Academic Program Assessment Plans

Academic success in each undergraduate and graduate program at The University of Akron is measured by students’ achievement of a set of program learning outcomes. Developed by faculty in the discipline in consultation with professional accrediting bodies, industry advisors, and others, program learning outcomes define what graduates of that program or major should “know and be able to do.” Academic Program Assessment Plans, such as those exhibited here, list these program learning outcomes, describe the tools used by faculty to assess how well students are achieving the outcomes, summarize the results of those assessments, and outline actions departments and faculty plan to take to continuously improve student learning and success in the major.

At The University of Akron, Academic Program Assessment Plans are reviewed and revised each academic year in order to ensure learning outcomes remain relevant to current professional standards and employer needs, as well as to make data-driven curricular and instructional changes to improve teaching, learning and student success.

• Date: April 2, 2007
• College: College of Education
• Department: Curr & Instr Studies
• Program: Initial Teacher Preparation - BA/BS
• Department Chair/Director: Dr. Bridgie A. Ford
• Assessment Leader: Dr. Bridgie A. Ford
• The University of Akron
• 2007 Academic Program Assessment Plan

Program Learning Outcomes	Assessments	Summary of Results	Actions
1. Demonstrate the professional, pedagogical, and content area knowledge required for admission to student teaching.	1. Portfolio scores in the professional and pedagogical core courses that have been aligned with the INTASC standards (Scale for each component is 0 = item missing; 1 = unacceptable quality; 2 = Proficient; 3 = Accomplished. Cut score set at 67%.)	1. Analysis revealed that candidates obtained a mean score of 2.30 on the portfolio assignments. This indicates that most candidates’ performance can be considered proficient.	1. Continue to examine data by course so that it can be determined if there are assignments that need to be refined or modified.
2. Demonstrate the content area subject matter knowledge required for beginning teaching	2. Praxis II Subject Area Test (Scale is 100-200; cut scores vary by licensure area. Each candidate must meet or exceed Ohio cut score to enter student teaching.	2. The Title II Report for 2005-2006 indicates an aggregate pass rate of 100% on all subject area tests required by licensure programs in C & I with more than 10 tes–takers. Of the 383 scores reported, 382 were passing scores. The aggregate statewide pass rate for the same tests is 98%.	2a. Continue to use system developed in 2006 that permits disaggregation of data by program area and degree level. 2b. Continue to use strategies developed for candidates enrolled in program areas that had passing rate less than the statewide passing rate during the 2004-2005 academic year.
3. Demonstrate the professional and pedagogical competencies required for beginning teaching	3. Praxis II Principles of Learning and Teaching Test (State determined cut-scores are K-3 = 165, Grades 4-9 =168, and Grades 7-12 = 165. Test taken at program completion.	3. The Title II Report for 2005-2006 indicates an aggregate pass rate of 97%. Of the 348 individuals taking the Principles of Learning and Teaching Assessment, 338 passed. The aggregate statewide pass rate is 97% (7271 taking/7032 passing).	3a. The strategic system developed from the 2004-2005 results designed to address problematic areas and pattern of needs appears to be effective. 3b. Continue to disaggregate data by area and degree level and for patterns of need. 3c. Continue to collaborate and share data with faculty in College of Arts and Science regarding patterns of needs and areas of improvement.
4. Demonstrate the knowledge, performances, and dispositions expected of a student teacher	4.Student Teaching Evaluations Assessment is required for all student teachers.(Based on the Praxis III Domains A-D with 19 criteria rated on a scale of 1-5. Average score of 3 or higher on each criterium is acceptable.)	4. Review Of The Student Teaching evaluations reveals that the candidates continue to be skilled in the areas of creating a learning environment that creates fairness, maintaining rapport with students and creating a safe learning environment. The areas of need appear to be the ability to communicate with parents or guardians about student learning, building relationships with colleagues to share teaching insights and coordinate learning activities for students and the candidate’s ability to familiarize herself/himself with relevant goals for the lesson appropriate to the student. In addition, two areas of need revealed in the 2004-2005 results remain; the ability to demonstrate consistent classroom management and communicate challenging learning expectations.	4a. The new Core courses began fall, 2006 and are designed to address the problem areas revealed in the 2004-2005 results. They are also constructed to emphasize the other areas of need as described from the 2006-2007 summary of results, i.e., communication and collaboration with parents and colleagues. 4b. Monitoring of candidates’ progress on the areas of needs as result of the new core.
5. Evaluate personal learning derived from the teacher preparation program and perceived effectiveness for beginning teaching.	5. Completer’s survey Administered at the conclusion of student teaching aligned with the components of professional practice in the COE Conceptual Framework: Knowledge, Technology, Diversity, and Ethics. 53 items related to coursework, field experience, student teaching, and faculty support with 1-3 Likert-type scale for each.	5. Review Of The Completer’s Survey revealed that the program’s emphasis on professional standards and subject matter continue as an area of strength. In addition, Program Completers believe that their field experiences emphasized best practice in their chosen fields/disciplines and that they were provided with opportunities to apply what they had learned in their university courses. Areas of continued need include working with parents and professionals in the community and the opportunity to gain skills with technology to work effectively with students and professionals in the field setting.	5a. The new core is designed to increase opportunities for skills with technology. 5b. It is recommended that increased opportunities be specifically addressed within field placements. 5c. In addition, it is also recommended that activities designed to increase collaboration and communication with parents be continued
6. Demonstrate the knowledge, dispositions, and performances expected of a first-year teacher.	6. Praxis III Entry-year Evaluation Assessment is required for all new teachers in their first-year of teaching under a provisional licensure in the state of Ohio. (Based on the Praxis III Domains A-D with 19 criteria rated on a scale of 1-5. Minimum passing scores: A = 9.5; B = 9.5; C = 9.5; D = 7.5)	5. The Ohio Department Of Education Reports Praxis Iii Scores To Institutions Each August. The Scores Reported In August 2006 indicate that 99% of candidates who completed programs in C & I passed the entry-year assessment. Of the 169 candidates, 167 passed (99%). Domain B had the lowest overall average (2.67) and Domain D had the highest overall average (2.82).	5. Continue to monitor results and patterns of within the Domains.