Assessment System

ASSESSMENT SYSTEM

The unit’s assessment system is a systematic, evaluation system that is linked to the vision, mission, and purposes of the education unit and Dalton State College. The conceptual framework’s four core tenets, competence, collaborative, reflective, and caring characterize the framework for our assessment system. The unit continuously measures our teacher candidates’ development of these key skills: competence, collaborative, reflective, and caring throughout the program. Our assessment system is organized by these three key areas:

to collect and analyze data on the applicant qualifications,
to collect and analyze data on candidate performance, and
to collect and analyze data regarding unit operations to evaluate and improve the unit and its programs.

Input was gathered from key stakeholders through multiple focus groups meetings. As the unit adds secondary teaching certifications, we have shared our assessment system with these departments for feedback.

Teacher candidates are assessed through instruments that gather multiple data sets. First, the six domains of the Teacher Candidate Observation Instrument (TCOI) assess the teacher candidate’s ability to plan for and to engage students in meaningful and appropriate learning opportunities following the constructivist view of learning. It also assesses the candidate’s content knowledge; competency in written and spoken language; competency in working with diverse student populations; effective use of instructional technology; appropriate use of assessment; and responsiveness to the intellectual, social, physical, reflection, and personal developmental needs of all students. Then, the Professional Behaviors and Dispositions (APB) includes elements to assess the candidate’s dispositions of caring (treats all with respect, treats all students with fair treatment of all, believes that all can learn), and being reflective (reflects upon own behavior, instruction, and student learning). Candidates’ skills are evaluated through items included on both the TCOI and APB (ability to work collaboratively with others and to work with diverse individuals). The electronic programs used to house the unit’s data collection are Microsoft Access®, Microsoft Excel®, and LiveText®.

Important aspects of the unit’s assessments system are the procedures for continuous collection, analyses, and improvement of the assessment system. Faculty and school partners are key stakeholders to review and provide feedback to data collected. The unit uses faculty meetings, focus groups, and electronic resources as means to work towards continuous improvement of the unit and individual programs. The following table illustrates the assessment system elements, the types of data collected, the time frame for data collection, and the uses of data.

Data Collection Chart

Technology System Used	What Is Collected	When Collected	By Whom	Summarized by	How Analysis is Used
Banner® Data (transferred to Microsoft Access®)	1. Teacher Candidate Demographics	Beginning of Program Entry	Assessment Data Entry	Assessment Coordinator and Data Entry	Diversity Data
Banner® Data (transferred to Microsoft Access®)	2. Teacher Candidate Transcript Information	Program Entry and End of Each Semester	Assessment Data Entry	Assessment Coordinator and Data Entry	Eligibility for Entry and Retention in Program
Microsoft Access®) Data	1. School Demographics	Each semester	Assessment Data Entry	Assessment Coordinator and Data Entry	Ensure Diversity of Placement
	2. Site Teacher Data	Each Semester	Assessment Data Entry	Assessment Coordinator and Data Entry	Ensure Licensure/ Experience /Expertise; Demographic Data
	3. Teacher Candidate Demographics	Prior to Program Entry	Assessment Data Entry	Assessment Coordinator and Data Entry	Diversity Data
	4. Teacher Candidates’ Placements	Fall and Spring Semesters	Assessment Data Entry	Director of Field Placement and Data Entry	Ensure Diversity of Placement
	5. Regents’ Test	Program Entry	Assessment Data Entry	SOE Administrative Assistant	Eligibility for Program Entry
Microsoft Excel®	1. GACE® Basic Skills	Program Entry	Assessment Data Entry	Assessment Coordinator and Administrative Assistant	Eligibility for Program Entry
	2. GACE® Content	Program Completion	Assessment Data Entry	Assessment Coordinator and Administrative Assistant	Program Improvement (content areas that may need strengthening)
	3. GPA	Program Entry and End of Each Semester	Assessment Data Entry	Assessment Coordinator and Data Entry	Eligibility for Entry and Retention in Program
LiveText®	1. Teacher Candidate Observation Instrument (TCOI)	Blocks II, III, and IV: Mid-term and Final	Assessment Data Entry	Assessment Coordinator and Data Entry	Provide Verification of TCs’ meeting Professional Goals 1-6; Program Evaluation; Eligibility for Program Retention

2. Assessment of Professional Behaviors and Dispositions (APBD)	Blocks II, III, and IV: Mid-term and Final	Assessment Data Entry	Assessment Coordinator and Data Entry	Verification of Candidates Demonstrating Required Behaviors; Eligibility for Program Retention
3. Assessment of Advisement	Annually (end of the spring semester)	Assessment Data Entry	Assessment Coordinator and Data Entry	Program Quality
4. Assessment of Site Supervisor	End of Block I, II, III, & IV	Assessment Data Entry	Assessment Coordinator and Data Entry	Program Quality
5. Assessment of DSC Supervisor	End of Block II, III, & IV	Assessment Data Entry	Assessment Coordinator and Data Entry	Program Quality
6. Course Evaluations	End of Block I, II, III, & IV	Assessment Data Entry	Dean of School of Education	Program Quality
7. Completer Survey	End of Block IV	Assessment Data Entry	Assessment Coordinator and Data Entry	Program Quality
8. Employer Survey	Spring of Teacher Candidate’s First Year of Employment	State Data Mart	Assessment Coordinator	Program Quality
9. Graduate Survey	Spring of Teacher Candidate’s First Year of Employment	State Data Mart	Assessment Coordinator	Program Quality
10. ESOL Portfolio	End of Block III – prior to Clinical Practice	ESOL Coordinator	ESOL Coordinator and Assessment Coordinator	Determine Candidates’ Meeting ESOL Standards

Transition Points – Bachelor of Science in Early Childhood Education

Transition Point #1 Admission	Transition Point #2 Interim Assessments (End of Blocks I and II)	Transition Point #3 Admission to Clinical Practice	Transition Point #4 Program Completion
2.7 cumulative GPA (Transcript)	2.7 cumulative GPA (Transcript)	2.7 cumulative GPA (Transcript)	2.7 cumulative GPA (Transcript)
Completion of courses in Areas A & F with grade of C or above	APB (Assessment of Professional Behaviors) rating of 3 or higher on each element	APB (Assessment of Professional Behaviors) rating of 3 or higher on each element	APB (Assessment of Professional Behaviors) rating of 3 or higher on each element
Communication (Speech) with grade of C or above	TCOI (Teacher Candidate Observation Instrument) with average score of 2.0 or higher in Block II	TCOI (Teacher Candidate Observation Instrument) with average score of 2.5 or higher in Block III	TCOI (Teacher Candidate Observation Instrument) with average score of 3.0 in Block IV
GACE Basic Skills or SAT/ACT exemption	Professional courses with grade of C or above	Professional courses with grade of C or above	Professional courses with grade of C or above
Successful completion of GA Regents’ Tests			Teaching Unit with rating “developing” or “accomplished”
Complete Background Check	Complete Background Check	Complete Background Check
Completed Application Packet			GACE Content Test 0012, 002

Transition Points – Post-Baccalaureate (Initial Certification) Early Childhood Education

Transition Point #1 Admission	Transition Point #2 Interim Assessments (End of Blocks I and II)	Transition Point #3 Admission to Clinical Practice	Transition Point #4 Program Completion
2.7 cumulative GPA (Transcript) (Last 60 hours)	2.7 cumulative GPA (Transcript)	2.7 cumulative GPA (Transcript)	2.7 cumulative GPA (Transcript)
Completion of courses in Areas F with grade of C or above	APB (Assessment of Professional Behaviors) rating of 3 or higher on each element	APB (Assessment of Professional Behaviors) rating of 3 or higher on each element	APB (Assessment of Professional Behaviors) rating of 3 or higher on each element
GACE Basic Skills or SAT/ACT exemption	TCOI (Teacher Candidate Observation Instrument) with average score of 2.0 or higher in Block II	TCOI (Teacher Candidate Observation Instrument) with average score of 2.5 or higher in Block III	TCOI (Teacher Candidate Observation Instrument) with average score of 3.0 in Block IV
Successful completion of GA Regents’ Tests	Professional courses with grade of C or above	Professional courses with grade of C or above	Professional courses with grade of C or above
Complete Background Check	Complete Background Checks	Complete Background Checks
Completed Application Packet			Teaching Unit with rating “developing” or “accomplished”
			GACE Content Test 001, 002

Transition Points – ESOL Endorsement Candidates in
Bachelor of Science in Early Childhood Education Program

Transition Point #1 Admission	Transition Point #2 Interim Assessments	Transition Point #3 Admission to Clinical Practice	Transition Point #4 Program Completion
2.7 cumulative GPA (Transcript)	2.7 cumulative GPA (Transcript)	2.7 cumulative GPA (Transcript)	2.7 cumulative GPA (Transcript)
Completion of courses in Areas A & F with grade of C or above	APB (Assessment of Professional Behaviors) rating of 3 or higher on each element	APB (Assessment of Professional Behaviors) rating of 3 or higher on each element	APB (Assessment of Professional Behaviors) rating of 3 or higher on each element
Communication (Speech) with grade of C or above	TCOI (Teacher Candidate Observation Instrument) with average score of 2.0 or higher in Block II	TCOI (Teacher Candidate Observation Instrument) with average score of 2.5 or higher in Block III	TCOI (Teacher Candidate Observation Instrument) with average score of 3.0 in Block IV
GACE Basic Skills or SAT/ACT exemption	Professional courses with grade of C or above	Professional courses with grade of C or above	Professional courses with grade of C or above
Successful completion of GA Regents’ Tests			Teaching Unit with rating of 3 or above on each rubric element
Complete Background Check	Complete Background Check	Complete Background Check
Completed Application Packet
		ESOL 4242 with grade of C or above
		Submission of ESOL Portfolio	Satisfactory completion of ESOL Portfolio

Key Assessments at Transition Points: Secondary Mathematics Program

Assessment:	Transition Point #1: Program Admission	Transition Point #2: Interim Assessments (End of PES I and II)	Transition Point #3: Admission to Clinical Practice	Transition Point #4: Program Completion
Transcript	2.7 cumulative GPA Grade of C or above in EDUC 2110, 2120, and 2130	2.7 Cumulative GPA Grade of C or above in Professional Education Courses Grade of C or above in 12 hours of Mathematics prior to PES II and 20 hours of Mathematics prior to PES III Grade of C or above in major curriculum courses taken	2.7 Cumulative GPA Grade of C or above in Professional Education Courses Completion of 24 approved hours in Mathematics with a grade of C or above Meet field experience requirements in PES I, II, and III	2.7 Cumulative GPA Completion of approved Mathematics Education Program with 2.7 GPA
Georgia Board of Regents’ Exam	Successful completion of Reading and Writing Exams or exemption
GACE® Scores or SAT/ACT	GACE® Basic Skills Assessment Scores or SAT/ACT exemption			GACE Math Content Tests (022 and 023)
Teaching Unit				Completed with rating “developing” or “accomplished”
Assessment of Professional Behaviors (APB)		Performance rating scores 3 or above for each element	Performance rating scores 3 or above for element	Performance rating scores 3 or above for each indicator of Professional Behaviors
Teacher Candidate Observation Instrument (TCOI)		Performance ratings average of 2.0 for PES II	Performance ratings average of 2.5 for PES III	Performance ratings of 3.0 for PES IV

Key Assessments at Transition Points: Secondary Chemistry Program

Assessment:	Transition Point #1: Program Admission	Transition Point #2 Interim Assessments (End of PES I and II)	Transition Point #3: Admission to Clinical Practice	Transition Point #4: Program Completion
Transcript	2.7 cumulative GPA Grade of C or above in EDUC 2110, 2120, and 2130	2.7 Cumulative GPA Grade of C or above in Professional Education Courses Grade of C or above in 12 hours of Chemistry prior to PES II and 20 hours of Chemistry prior to PES III Grade of C or above in major curriculum courses taken	2.7 Cumulative GPA Grade of C or above in Professional Education Courses Completion of 24 approved hours in Chemistry with a grade of C or above Meet field experience requirements in PES I, II, and III	2.7 Cumulative GPA Completion of approved Chemistry Education Program with 2.7 GPA
Georgia Board of Regents’ Exam	Successful completion of Reading and Writing Exams or exemption
GACE® Scores or SAT/ACT	GACE® Basic Skills Assessment Scores or SAT/ACT exemption			GACE Chemistry Content Tests 028, 029
Teaching Unit				Completed with rating “developing” or “accomplished”
Assessment of Professional Behaviors (APB)		Performance rating scores 3 or above for each element	Performance rating scores 3 or above for element	Performance rating scores 3 or above for each indicator of Professional Behaviors
Teacher Candidate Observation Instrument (TCOI)		Performance ratings average of 2.0 for PES II	Performance ratings average of 2.5 for PES III	Performance ratings of 3.0 for PES IV

Key Assessments at Transition Points: Secondary Biology Program

Assessment:	Transition Point #1: Program Admission	Transition Point #2: Interim Assessments (End of PES I and II)	Transition Point #3: Admission to Clinical Practice	Transition Point #4: Program Completion
Transcript	2.7 cumulative GPA Grade of C or above in EDUC 2110, 2120, and 2130	2.7 Cumulative GPA Grade of C or above in Professional Education Courses Grade of C or above in 12 hours of Biology prior to PES II and 20 hours of Biology prior to PES III Grade of C or above in major curriculum courses taken	2.7 Cumulative GPA Grade of C or above in Professional Education Courses Completion of 24 approved hours in Biology with a grade of C or above Meet field experience requirements in PES I, II, and III	2.7 Cumulative GPA Completion of approved Biology Education Program with 2.7 GPA
Georgia Board of Regents’ Exam	Successful completion of Reading and Writing Exams or exemption
GACE® Scores or SAT/ACT	GACE® Basic Skills Assessment Scores or SAT/ACT exemption			GACE Biology Content Tests 026, 027
Teaching Unit				Completed with rating “developing” or “accomplished”
Assessment of Professional Behaviors (APB)		Performance rating scores 3 or above for each element	Performance rating scores 3 or above for element	Performance rating scores 3 or above for each indicator of Professional Behaviors
Teacher Candidate Observation Instrument (TCOI)		Performance ratings average of 2.0 for PES II	Performance ratings average of 2.5 for PES III	Performance ratings of 3.0 for PES IV

Key Assessments at Transition Points: Secondary History Program
Key Assessments at Transition Points: Secondary History Program

Assessment:	Transition Point #1: Program Admission	Transition Point #2: Interim Assessments (End of PES I and II)	Transition Point #3: Admission to Clinical Practice	Transition Point #4: Program Completion
Transcript	2.7 cumulative GPA Grade of C or above in EDUC 2110, 2120, and 2130	2.7 Cumulative GPA Grade of C or above in Professional Education Courses Grade of C or above in 12 hours of History prior to PES II and 20 hours of History prior to PES III Grade of C or above in major curriculum courses taken	2.7 Cumulative GPA Grade of C or above in Professional Education Courses Completion of 24 approved hours in History with a grade of C or above Meet field experience requirements in PES I, II, and III	2.7 Cumulative GPA Completion of approved History Education Program with 2.7 GPA
Georgia Board of Regents’ Exam	Successful completion of Reading and Writing Exams or exemption
GACE® Scores or SAT/ACT	GACE® Basic Skills Assessment Scores or SAT/ACT exemption			GACE History Content Tests (034 and 035)
Teaching Unit				Completed with rating “developing” or “accomplished”
Assessment of Professional Behaviors (APB)		Performance rating scores 3 or above for each element	Performance rating scores 3 or above for element	Performance rating scores 3 or above for each indicator of Professional Behaviors
Teacher Candidate Observation Instrument (TCOI)		Performance ratings average of 2.0 for PES II	Performance ratings average of 2.5 for PES III	Performance ratings of 3.0 for PES IV

Key Assessments at Transition Points: Secondary English Program

Assessment	Transition Point #1: Program Admission	Transition Point: #2 Interim Assessments (End of PES I and II)	Transition Point #3: Admission to Clinical Practice	Transition Point #4: Program Completion
Transcript	2..7 cumulative GPA Grade of C or above in EDUC 2110, 2120, and 2130	2.7 Cumulative GPA Grade of C or above in Professional Education Courses Grade of C or above in 12 hours of English prior to PES II and 20 hours of English prior to PES III Grade of C or above in major curriculum courses taken	2.7 Cumulative GPA Grade of C or above in Professional Education Courses Completion of 24 approved hours in English with a grade of C or above Meet field experience requirements in PES I, II, and III	2.7 Cumulative GPA Completion of approved English Education Program with 2.7 GPA
Georgia Board of Regents’ Exam	Successful completion of Reading and Writing Exams or exemption
GACE® Scores or SAT/ACT	GACE® Basic Skills Assessment Scores or SAT/ACT exemption			GACE English Content Tests (020and 021)
Teaching Unit				Completed with rating “developing” or “accomplished”
Assessment of Professional Behaviors (APB)		Performance rating scores 3 or above for each element	Performance rating scores 3 or above for element	Performance rating scores 3 or above for each indicator of Professional Behaviors
Teacher Candidate Observation Instrument (TCOI)		Performance ratings average of 2.0 for PES II	Performance ratings average of 2.5 for PES III	Performance ratings of 3.0 for PES IV