Data Collection, Analysis, and Evaluation

The unit is implementing its assessment system and providing regular and comprehensive data.

The unit is currently implementing many elements of its assessment system and providing data on program quality, unit operations, and candidate performance at each program stage, as well as the first years of practice. Candidates’ performance is assessed at regular intervals – "checkpoints"- and candidates advance as requirements are met

During their first years of practice, graduates are assessed and the program modified as necessary. Program quality is measured through assessments such as the instructor evaluations each semester. Instructors are evaluated both by students and by their department heads. Other assessments of program quality include the Alabama State Department of Education’s "Teacher Education Report Card," on which the Tuskegee University program recently earned "A."

Unit collects data from using multiple assessments from internal and external sources.

Examples of internal sources of Data about Applicants includes the English Proficiency Examination Writing Assessment, English Proficiency Examination Standardized Test; portfolio assessment; grade point average requirements, grade point averages overall, in general studies, professional studies, and teaching field; interviews, and performance observations. (Academic Regulations and Requirements for Undergraduates, pp. 9-10) Division of Education Checkpoints Assessments (for transfer students), grade requirements in selected courses.

External Sources of Data of Applicants includes ACT/SAT scores and high school grade point averages. Other sources used to assess candidates’ proficiencies include the Alabama State Department of Education Basic Skills Test, and the Alabama Prospective Teacher Test APTT.

Examples of internal Sources of Data about candidates include the English Proficiency Examination Writing Assessment ratings; English Proficiency Examination Standardized Test scores; grade point averages overall, in general studies, professional studies, and in the teaching field; performance on Division of Education examinations, and letter grade requirements in the general studies core.

Some external sources include Employer Survey of Program Graduates, Evaluation of Five-Day Pre-Internship, Evaluation of Field-Based Experiences by cooperating teachers, Graduates’ Questionnaire, Graduate Record Examination scores for candidates in graduate programs, Alabama State Department of Education Professional Education Personnel Evaluation PEPE Competency Scores, and Alabama State Department of Education Report Card for Colleges of Education.

Internal data sources about faculty consists student evaluations of instruction; annual reports by faculty, faculty resumes and vitas, travel request, Title III travel proposal requests, and Bush minigrants requests.

Data from other members of the professional community includes on-campus workshops sign-in sheets, personnel data forms, resumes, and consultant forms.

The unit maintains a record of formal candidate complaints and documentation of their resolution.

A record of formal candidate complaints and documentation of their resolution is maintained in the Office of the Dean of the College of Liberal Arts and Education.

Data are regularly and systematically collected, compiled, summarized, analyzed, and reported

Data on candidates’ performance is regularly gathered , compiled, summarized, and analyzed through the Performance Assessment Checkpoints system, the Field-Based Evaluations, and the Comprehensive Examination Parts I and Part II.

Program quality and unit operations data are gathered from: reviews by outside accrediting agencies such as NCATE and ALSDE, from graduates’ questionnaires, and evaluation of graduates by employers on state and other assessments.

The unit along with its professional community is developing, testing and assessing several current and emerging information technologies to improve its assessment system.

Currently, all faculty advisors have Internet access to student records, to assist in advising and record keeping. Students register for courses by telephone and through the Internet. Several faculty members have attended University-sponsored Blackboard workshops to assist them in placing their courses online, and some have placed their courses online.

Several Division of Education faculty members recently attended in Atlanta a workshop on LiveText, a comprehensive, computer-based, interactive system for monitoring and assessing teacher education students’ journal writing, lesson plans, and other assignments. LiveText was adopted by Division of Education faculty in December, 2002 and will be in place for use in fall 2003.

Several Division of Education course instructors either require or encourage candidates to regularly use various sites related to their course’s content or education in general. Instructors communicate regularly with their students by email or through Blackboard. Teacher education candidates and their Division of Education instructors regularly use LISTSERVs or education-related Internet sites, including: Electronic textbooks, interactive software on the Internet or stored on external software devices, Alabama Learning Experiences (ALEX), professional organization sites, Alabama Virtual Library, and Marco Polo.