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School of Education
Assessment

Assessment

Conceptual Framework

The Conceptual Framework of the School of Education at Benedictine University reflects a shared view of what the unit and its partners believe to be the best practices for preparing teacher candidates to deliver instruction and services to students, families, schools, and communities. Benedictine University’s School of Education equips candidates with the knowledge, skills, and dispositions that will shape and influence learning through critical thinking, research-based decisions, and best practices. As in integrated whole, the conceptual framework contains the overarching purpose of the unit: to create effective practitioners who are committed to Scholarship, Lifelong Inquiry, Leadership, and Social Responsibility. These outcomes are the critical elements necessary to ensure readiness for every teacher candidate to positively impact student learning through reflective practice. This requires that teacher candidates develop a comprehensive foundation in the knowledge and practice of state and national teaching standards in culturally diverse learning environments. These practices support a system that produces outcomes for teacher candidates to become highly effective practitioners who actively engage with content to promote critical thinking skills, innovatively manage the learning environment, and consistently monitor student progress to adjust curriculum delivery while collaborating with others to positively impact students, the community, and the professional field.

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School of Education Assessment System

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.

Annual Reports Information

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.

Professional Education Reports Information

The School of Education’s Assessment System collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs. The School of Education’s Assessment Coordinator, along with the support of the School of Education’s Assessment Committee, provides leadership for unit, program, and candidate assessments.

 Education Programs Local Key Assessments

  • Content Knowledge
  • Ability to Plan Instruction
  • Clinical Practice
  • Impact on Student Learning
  • Dispositions

Survey Data for Student Teaching

  • Teacher Candidates
  • University Supervisors
  • Cooperating Teachers