A key assessment demonstrating baccalaureate candidates’ pedagogical content knowledge and skills is the Praxis II test for initial licensing elementary education candidates. For both elementary / mild intervention and secondary / mild intervention initial licensing candidates, key assessments are course-based and field-based signature assignments.
Course-based signature assignments include: Planning with Technology, Research Paper, the Colvin Method, Classroom Management Portfolio, Strategies Notebook Reflection, and the IEP Project. Field-based signature assignments include: Formal Lesson Plans, Formal Observation Evaluation, Classroom Performance Evaluation, Student Teaching Evaluation, and the Case Review. With the exception of the Case Review, candidates complete the field-based signature assignments at these three courses: Practicum in Teacher Education, EDUC 201, Advanced Practicum, EDUC 301, and during two Student Teaching placements, EDUC 480 or 482 and 483.
Praxis II test results for elementary education candidates which assess pedagogical content knowledge indicate five-year annual pass rates that fluctuate between 80% and 100%. Please see Table 4.
Results from key course-based signature assignments noted above, indicate that candidates’ performance ranges from 3.43 to 3.68 on a four-point scale, placing them at on target or exemplary levels. Results from key field-based signature assignments, such as Formal Lesson Plans, Evaluation of Formal Lessons, noted above, indicate that candidates’ performance ranges from 3.27 to 3.60 on a four-point scale, placing them at on target or exemplary levels. Details of candidate performance are located in Table 1b1.1.
Key assessment results measure pedagogical content knowledge of eight candidates in the three non-reviewed programs. The overall pedagogical content mean for business education is 2.90 on a three-point scale and 3.10 on an updated four-point scale. The pedagogical content knowledge means in life science are 3.00 / 3.00 and 3.53 / 4.00. The score of one secondary chemistry education major is 3.86 / 4.00. One assessment item on the Evaluation of Formal Lesson instrument, considers the cycle of learning, yields a mean of 2.67 / 4.00 for business education candidates and 2.50 / 4.00 for life science education candidates. Candidates with scores falling below 3.00 on a four-point scale were required to remediate signature assignments to progress to the next program transition point. Details of candidate performance are located in Table 1b1.2.
In post-baccalaureate initial licensing exceptional needs, course-based signature assignments include: Planning with Technology, Instruction Theory and Design, Planning to Include, Strategies Notebook, PowerPoint Presentation, Case Study, and Research Paper. Field-based signature assignments are: The Practicum Evaluation and Case Review. On a four-point scale, for initial licensing mild intervention candidates, the mean is 3.63. The mean for initial licensing intense intervention candidates is 3.50 or above on a four-point scale. Details of candidate performance are located in Table 1b1.3.
Scores in key assessments of pedagogy and learning for advanced level candidates have been analyzed from course-based and field-based signature assignments. Signature assignment items related to pedagogy and learning include: application of knowledge and skills of instructional theory and design with differentiation, technological content knowledge and utilization, evidence-based research related to content and pedagogy,” and reflection on practice.
Results from signature assignments and feedback from cooperating teachers affirm that advanced level candidates are prepared in pedagogical content knowledge and can successfully apply this knowledge in the classroom to support student learning. Mean scores over three years are consistently strong in both Mild and Intense Intervention Programs. Mean scores in both programs are 3.63/4.00 on course-based signature assignments; and, 4.48/5.00 and 4.42/5.00 on field-based signature assignments, respectively. Details of candidate performance are located in Table 1b2.
A link to survey response rates is located on each summary table.
Four years of data are derived from three surveys: the Alumni Survey, Undergraduate Exit Survey the Employer Survey. Survey results are sorted by the unit’s major programs.
Alumni Survey data from both baccalaureate and post-baccalaureate alumni indicate satisfaction with preparation in pedagogical content knowledge. Candidates selected responses from a five-point Likert scale. For data collected from 2006 to 2009, the percentage of alumni who rated their pedagogical content knowledge and skills at 3.50 or higher over the course of four years ranges from 65% to 85%. The percentage of alumni ratings at 4.00 or higher range from 35% to 47% over the same period. Scores reflect overall agreement among candidates regarding satisfaction with their preparation in pedagogical content knowledge and skills.
The Undergraduate Exit Survey’s results indicate that the percentage of recent program completers who rate their pedagogical content knowledge and skills at 3.50 or higher ranges from 42% to 71% over the 2006 to 2009 survey period. The percentage of program completers rating pedagogical content knowledge and skills at 4.00 or higher ranges from 42% to 55% during the same period.
Employer Survey results indicate that employer’s are satisfied with preparation of alumni in pedagogical content knowledge. For data collected from 2007 to 2009, the percentage of employers who rate alumni’s pedagogical content knowledge and skills at 4.00 to 5.00 is 88%, while 47% of employers rate alumni from 4.50 to 5.00/5.00.
Details of candidate performance are located in Table 1b3.