The School of Education collects and analyzes data, on an on-going basis, relative to candidate performance and unit operations related to content and pedagogical knowledge (professional and State standards), content and pedagogical performance (clinical practice), instructional planning, candidate impact on student learning, and dispositions (professional, State, and institutional). The purpose of this data collection and analysis is to evaluate the progress of candidates and to improve programs.
There are five phases of the SOE Assessment System. In phase one, the Assessment Coordinator collects, analyzes, and summarizes the assessment data at the admission, retention, and program exit checkpoints. In the second phase, summarized data from candidate assessments, including data from the six required key assessments, and unit operations are disseminated for review and discussion to: SOE faculty and staff, SOE Curriculum Committee, College of Education and Health Services, and the Teacher Education Advisory Committee, which includes school partners.
During phase three, the SOE Curriculum Committee (SOE program faculty, Chair and Assistant Chair of SOE, and the Assessment Coordinator) has the primary responsibility to analyze the assessment data related to content and pedagogical knowledge (state standards), content and pedagogical performance (clinical practice), instructional planning, candidate impact on student learning, and dispositions (professional, state, and institutional) and develop the Assessment Reports. These reports represent how these data are used to improve both candidate performance and program quality. The Assessment Reports, while based on individual assessments, are a summary of findings, faculty’s interpretations, and changes to be made at the program and unit levels.
In phase four, the SOE Curriculum Committee discusses the Assessment Reports with the SOE Department at regularly scheduled meetings throughout the academic year, and makes recommendations for ongoing program and unit improvement. During the fifth phase, these recommendations are implemented according to a specified timeline. The recommendations then become part of the Assessment System elements during the next assessment review cycle.
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MeShelda Jackson, Ph.D. is an Associate Professor in the College of Education and Health Services and Chair of the School of Education where she has been a faculty member since 2006. She completed her Ph.D. at the University of Pittsburgh in Special Education, Educational Specialist in School Clinical Psychology, and Masters degree at Nova South Eastern University in Computer Education and her undergraduate degree at Alabama A&M University in Speech-Language Pathology . Dr. Jackson taught as a teacher and administrator in public and private schools from 1982 to 1995. After receiving her Ph.D., she has been teaching in higher education for the past 17 years. Her research interests lie in the area of special education and school psychology. Dr. Jackson serves on national, state, and local committees related to education.