University of Nebraska Kearney

The assessment plan that was adopted was based on the development of our new undergraduate degree program, initiated in the Fall of 2001. The current assessment plan reflects the fact that the initial group of students enrolled in the new Teacher Education program are currently juniors, thus a number of the assessments reflect developmental measurements rather than exit measurements of the program outcomes. The assessment plan currently has 10 identified program outcomes. Outcomes Five and Seven have been selected for this assessment report because of the ten outcomes the assessment of dispositions represents a different way of looking at our students than we have previously undertaken. For this reason we have selected them for analysis.

• Outcome Five: Be reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.
• Outcome Seven: Be skilled in the democratic process of collaborative decision making.

The following assessment rubric was used to evaluate student dispositions for Outcomes Five and Seven:

• Dispositions Rubric Levels I and II (This is a revision of the original rubric, Appendix D of the Assessment Plan. The revised rubric is attached.)
  • Collaboration: Outcome Seven
  • Reflection: Outcome Five
  • Responsibility: Outcome Five
   

Data from the Dispositions Rubric was collected from all sections of TE 100 (Teaching in a Democratic Society) in the Spring and Fall semesters of 2003. There were 155 students enrolled in TE 100 during the Spring of 2003, and 159 in the Fall. Teams of cohort instructors met to review student participation within the cohorts relative to the described criteria for collaboration, reflective capacity and responsibility as defined on the rubric. Each student was given feedback and had the opportunity to respond to the evaluations.

The category for Collaboration was analyzed using the following three traits:

• Participates in class/group activities
• Respects the opinion of others
• Shows care and concern for others' well-being

There was a score range of 1 (lowest) to 3 (highest).* The average scores for each Collaboration trait were:

The category for Reflection was analyzed using the following three traits:

• Relates course topics to other classes/life experiences
• Relates course field experiences to life experiences
• Reflects on previously held beliefs and attitudes

There was a score range of 1 (lowest) to 3 (highest).* The average scores for each Reflection trait were:

The category for Responsibility was analyzed using the following six traits:

• Has a record of excellent attendance and punctuality
• Handles absences professionally
• Comes to class prepared
• Completes assignments in their entirety and on time
• Effectively carries out assigned roles and responsibilities within formal and informal class and cohort settings
• Follows guidelines for field experiences

There was a score range of 1 (lowest) to 3 (highest).* The average scores for each Responsibility trait were:

*There is a fourth score, Advanced, that will be included on assessments for seniors after they have progressed through the experiences and course work in the program.

Regarding the Collaboration Disposition, Outcome Seven, there appears to be greater respect for opinions of others and concern for the well being of others. Whereas participation in class activities had a lower average score and suggests more work needs to be done on this element of collaboration.

Examination of the Reflection Disposition, Outcome Five, suggests that students are better able to make personal connections to the more concrete level of participation that occurs with field experiences than to the more abstract experiences in the college classroom setting. This is probably a normal aspect of student development, however, we do need to explore ways to help students make personal connections abstract settings.

Individual traits selected for the Disposition of Responsibility, Outcome Five, reflect department faculty beliefs that successful students exhibit at the freshman and sophomore levels. These traits are ultimately important prerequisites for successful completion of student teaching. It is interesting that the highest scores relate to extrinsic motivation, i.e., those elements where instructor expectations were clearly outlined, as opposed to those elements related more to intrinsic motivation. Again, this is likely a normal aspect of student development, nonetheless we need to consider ways of better enabling students to recognize and act on the value of personal responsibility.

Results of the assessments have only recently been collated and will be addressed over the spring and summer of 2004.

At this point we have collected data regarding Objectives Five and Seven. We will assess two of the remaining eight objectives each year over the next four years. As we are only in the third year of our renewed Teacher Education Program it is expected that future assessments will provide valuable information, especially after the first group of students will have completed their student teaching experiences, graduated, and begun their teaching careers.

The rubric for the Five Looks assessment is in the process of revision. We have found that ours has been an ambitious endeavor. The time and energy involved in the entire process of program renewal has been all consuming. It is clear that the assessment piece of this process has led us to consistent reconsideration and reevaluation of our measures, the data gathering process, means of analysis, and action based on the data.