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Spadoni College of Education Assessment Committee

The College Assessment Committee was established in 2009-2010, and now reflects the reorganized structure set in place in fall 2012. Each college at Coastal Carolina University has a College Assessment Committee. The committee coordinates the assessment creation and approval efforts within the College while supporting the needs of the College. 
 
Assessment Committee Membership:

  • Three faculty members (minimum of 3 faculty members)
  • Lead Coordinators of the SCOE
  • Live Text Coordinator
  • Director of Program Evaluation and Accreditation
  • Director of Clinical Experiences and Educator Licensure
  • Associate Dean, SCOE (ex officio)

The Committee:

  • Ensures a quality assurance process to verify goals, objectives, policies, and procedures of the College are aligned with the mission of the College, University, and the University’s Strategic Plan;
  • Provides a framework that will be used to guide the College to move from initial implementation of assessment for continuous improvement;
  • Develops sustained dialogue about teaching and learning that builds a culture of assessment and relies on evidence of student learning outcomes to inform actions;
  • Reviews and evaluates programmatic and departmental assessment efforts for the continuous improvement of the College;
  • Streamlines, integrates, and evaluates the process of data collection and analysis;
  • Assists Program Coordinators in implementing the assessment procedures in the Assessment Handbook;
  • Reviews the Professional Education Assessment Handbook annually and provides updates as needed; and checks the annual Teal Online Reports in the fall written by program faculty, to ensure that reports
      • Identify program successes,
      • Isolate programmatic areas for improvement,
      • Address candidate learning.

Committee Accomplishments:

  • Aligned and streamlined college-wide (CAEP and SPA) and university-wide (SACS) assessment requirements and systems.
  • Provided feedback and support to faculty undergoing assessment reviews and considered major assessment revisions.
  • Monitored changes in CAEP and SPA requirements to ensure compatibility with the SCOE's procedures and assessments.
  • Secured grant funding for a variety of initiatives, including:
      • The development of a longitudinal attitudes and practices assessment survey for key stakeholders (pre-service teachers at SCOE, faculty in the SCOE, and local in-service teachers),
      • The development of a "personalized learning module" to improve collaboration and communication within the internship triad.
  • Discussed and raised potential policy changes to the full college faculty including:
      • Updating the internship formative/summative evaluation,
      • Removing the requirement of a "3" for each measure of the current internship evaluation,
      • Creating and updating candidate disposition forms to reflect INTASC standards,
      • Piloted new data collection software (Taskstream) to explore alternatives to the current system.
  • Established program portfolios including all previous reports written by programs, all previous SPA reports, all current candidate data for key assessments, and previous candidate data for key assessments spanning back to 2011-2012. These portfolios were developed to enable faculty to have immediate access to current and prior data in order to monitor continuous improvement and determine current programmatic needs.

Spadoni College of Education Assessment Handbook

The Assessment Handbook was last updated in Fall 2018.  It is intended to be a fluid document that is updated as assessments and related policies change.  The Handbook undergoes a complete revision every 3 years. 

Assessment Handbook 2019

EPP-wide Assessments for all initial programs

1. Appropriate Praxis II Subject Assessment test scores. 

Passing scores are determined by the South Carolina State Department of Education, and must be submitted to the Clinical Placement Office no later than Dec. 15 for spring internship and July 15 for fall internship. 

(Click here for the State Department test requirements link)

2. Appropriate Praxis Principles of Learning and Teaching test scores. 

Candidates in all undergraduate programs must submit evidence of having taken Praxis PLT in order to graduate, and must earn passing scores in order to be recommended for licensure.  Candidates in the Master’s of Arts in Teaching program must submit passing scores to be recommended for graduation as well as licensure.  Passing scores are determined by the South Carolina State Department of Education, and must be submitted to the Clinical Placement Office prior to graduation. 

(Click here for the State Department test requirements link)

3. South Carolina Teaching Standards (SCTS) 4.0 Rubric

Candidates in all programs are evaluated using the SCTS 4.0 rubric twice during internship—once during their formative conference, and once during their summative conference.  Candidates are expected to earn an average of a “3” on the rubric lines of the SCTS rubric during their summative evaluation. 

SCTS 4.0 Rubric

4. Conceptual Framework Evaluation

Candidates in all programs are evaluated using the Conceptual Framework rubric twice during internship—once during their formative conference, and once during their summative conference.  Candidates are expected to earn an average of a “3” on the indicators of the Conceptual Framework rubric during their summative evaluation. 

Conceptual Framework Evaluation

5. Teacher Work Sample

Candidates in all programs are expected to complete a structured Teacher Work Sample during their internship semester.  All candidates must earn an average of 85% or higher on this instrument, and no less than a “3” on each of the following indicators:

·        Learning Goals – Significance, Challenge and Variety; Clarity

·        Assessment Plan – Alignment with learning goals and instruction; Clarity of criteria for performance

·        Design for Instruction – Use of a variety of instruction, activities, assignments and resources; Use of technology

·        Instructional Decision-Making – Sound professional practice; Adjustments based on analysis of student learning

·        Analysis of Student Learning – Alignment of learning goals; Interpretation of data; Evidence of impact on student learning; and

·        Reflection and Self-evaluation – Interpretation of student learning; Insights on effective instruction and assessment; Implications for future teaching.

TWS Directions and Rubric

6. Spadoni College of Education (SCOE) Lesson Plan

Candidates in all programs are expected to complete the SCOE Lesson Plan prior to internship.  Candidates are expected to earn a minimum score of “3” on each of the indicators of the SCOE Lesson Plan Rubric.

SCOE Lesson Plan Template

7. Assessment of Teacher Candidate Professional Dispositions

Candidates in all programs are assessed on dispositions throughout the course of their programs. As a key assessment, the College has chosen to collect the Assessment of Teacher Candidate Professional Dispositions conducted during the summative internship evaluation.  Candidates are expected to earn an average of a “3” on the indicators of this assessment. 

Assessment of Professional Dispositions Initial Level