", without hesitation. It is not considered negatively.)
                                                                             1 = Unsatisfactory
                                                                             2= Below Average
                                                                             3= Average
                                                                             4= Good
                                                                             5=Excellent

1. Applies liberal studies/content knowledge. 4.57(1.13)
 a. Demonstrates knowledge of content taught
 b. Makes content comprehensible
 c. Makes connections between student/child experiences & real world applications
 d. Begins to help children understand the value & application of what they are learning

Comments:
 

2. Understands student/child development and learning. 4.71 (.76)
a. Uses developmentally appropriate practice to meet group and individual needs.
b. Understands and makes appropriate application to learning theory.

Comments:

3. Demonstrates multicultural, gender-fair & disability sensitive values. 4.67 (.82)
a. Classroom environment promotes fairness, equality and justice in all interactions.
b. Classroom environment promotes acceptance and appreciation of child differences
c. Children are accepted regardless of their style of self-presentation.
d. Lessons include examples of women, minorities, and those with disabilities.

Comments:

4. Employs appropriate group & individual instructional strategies. 4.67 (.82)
 a. Uses a variety of appropriate teaching techniques and activities.
 b. Recognizes and makes effective use of teachable moments.
 c. Uses instructional time effectively (e.g. appropriate pace & adequate review).
 d. Makes goals and procedures clear to students/children

Comments:

5. Establishes and maintains a productive learning environment. 4.8 (.45)
 a. Classroom physical environment is inviting and promotes learning.
 b. The social-emotional climate of the classroom's positive.
 c. Active participation and challenging learning expectations are communicated.
 d. Has enthusiasm for the content and the teaching experience.
 e. Uses deliberate strategies and techniques to manage the classroom fairly.

Comments: