Weber State University   

Teacher Education - Undergraduate

Results of Assessment

1999-2000 (submitted 10/25/00)

1. What data were collected on your student majors in 1999-00?

   A.  For Program Admission

• Grade Point Average
• Communications course grade
• CAAP scores on reading, writing, mathematics, critical
  thinking
• Interview scores from 3-member faculty team

• Criminal background check (fingerprint clearance)

B.  For Program Continuation

• At least B- in each Professional Education Course
• Referral to faculty advisor for those who are not meeting 
  minimum academic/professional requirements
• Placement on Professor’s Honor of students who are 
  referred by at least two faculty for outstanding performance
• Interview for readiness to student teach

C.  At Program Completion

• Assessment of student teaching by cooperating teacher and 
  university supervisor
• Program completion, including a portfolio and senior project
• Student surveys describing program completers' perceptions 
  regarding program strengths and limitations

D.  Other Student/Program Assessments

• Job placement rates
• Inputs from teacher education Advisory councils
• Evaluation of current CAAP scores and subsequent readjustment 
  of minimum admission scores
• Comparison of student interview ratings of teacher education 
  faculty
• Comparison of ACT scores of Teacher Education majors with
  others at WSU.

2. When/how were these data discussed among your faculty?

A.  Reports were sent to each faculty member.

• Data relating to admission and retention were discussed 
  by the Admission/Retention Committee. A proposal to 
  increase minimum CAAP scores, to use another scoring method 
  for CAAP scores, and the use of the Critical thinking CAAP 
  subtest were approved by the faculty and began Fall 1999.

3. What changes are anticipated as a result of these discussions?
   

1. Admission to Teacher Education will be more selective (with 
   higher CAAP minimums)

   B.  Student Teaching evaluation form will be revised.

• Admission criteria will be reassessed to determine if some may
  be found that correlate more highly with subsequent student 
  teaching success and scores on a national teacher examination.
• The department will seriously discuss the issue to administering
  a standardized national teachers examination as a criterion for 
  teacher certification.
• Syllabi are being revised to reflect less of teacher inputs and 
  more of student outcomes (This is also in preparation for 
  NCATE re-accreditation in the Fall, 2000.)

4. What student learning outcomes will your department assess in 
   2000-01?
   

• The Department of Teacher Education recently articulated 
  its program outcomes into five major areas: Principles of 
  instruction, Developmentally appropriate practice, Teaching
  diverse learners, Educational foundations, and Instructional 
  strategies. Assessments for each of these outcomes have been 
  defined. The Department will implement end-of-semester
  level reports and assessments to collect data regarding the
  five program outcomes beginning Fall Semester 2000. Data 
  reports will be shared with faculty and staff during 
  end-of-semester departmental meeting beginning Fall
  Semester 2000.

Mission Statement / Student Learning Outcomes / Curriculum Grid / Assessment Plan / Contact Person