unc charlotte student learning outcomes … 2/10/12 unc charlotte student learning outcomes...
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Revised 2/10/12
UNC Charlotte
Student Learning Outcomes Assessment Plan and Report
2011-2012 Annual Report
(Document student learning outcomes assessment plans and data for each undergraduate and
graduate educational program offered by the college)
College: College of Education
Department: MDSK
Degree Program: Teaching – Graduate Certificate
Licensure Area: K-12 Dance
The University of North Carolina at Charlotte offers 2 pathways to the Initial Teacher Licensure
required to teach in North Carolina. Due to state regulations both must have the exact same
student learning outcomes. Those pathways are a traditional BA degree Dance Education or a
Graduate Certificate that is earned after completing an approved BA degree.
Reflection on the Continuous Improvement of Student Learning 1. List the changes and improvements your program planned to implement as a result of last year’s student learning
outcomes assessment data.
2. Were all of the changes implemented? If not, please explain.
3. What impact did the changes have on student learning?
There were no changes implemented. All performance standards were met.
Student Learning Outcome 1
(knowledge, skill or ability to be assessed)
Initial teacher licensure candidates demonstrate knowledge of the important principles and
concepts of the content they teach.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the
assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology
and Performance Outcome) for this student learning outcome since your last report was submitted, briefly
summarize the changes made and the rationale for the changes.
The state of North Carolina required revisioning of all teacher education programs. New measures were
developed to address new state standards and are used in the assessment plan to address Student Learning
Outcomes. For Student Learning Outcome 1 two additional Effectiveness Measures are now also being
used:
1. A Juried Dance Performance
2. An Instructional Unit Plan (IUP)
Revised 2/10/12 2
After careful analysis of the Student Teaching Assessment Rubric (STAR) we have decided to reduce the
number of elements in the rubric used to assess SLO2 from six to four. We feel these four elements
closely align with SLO2.
The College of Education Exit Evaluation is no longer being used as a measure of SLO2. This evaluation
instrument is a summative rating of the candidate’s performance on the Student Teaching Assessment
Rubric (STAR), which is still being used as a measure of SLO2. To include both STAR and Exit
Evaluation ratings would be duplicative. With the addition of new measures for SLO2 we no longer feel
the inclusion of the Exit Evaluation is necessary.
Methodology and Performance Outcomes have been updated to reflect these changes.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will
be used to gauge acquisition of this student learning outcome and explain how it assesses the desired
knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated
with this student learning outcome are to be submitted electronically to the designated folder on the
designated shared drive and hyperlinked to the Effectiveness Measure.
A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with
every student teacher at the end of his or her academic program. The final administration of the
STAR instrument is used specifically to measure the SLO. The University Supervisor (US)
observes the teacher candidate using the rubric. The rubric has a 4-point scale. Three elements
included on the STAR rubric are used to measure SLO #1 (1A: Demonstrates Knowledge of
Content, 1B: Implements Interdisciplinary approaches and multiple perspectives for teaching
content, 7A: Bases Purposeful Learning Activities on Essential Skills and District Curriculum).
A Juried Dance Performance is required in DANC2402 Performance Practicum that
demonstrates depth of content knowledge. The juried dance performance requires students to
audition, to be cast and to successfully perform in a dance concert. It is evaluated by the
choreographer or the instructor of record using criteria described in the Content Knowledge
Rubric. The rubric has a 3-point scale. One element included on the Content Knowledge Rubric
relates specifically to Content Knowledge and is therefore used to measure SLO1 (3b.1:
Demonstrates appropriate level of content knowledge in specialty).
An Instructional Unit Plan (IUP) for is required in the DANC5257 Dance Education Methods II
methodology course. The IUP assignment gives the candidates an opportunity to apply the
various skills and knowledge they have developed in the program. The IUP is evaluated by the
instructor of record who uses criteria described in the common assessment instrument, the
Instructional Unit Rubric. The rubric has a 3-point scale. Two elements included on the
Instructional Unit Rubric relate specifically to Content Knowledge and are therefore used to
measure SLO1 (3a.1: Develops and applies lessons from the North Carolina Standard Course of
Study, 3c.1: Demonstrates links by relating content to other disciplines).
Revised 2/10/12 3
Methodology: Describe when, where and how the assessment of this student learning outcome will be
administered and evaluated. Describe the process the department will use to collect, analyze and
disseminate the assessment data to program faculty and to decide the changes/improvements to make on
the basis of the assessment data.
In DANC 5400 Internship in Dance the instructor of record will administer and assess this student
learning outcome each semester the course is taught. The Student Teaching Assessment Rubric (STAR)
is used during the DANC 5400 course; the final semester a teacher candidate is in the program, to
evaluate a student’s work and teaching. The University Supervisor (US) observes the student teacher in a
school setting. The final administration of the instrument is collected and used to measure SLO #1.
The Juried Dance Performance is implemented in DANC2402 Production Practicum. The instructor of
record or the choreographer will administer and assess this student learning outcome each semester the
course is taught. It is evaluated by the choreographer or the instructor using criteria described in the
Content Knowledge Rubric.
The Instructional Unit Plan (IUP) assignment is implemented in DANC5257 Dance Education Methods
II methodology course. Students are provided a Unit Plan assignment which includes a unit overview and
at least 4 lesson plans. The IUP assignment gives the candidates an opportunity to apply the various skills
and knowledge they have developed in the program. The IUP is evaluated by the instructor of record who
uses criteria described in the common assessment instrument, the Instructional Unit Rubric. DANC5257
Dance Education Methods II is a required course for all teacher-candidates in the Dance Program. The
instructor of record will administer and assess this student learning outcome each semester the course is
taught. The IUP gives the candidates the opportunity to apply the knowledge and skills they have
developed in their program. The IUP is evaluated by the instructor of DANC5257 using the IUP Rubric.
All scores are collected using a data management system, TaskStream, and are analyzed at the college
and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated
findings are reported by semester at three levels (College, Program and Licensure Area). Once a year
results from all assessments administered by the programs are disseminated to the faculty in the College
of Education. The data is discussed during a final faculty meeting and next steps determined to address
any needs identified. All strategies determined during this closing the loop discussion are implemented
during the next academic year. All data reports created by the College of Education are housed on a
secure website which is accessible to all faculty within the College of Education.
Within the College of Arts & Architecture and the Department of Dance, the data are shared with the
Chair of the Department of Dance as well as the Director of Academic Advising and Assessment.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate
proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the
students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring
Rubric (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance,
is to be submitted electronically to the designated folder on the designated shared drive and hyperlinked
to the Effectiveness Measure above for each student learning outcome.)
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary or
proficient/accomplished) on a 4 point scale. [Student Teaching Assessment Rubric (STAR)]
The program expects 80% of its students to score “2” or better (proficient or accomplished) on a 3-point
scale on the IUP Rubric. (EE3)
The program expects 80% of its students to score “2” or better (proficient or accomplished) on a 3-point
scale on the Content Knowledge Rubric. (EE2)
Revised 2/10/12 4
2009-10 Assessment Data
(Results can be shown by year or
by semester)
2010-11 Assessment Data
(Results can be shown by year or
by semester)
2011-12 Assessment Data
(Results can be shown by
year or by semester)
Program DANC DANC DANC DANC DANC DANC
Semester
Spring
2009
Fall
2009
Spring
2010
Fall
2010
Spring
2011
Fall
2011
Count 1 0 1 1 4 2
STAR (US): 1A Demonstrates Knowledge of Content
100% 100% 100% 100%
100%
STAR (US): 1B Implements Interdisciplinary Approaches
and Multiple Perspectives for Teaching Content 100% 100% 100% 100% 100%
STAR (US): 7A Bases Purposeful Learning Activities on
Essential Skills and District Curriculum 100% 100% 100% 100% 100%
Plans for 2012-13: Based upon the assessment data included in this annual report, what
changes/improvements will the program implement during the next academic year to improve
performance on this student learning outcome?
All performance standards were met. No changes will be made.
Student Learning Outcome 2
(knowledge, skill or ability to be assessed) Initial teacher licensure candidates demonstrate thorough understanding of the relationship between clear,
meaningful presentation of content and content-specific pedagogy through the appropriate use of multiple
explanations, instructional strategies, and technologies.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the
assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology
and Performance Outcome) for this student learning outcome since your last report was submitted, briefly
summarize the changes made and the rationale for the changes.
The state of North Carolina required revisioning of all teacher education programs. New measures were
developed to address new state standards and are used in the assessment plan to address Student Learning
Outcomes. For Student Learning Outcome 2, two additional Effectiveness Measures are now also being
used:
1. An Instructional Unit Plan (IUP)
2. An Impact on Student Learning Project (ISL)
After careful analysis of the Student Teaching Assessment Rubric (STAR) we have decided to reduce the
number of elements in the rubric used to assess SLO2 from six to four. We feel these four elements
closely align with SLO2.
The College of Education Exit Evaluation is no longer being used as a measure of SLO2. This evaluation
instrument is a summative rating of the candidate’s performance on the Student Teaching Assessment
Revised 2/10/12 5
Rubric (STAR), which is still being used as a measure of SLO2. To include both STAR and Exit
Evaluation ratings would be duplicative. With the addition of new measures for SLO2 we no longer feel
the inclusion of the Exit Evaluation is necessary.
Methodology and Performance Outcomes have been updated to reflect these changes.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will
be used to gauge acquisition of this student learning outcome and explain how it assesses the desired
knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated
with this student learning outcome are to be submitted electronically to the designated folder on the
designated shared drive and hyperlinked to the Effectiveness Measure.
A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with
every student teacher at the end of his or her academic program. The final administration of the
STAR instrument is used specifically to measure the SLO. The University Supervisor (US)
observes the teacher candidate using the rubric. The rubric has a 4-point scale. Four elements
included on the STAR rubric are used to measure SLO #2 (1C: Makes Content Relevant to
Learners, 4A: Selects Multiple Teaching Strategies, 6A Demonstrates Effective Oral and Written
Language, 6D: Utilizes Media and Technology).
An Instructional Unit Plan (IUP) is required in the DANC5257 Dance Education Methods II
methodology course. The IUP assignment gives the candidates an opportunity to apply the
various skills and knowledge they have developed in the program. The IUP is evaluated by the
instructor of record who uses criteria described in the common assessment instrument, the
Instructional Unit Rubric. The rubric has a 3-point scale. Five elements included on the
Instructional Unit Rubric relate specifically to demonstrate thorough understanding of the
relationship between clear, meaningful presentation of content and content-specific pedagogy
through the appropriate use of multiple explanations, instructional strategies, and technologies
and are therefore used to measure SLO2 (3d.1: Integrates 21st century skills in instruction; 4d.1:
Integrates technology into instruction; 4e.1: Integrates instruction that promotes critical thinking
skills; 4f.1: Organizes teams for cooperation, collaboration and leadership; and 5c.1: Uses
approaches to improve teaching and learning).
An Impact on Student Learning Project (ISL) is required in the DANC5400 Internship in Dance
course . The ISL is designed to document a student’s ability to develop a project and demonstrate
the impact of the candidate’s teaching on the learning of P-12 students. In addition, the ISL
Project is also a means to provide evidence of a student’s mastery of the College of Education’s
Conceptual Framework and NCPTS standards. The ISL is evaluated by the instructor of record
using criteria described in the ISL Rubric. The rubric has a 3-point scale. One element included in
the ISL Rubric relates specifically to demonstrating thorough understanding of the relationship
between clear, meaningful presentation of content and content-specific pedagogy through the
appropriate use of multiple explanations, instructional strategies, and technologies and is
therefore used to measure SLO2 (4a.2: Assesses and uses resources)
Revised 2/10/12 6
Methodology: Describe when, where and how the assessment of this student learning outcome will be
administered and evaluated. Describe the process the department will use to collect, analyze and
disseminate the assessment data to program faculty and to decide the changes/improvements to make on
the basis of the assessment data.
In DANC 5400 Internship in Dance the instructor of record will administer and assess this student
learning outcome each semester the course is taught. The Student Teaching Assessment Rubric (STAR)
is used during the DANC 5400 course; the final semester a teacher candidate is in the program, to
evaluate a student’s work and teaching. The University Supervisor (US) observes the student teacher in a
school setting. The final administration of the instrument is collected and used to measure SLO #2.
In DANC5400 Internship in Dance, candidates are given the ISL Project guidelines. The ISL Project will
be submitted to and graded by the instructor of record. A common rubric based on the North Carolina
Professional Teaching Standards (NCPTS) for pre-teaching candidates will be used to grade each of the
eight sections of the ISL Project. In addition, the grammar and mechanics of the Project are evaluated.
The instructor of record will administer and assess this student learning outcome each semester the
course is taught using the ISL common rubric.
The Instructional Unit Plan (IUP) assignment is implemented in DANC5257 Dance Education Methods
II methodology course. Students are provided a Unit Plan assignment which includes a unit overview and
at least 4 lesson plans. The IUP assignment gives the candidates an opportunity to apply the various skills
and knowledge they have developed in the program. The IUP is evaluated by the instructor of record who
uses criteria described in the common assessment instrument, the Instructional Unit Rubric. DANC5257
Dance Education Methods II is a required course for all teacher-candidates in the Dance Program. The
instructor of record will administer and assess this student learning outcome each semester the course is
taught. The IUP gives the candidates the opportunity to apply the knowledge and skills they have
developed in their program. The IUP is evaluated by the instructor of DANC5257 using the IUP Rubric.
All scores are collected using a data management system, TaskStream, and are analyzed at the college
and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated
findings are reported by semester at three levels (College, Program and Licensure Area). Once a year
results from all assessments administered by the programs are disseminated to the faculty in the College
of Education. The data is discussed during a final faculty meeting and next steps determined to address
any needs identified. All strategies determined during this closing the loop discussion are implemented
during the next academic year. All data reports created by the College of Education are housed on a
secure website which is accessible to all faculty within the College of Education.
Within the College of Arts & Architecture and the Department of Dance, the data are shared with the
Chair of the Department of Dance as well as the Director of Academic Advising and Assessment.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate
proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the
students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric
(Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be
submitted electronically to the designated folder on the designated shared drive and hyperlinked to the
Effectiveness Measure above for each student learning outcome.)
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary or
proficient/accomplished) on a 4 point scale. [Student Teaching Assessment Rubric (STAR).
The program expects 80% of its students to score “2” or better (proficient or accomplished) on a 3-point
scale on the IUP Rubric. (EE 3)
The program expects 80% of its students to score “2” or better (proficient or accomplished) on a 3-point
scale on the ISL Rubric. (EE 5)
Revised 2/10/12 7
2009-10 Assessment Data
(Results can be shown by year or
by semester)
2010-11 Assessment Data
(Results can be shown by year or
by semester)
2011-12 Assessment Data
(Results can be shown by
year or by semester)
Program DANC DANC DANC DANC DANC DANC
Semester Spring 2009
Fall
2009
Spring
2010
Fall
2010
Spring
2011
Fall
2011
Count 1 0 1 1 4 2
STAR (US): 2A Demonstrates Understanding
of Learner Developmental Traits 100% 100% 100% 100% 100%
STAR (US): 3A Individualizes the
Instructional Environment 100% 100% 100% 100% 100%
STAR (US): 3B Meets the Range of
Individual Needs 100% 100% 100% 100% 100%
STAR (US): 3C Sets Expectations for
Learning and Achievement 100% 100% 100% 100% 100%
STAR (US): 4A Selects Multiple Teaching
Strategies 100% 100% 100% 100% 100%
STAR (US): 6D Utilizes Media and
Technology 100% 100% 100% 100% 100%
Count 1 0 1 1 4 2
Exit Eval: 1. Content Pedagogy 100.0% 100% 100% 100% 100%
Exit Eval: 4. Instructional Strategies 100.0% 100% 100% 100% 100%
Exit Eval: 6. Communication and Technology 100.0% 100% 100% 100% 100%
Exit Eval: 7. Planning 100.0% 100% 100% 100% 100%
Plans for 2012-13: Based upon the assessment data included in this annual report, what
changes/improvements will the program implement during the next academic year to improve
performance on this student learning outcome?
All performance outcomes were met.
Student Learning Outcome 3
(knowledge, skill or ability to be assessed) Initial teacher licensure candidates apply their knowledge of how students learn to facilitate meaningful
and accessible learning for all students, while considering family, community, and real world issues,
reflecting on their practice, and making necessary adjustments to enhance student learning.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the
assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology
and Performance Outcome) for this student learning outcome since your last report was submitted, briefly
summarize the changes made and the rationale for the changes.
The state of North Carolina required revisioning of all teacher education programs. New measures were
developed to address new state standards and are used in the assessment plan to address Student Learning
Revised 2/10/12 8
Outcomes. For Student Learning Outcome 3, three additional Effectiveness Measures are now also being
used:
1. An Instructional Unit Plan (IUP)
2. An Impact on Student Learning Project (ISL)
3. Artifacts for Electronic Evidence #6 (EE6)
After careful analysis of the Student Teaching Assessment Rubric (STAR) we have decided to reduce the
number of elements in the rubric used to assess SLO2 from six to four. We feel these four elements
closely align with SLO2.
The College of Education Exit Evaluation is no longer being used as a measure of SLO2. This evaluation
instrument is a summative rating of the candidate’s performance on the Student Teaching Assessment
Rubric (STAR), which is still being used as a measure of SLO2. To include both STAR and Exit
Evaluation ratings would be duplicative. With the addition of new measures for SLO2 we no longer feel
the inclusion of the Exit Evaluation is necessary.
Methodology and Performance Outcomes have been updated to reflect these changes.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will
be used to gauge acquisition of this student learning outcome and explain how it assesses the desired
knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated
with this student learning outcome are to be submitted electronically to the designated folder on the
designated shared drive and hyperlinked to the Effectiveness Measure.
A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with
every student teacher at the end of his or her academic program. The final (fourth)
administration of the STAR instrument is used specifically to measure the SLO. The University
Supervisor (US) observes the teacher candidate using the rubric. The rubric has a 4-point scale.
Ten elements included on the STAR rubric are used to measure SLO #3 (2A: Demonstrates
Understanding of Learner Developmental Traits; 2B: Stimulates Reflection to Connect Prior
Knowledge to New Concepts; 4A: Selects Multiple Teaching Strategies; 5A: Establishes and
Maintains a Positive Climate; 7A: Bases purposeful Learning Activities on Essential Skills and
District Curriculum; 7C: Monitors and Adjusts Lesson Plans; 9A: Self-evaluates Teaching and
the Professional Role; 10A Communicates with Families; 10B: Utilizes School and Community
Resources).
DANC5400 Internship in Dance course is required for every teacher candidate. A common
assessment instrument, The Leadership and Collaboration Rubric (LAC) is used with every
student teacher candidate at the end of his or her academic program. The rubric is used
specifically to measure the SLO 3. The rubric is a 3 –point scale. One element included on the
Leadership and Collaboration Rubric relates specifically to knowledge of how students learn to
facilitate meaningful and accessible learning for all students, while considering family, community, and
real-world issues, reflecting on their practice, and making necessary adjustments to enhance student
learning and are therefore used for SLO3. (2e.1: Communicates and collaborates with home and
community). The University Supervisor (US) observes the student teacher working, speaks with
the cooperating teacher and assesses the artifacts submitted to EE6 using the rubric.
The Instructional Unit Plan (IUP) assignment is implemented in DANC5257 Dance Education
Methods II methodology course. Students are provided a Unit Plan assignment which includes a
unit overview and at least 4 lesson plans. The IUP assignment gives the candidates an
Revised 2/10/12 9
opportunity to apply the various skills and knowledge they have developed in the program. The
IUP is evaluated by the instructor of record who uses criteria described in the common
assessment instrument, the Instructional Unit Rubric. DANC5257 Dance Education Methods II
is a required course for all teacher-candidates in the Dance Program. The instructor of record will
administer and assess this student learning outcome each semester the course is taught. The IUP
gives teacher candidates opportunities to apply their knowledge of how students learn to facilitate
meaningful and accessible learning for all students, while considering family, community, and real-world
issues, reflecting on their practice, and making necessary adjustments to enhance student learning. The
IUP is evaluated by the instructor of DANC5257 using the IUP Rubric. The rubric is a 3 –point
scale. Seven elements included on the Instructional Unit Rubric relate specifically to knowledge
of how students learn to facilitate meaningful and accessible learning for all students, while considering
family, community, and real-world issues, reflecting on their practice, and making necessary adjustments
to enhance student learning and are therefore used for SLO3. (1a.2: Draws data to develop plans; 2b.3:
Understands diversity and incorporates in instruction; 4a.1: Identifies and plans for student level; 4c.1:
Uses appropriate methods and materials; 4e.1: Integrates instruction to develop student critical thinking
skills; 4f.1: Organizes teams for cooperation, collaboration and leadership; 5c.1: Uses approaches to
improve teaching and learning).
An Impact on Student Learning Project (ISL) is required in the DANC5400 Internship in Dance
course . The ISL is designed to document a student’s ability to develop a project and demonstrate
the impact of the candidate’s teaching on the learning of P-12 students. In addition, the ISL
Project is also a means to provide evidence of a student’s mastery of the College of Education’s
Conceptual Framework and NCPTS standards. The ISL is evaluated by the instructor of record
using criteria described in the ISL Rubric. The rubric has a 3-point scale. Two elements included
in the ISL Rubric relates specifically to knowledge of how students learn to facilitate meaningful and
accessible learning for all students, while considering family, community, and real-world issues, reflecting
on their practice, and making necessary adjustments to enhance student learning and are therefore used for
SLO3. (2d.1: Cooperates with specialists and uses resources; 4b.1: Collaborates with colleagues
on student performance and to respond to cultural differences)
Revised 2/10/12 10
Methodology: Describe when, where and how the assessment of this student learning outcome will be
administered and evaluated. Describe the process the department will use to collect, analyze and
disseminate the assessment data to program faculty and to decide the changes/improvements to make on
the basis of the assessment data.
DANC5400 Internship in Dance course is required for every teacher candidate. In DANC 5400
Internship in Dance the instructor of record will administer and assess this student learning outcome each
semester the course is taught. The Student Teaching Assessment Rubric (STAR) and the Leadership and
Collaboration Rubric (LAC) are used during the DANC 5400 course; the final semester a teacher
candidate is in the program, to evaluate a student’s work and teaching. The University Supervisor (US)
observes the student teacher in a school setting. The final administration of the instruments are collected
and used to measure SLO #3.
In DANC5400 Internship in Dance, candidates are given the ISL Project guidelines. The ISL Project will
be submitted to and graded by the instructor of record. A common rubric based on the North Carolina
Professional Teaching Standards (NCPTS) for pre-teaching candidates will be used to grade each of the
eight sections of the ISL Project. In addition, the grammar and mechanics of the Project are evaluated.
The instructor of record will administer and assess this student learning outcome each semester the
course is taught using the ISL common rubric.
The Instructional Unit Plan (IUP) assignment is implemented in DANC5257 Dance Education Methods
II methodology course. Students are provided a Unit Plan assignment which includes a unit overview and
at least 4 lesson plans. The IUP assignment gives the candidates an opportunity to apply the various skills
and knowledge they have developed in the program. The IUP is evaluated by the instructor of record who
uses criteria described in the common assessment instrument, the Instructional Unit Rubric. DANC5257
Dance Education Methods II is a required course for all teacher-candidates in the Dance Program. The
instructor of record will administer and assess this student learning outcome each semester the course is
taught. The IUP gives the candidates the opportunity to apply the knowledge and skills they have
developed in their program. The IUP is evaluated by the instructor of DANC5257 using the IUP Rubric.
All scores are collected using a data management system, TaskStream, and are analyzed at the college
and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated
findings are reported by semester at three levels (College, Program and Licensure Area). Once a year
results from all assessments administered by the programs are disseminated to the faculty in the College
of Education. The data is discussed during a final faculty meeting and next steps determined to address
any needs identified. All strategies determined during this closing the loop discussion are implemented
during the next academic year. All data reports created by the College of Education are housed on a
secure website which is accessible to all faculty within the College of Education.
Within the College of Arts & Architecture and the Department of Dance, the data are shared with the
Chair of the Department of Dance as well as the Director of Academic Advising and Assessment.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate
proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the
students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring
Rubric (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance,
is to be submitted electronically to the designated folder on the designated shared drive and hyperlinked
to the Effectiveness Measure above for each student learning outcome.)
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary or
proficient/accomplished) on a 4 point scale. [Student Teaching Assessment Rubric (STAR).
The program expects 80% of its students to score “2” or better (proficient or accomplished) on a 3-point
scale on the IUP Rubric. (EE 3)
Revised 2/10/12 11
The program expects 80% of its students to score “2” or better (proficient or accomplished) on a 3-point
scale on the ISL Rubric. (EE 5)
The program expects 80% of its students to score “2” or better (proficient or accomplished) on a 3-point
scale on the ISL Rubric. (EE 6)
2009-10 Assessment Data
(Results can be shown by year or
by semester)
2010-11 Assessment Data
(Results can be shown by year or
by semester)
2011-12 Assessment Data
(Results can be shown by
year or by semester)
Program DANC DANC DANC DANC DANC DANC
Semester
Spring
2009
Fall
2009
Spring
2010
Fall
2010
Spring
2011
Fall
2011
Count 1 0 1 1 4 2
STAR (US): 1C Makes Content Relevant to
Learners 100.0% 100.0% 100% 100% 100%
STAR (US): 2B Stimulates Reflection to Connect
Prior Knowledge to New Concepts 100.0% 100.0% 100% 100% 100%
STAR (US): 4B Utilizes a Variety of Materials and
Resources 100.0% 100.0% 100% 100% 100%
STAR (US): 5A Establishes and Maintains a
Positive Climate 100.0% 100.0% 100% 100% 100%
STAR (US): 7B Develops Short- and Long-Term
Planning 100.0% 100.0% 100% 100% 100%
STAR (US): 7C Monitors and Adjusts Lesson
Plans 100.0% 100.0% 100% 100% 100%
Count 1 0 1 1 4 2
Exit Eval: 2. Student Development 100.0% 100% 100% 100% 100%
Exit Eval: 3. Diverse Learners 100.0% 100% 100% 100% 100%
Exit Eval: 5. Motivation and Management 100.0% 100% 100% 100% 100%
Exit Eval: 10. School and Community Relations 100.0% 100% 100% 100% 100%
Plans for 2012-13: Based upon the assessment data included in this annual report, what
changes/improvements will the program implement during the next academic year to improve
performance on this student learning outcome?
All performance standards were met. No changes will be made.
Student Learning Outcome 4
(knowledge, skill or ability to be assessed)
Initial teacher licensure candidates demonstrate classroom behaviors consistent with fairness and the
belief that all students can learn, including creating caring, supportive learning environments,
encouraging student-directed learning, and making adjustments to their own professional dispositions
when necessary.
Revised 2/10/12 12
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the
assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology
and Performance Outcome) for this student learning outcome since your last report was submitted, briefly
summarize the changes made and the rationale for the changes.
The state of North Carolina required revisioning of all teacher education programs. New measures were
developed to address new state standards and are used in the assessment plan to address Student Learning
Outcomes. For Student Learning Outcome 4, one additional Effectiveness Measures is now also being
used:
1. The Dispositions Assessment Rubric
After careful analysis of the Student Teaching Assessment Rubric (STAR) we have decided to reduce the
number of elements in the rubric used to assess SLO2 from six to four. We feel these four elements
closely align with SLO2.
The College of Education Exit Evaluation is no longer being used as a measure of SLO2. This evaluation
instrument is a summative rating of the candidate’s performance on the Student Teaching Assessment
Rubric (STAR), which is still being used as a measure of SLO2. To include both STAR and Exit
Evaluation ratings would be duplicative. With the addition of new measures for SLO2 we no longer feel
the inclusion of the Exit Evaluation is necessary.
Methodology and Performance Outcomes have been updated to reflect these changes.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will
be used to gauge acquisition of this student learning outcome and explain how it assesses the desired
knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated
with this student learning outcome are to be submitted electronically to the designated folder on the
designated shared drive and hyperlinked to the Effectiveness Measure.
A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with
every student teacher at the end of his or her academic program. The final administration of the
STAR instrument is used specifically to measure the SLO. The University Supervisor (US)
observes the teacher candidate using the rubric. The rubric has a 4-point scale. Five elements
included on the STAR rubric are used to measure SLO #4 (3c: Sets Expectations for Learning
and Achievement; 5A: Establishes and Maintains a Positive Climate; 9A; Self-evaluates
Teaching and the Professional Role; 9B: Assumes the Professional Rle; 10A: Communicates with
Families).
The College of Education Dispositions Assessment Rubric (DAR-ST) is completed on every
teacher candidate at the end of student teaching by the University Supervisor. This evaluation
instrument looks at all aspects of professional behavior and serves as a summative, rating the
candidate’s performance and readiness for independent teaching in a classroom.
The rubric has a 4-point scale. Seven elements included on the DAR-ST specifically relate to
teacher licensure candidates demonstration of classroom behaviors consistent with fairness and
the belief that students can learn, including creating caring, supportive learning environments,
encouraging student-directed learning, and making adjustments to their own professional
dispositions when necessary. Therefor the DAR-St is used to measure SLO #4 (P5: Initiative; TE
Revised 2/10/12 13
2: Flexibility; TE 6: Diversity; R2 Feedback; R3: Rapport; O3: Affirms Diverse Students; 04
Promotes Student Success).
Methodology: Describe when, where and how the assessment of this student learning outcome will be
administered and evaluated. Describe the process the department will use to collect, analyze and
disseminate the assessment data to program faculty and to decide the changes/improvements to make on
the basis of the assessment data.
DANC5400 Internship in Dance course is required for every teacher candidate. In DANC 5400
Internship in Dance the instructor of record will administer and assess this student learning outcome each
semester the course is taught. The Student Teaching Assessment Rubric (STAR) and the Dispositions
Assessment Rubric (DAR) are used during the DANC 5400 course the final semester a teacher candidate
is in the program, to evaluate a student’s work and teaching. The University Supervisor (US) or teacher
of record observes the student teacher in a school setting. The final administration of the instruments are
collected and used to measure SLO #4.
All scores are collected using the College’s electronic data management system and are analyzed at the
college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated
findings are reported by semester at three levels (College, Program and Licensure Area). Once a year
results from all assessments administered by the programs are disseminated to the faculty in the College
of Education. The data is discussed during a final faculty meeting and next steps determined to address
any needs identified. All strategies determined during this closing the loop discussion are implemented
during the next academic year. All data reports created by the College of Education are housed on a
secure website which is accessible to all faculty within the College of Education.
Within the College of Arts & Architecture and the Department of Dance, the data are shared with the
Chair of the Department of Dance as well as the Director of Academic Advising and Assessment.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate
proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the
students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring
Rubric (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance,
is to be submitted electronically to the designated folder on the designated shared drive and hyperlinked
to the Effectiveness Measure above for each student learning outcome.)
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary or
proficient/accomplished) on a 4 point scale. [Student Teaching Assessment Rubric (STAR) and the
Dispositions Assessment Rubric (DAR).
2009-10 Assessment Data
(Results can be shown by year or
by semester)
2010-11 Assessment Data
(Results can be shown by year or
by semester)
2011-12 Assessment Data
(Results can be shown by
year or by semester)
Program DANC DANC DANC DANC DANC DANC
Semester Spring
2009
Fall
2009
Spring
2010
Fall
2010
Spring
2011
Fall
2011
Count 1 0 1 1 4 2
Revised 2/10/12 14
STAR (US): 2C Provides Opportunities for
Student Involvement and Responsibility for
Learning 100% 100% 100% 100%
100%
STAR (US): 5A Establishes and Maintains
a Positive Climate 100% 100% 100% 100%
100%
STAR (US): 9A Self-evaluates Teaching
and the Professional Role 100% 100% 100% 100%
100%
Count 1 0 1 1 4 2
Exit Eval: 9. Professional Growth
100.0% 100% 100% 100%
100%
Plans for 2012-13: Based upon the assessment data included in this annual report, what
changes/improvements will the program implement during the next academic year to improve
performance on this student learning outcome?
All performance standards were met. No changes will be made.
Student Learning Outcome 5
(knowledge, skill or ability to be assessed)
Initial teacher licensure candidates demonstrate a positive impact on student learning by
assessing/analyzing student learning, adjusting instruction, monitoring progress, and reflecting on the
effects of their instruction.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the
assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology
and Performance Outcome) for this student learning outcome since your last report was submitted, briefly
summarize the changes made and the rationale for the changes.
The state of North Carolina required revisioning of all teacher education programs. New measures were
developed to address new state standards and are used in the assessment plan to address Student Learning
Outcomes. For Student Learning Outcome 5, three additional Effectiveness Measures are now also being
used:
1. An Instructional Unit Plan (IUP)
2. An Impact on Student Learning Project (ISL)
3. The School Improvement Plan (SIP)
After careful analysis of the Student Teaching Assessment Rubric (STAR) we have decided to reduce the
number of elements in the rubric used to assess SLO2 from six to four. We feel these four elements
closely align with SLO2.
The College of Education Exit Evaluation is no longer being used as a measure of SLO2. This evaluation
instrument is a summative rating of the candidate’s performance on the Student Teaching Assessment
Rubric (STAR), which is still being used as a measure of SLO2. To include both STAR and Exit
Evaluation ratings would be duplicative. With the addition of new measures for SLO2 we no longer feel
the inclusion of the Exit Evaluation is necessary.
Methodology and Performance Outcomes have been updated to reflect these changes.
Revised 2/10/12 15
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will
be used to gauge acquisition of this student learning outcome and explain how it assesses the desired
knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated
with this student learning outcome are to be submitted electronically to the designated folder on the
designated shared drive and hyperlinked to the Effectiveness Measure.
A common observation instrument, Student Teaching Assessment Rubric (STAR), is used with
every student teacher at the end of his or her academic program. The final (fourth)
administration of the STAR instrument is used specifically to measure the SLO. The University
Supervisor (US)/teacher of record observes the teacher candidate using the rubric. The rubric has
a 4-point scale. Three elements included on the STAR rubric are used to measure SLO #5 (7C:
Monitors and Adjusts Lesson Plans; 8A: Uses a Variety of Formal and Informal Assessment
Strategies; 8C: Monitors and Records Assessment Data).
The Instructional Unit Plan (IUP) assignment is implemented in DANC5257 Dance Education
Methods II methodology course. Students are provided a Unit Plan assignment which includes a
unit overview and at least 4 lesson plans. The IUP assignment gives the candidates an
opportunity to apply the various skills and knowledge they have developed in the program. The
IUP is evaluated by the instructor of record who uses criteria described in the common
assessment instrument, the Instructional Unit Rubric. DANC5257 Dance Education Methods II
is a required course for all teacher-candidates in the Dance Program. The instructor of record will
administer and assess this student learning outcome each semester the course is taught. The IUP
gives teacher candidates opportunities to demonstrate a positive impact on learning by assessing/
analyzing student learning, adjusting instruction, monitoring progress, and reflecting on the
effects of their instruction. The IUP is evaluated by the instructor of DANC5257 using the IUP
Rubric. The rubric is a 3 –point scale. Six elements included on the Instructional Unit Rubric
relate specifically to demonstrating a positive impact on student learning and are therefore used for
SLO5. (1a.2: Draws on data to develop plans; 2b.3: Understands diversity and incorporates in
instruction; 3c.2: Relates Global Awareness to Subject; 4a.1: Identifies and Plans for Student Level; 4b.1:
Collaborates with Colleagues on Student Performance and to Respond to Cultural Differences; 4c.1. Uses
Appropriate Methods and Material).
An Impact on Student Learning Project (ISL) is required in the DANC5400 Internship in Dance
course . The ISL is designed to document a student’s ability to develop a project and demonstrate
the impact of the candidate’s teaching on the learning of P-12 students. In addition, the ISL
Project is also a means to provide evidence of a student’s mastery of the College of Education’s
Conceptual Framework and NCPTS standards. The ISL is evaluated by the instructor of record
using criteria described in the ISL Rubric. The rubric has a 3-point scale. Five elements included
in the ISL Rubric relates specifically to demonstrating a positive impact in student learning and
are therefore used for SLO5. (1a.1 Evaluates progress using goals; 1a.2 Draws on data to develop
plans; 4h.1 Uses indicators to monitor and evaluate student progress; 4h.2 Provides evidence for
student attainment of 21st century skills; 5a.1: Uses data to make suggestions on student
learning).
The School Improvement Plan (SIP) is required in the DANC5400 Internship in Dance course.
Revised 2/10/12 16
All teacher candidates are required to take this course in their final semester. All teacher
candidates are expected to participate in the development of a school improvement plan (SIP)
and to align their own professional development with components of the plan. To meet these
expectations, teacher candidates must show leadership in their classrooms and schools,
participate in collaborative activities with colleagues, families and communities, and advocate on
behalf of their students for positive school change. The SIP is evaluated by the teacher of record
instructor using criteria described in the Leadership and Collaboration Rubric (LAC) for
Electronic Evidence 6 (EE6). The rubric has a 3-point scale. One element included on the SIP
Project Rubric relates specifically to SLO5 (1b.3 Uses data to identify areas of need for School
Improvement Plan) and is therefore used for assessment.
Revised 2/10/12 17
Methodology: Describe when, where and how the assessment of this student learning outcome will be
administered and evaluated. Describe the process the department will use to collect, analyze and
disseminate the assessment data to program faculty and to decide the changes/improvements to make on
the basis of the assessment data.
DANC5400 Internship in Dance course is required for every teacher candidate. In DANC 5400
Internship in Dance the instructor of record will administer and assess this student learning outcome each
semester the course is taught. The Student Teaching Assessment Rubric (STAR), the Impact on Student
Learning project rubric (ISL) and the leadership and Collaboration rubric (LAC) are used during the
DANC 5400 course to evaluate a student’s work and teaching the final semester a teacher candidate is in
the program. The University Supervisor (US) or teacher of record observes the student teacher in a
school setting, assess the ISL project and the SIP. The final administration of the instruments are
collected and used to measure SLO #5.
The Instructional Unit Plan (IUP) assignment is implemented in DANC5257 Dance Education Methods
II methodology course. Students are provided a Unit Plan assignment which includes a unit overview and
at least 4 lesson plans. The IUP assignment gives the candidates an opportunity to apply the various skills
and knowledge they have developed in the program. The IUP is evaluated by the instructor of record who
uses criteria described in the common assessment instrument, the Instructional Unit Rubric. DANC5257
Dance Education Methods II is a required course for all teacher-candidates in the Dance Program. The
instructor of record will administer and assess this student learning outcome each semester the course is
taught. The IUP gives the candidates the opportunity to apply the knowledge and skills they have
developed in their program. The IUP is evaluated by the instructor of record for DANC5257 using the
IUP Rubric.
All scores are collected using the College’s electronic data management system and are analyzed at the
college and program level. Simple descriptive statistics are used to analyze the scores, and disaggregated
findings are reported by semester at three levels (College, Program and Licensure Area). Once a year
results from all assessments administered by the programs are disseminated to the faculty in the College
of Education. The data is discussed during a final faculty meeting and next steps determined to address
any needs identified. All strategies determined during this closing the loop discussion are implemented
during the next academic year. All data reports created by the College of Education are housed on a
secure website which is accessible to all faculty within the College of Education.
Within the College of Arts & Architecture and the Department of Dance, the data are shared with the
Chair of the Department of Dance as well as the Director of Academic Advising and Assessment.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate
proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the
students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring
Rubric (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance,
is to be submitted electronically to the designated folder on the designated shared drive and hyperlinked
to the Effectiveness Measure above for each student learning outcome.)
The program expects 80% of its teacher candidates to score “3” or better (target/exemplary or
proficient/accomplished) on a 4 point scale. [Student Teaching Assessment Rubric (STAR).
The program expects 80% of its students to score “2” or better (proficient or accomplished) on a 3-point
scale on the IUP Rubric. (EE 3)
The program expects 80% of its students to score “2” or better (proficient or accomplished) on a 3-point
scale on the ISL Rubric. (EE 5)
Revised 2/10/12 18
The program expects 80% of its students to score “2” or better (proficient or accomplished) on a 3-point
scale on the ISL Rubric. (EE 6)
2009-10 Assessment Data
(Results can be shown by year or
by semester)
2010-11 Assessment Data
(Results can be shown by year or
by semester)
2011-12 Assessment Data
(Results can be shown by
year or by semester)
Program DANC DANC DANC DANC DANC DANC
Semester
Spring
2009
Fall
2009
Spring
2010
Fall
2010
Spring
2011
Fall
2011
Count 1 0 1 1 4 2
STAR (US): 8A Uses a Variety of Formal and
Informal Assessment Strategies 100% 100% 100% 100% 100%
STAR (US): 8B Establishes Criteria and
Provides Assessment Feedback 100% 100% 100% 100% 100%
STAR (US): 8C Monitors and Records
Assessment Data 100% 100% 100% 100% 100%
Count 1 0 1 1 4 2
Exit Eval: 8. Assessment 100.0% 100% 100% 100% 100%
Plans for 2012-13: Based upon the assessment data included in this annual report, what
changes/improvements will the program implement during the next academic year to improve
performance on this student learning outcome?
All performance standards were met. No changes will be made.