Get the latest campus Standard 2.3: Areas of Improvement
2.3 Areas for Improvement Cited in the Action Report from the Previous Accreditation Review
No AFIs were cited in the action report from our previous accreditation review for initial programs.
AFIs from our previous accreditation review were cited for advanced programs outside
the Kremen School of Education and Human Development:
Programs in the schools outside of the KSOEHD have not fully implemented the systematic
aggregation, and candidate performance data on dispositions outside the KSOEHD have
not been systematically aggregated and summarized.
Since our last review the unit has developed and administers an electronic unit-wide
program evaluation exit survey, with emphasis on candidate dispositions, for the purpose
of evaluating the effectiveness of all of our nationally accredited programs.
The Kremen Learning Assessment System to Sustain Improvement (KLASSI), is an assessment
and accountability system built upon a continuous improvement model. Our assessment
is an on-going, goal-oriented process, viewed as the vehicle for continuous improvement.
Assessment system activities include not only gathering data (measurement), but also
turning that data into rich information through a feedback process used to guide individual
candidates, faculty members, programs, and the unit in improving our performance,
quality and effectiveness. We view assessment as an integral part of learning to foster
improvement, and the first step in a continual learning cycle (an assessment-learning-change
cycle), which includes measurement, feedback, reflection, and change. Aimed at improving
teaching and learning, our assessment is an iterative process of developing and organizing
activities, signature assignments, courses, curricula, or programs, collecting and
interpreting data, and using outcome information to guide decisions. These outcomes
serve as determinants of program effectiveness and accountability.
Our Unit assessment attends to not only outcomes, but to the experiences that lead
to achievement of those outcomes. Since learning is a complex process, Unit assessment
includes not only what students know, but also what students can do with what they
know. Questions of our decision-makers guide the assessment process, and then involve
them in gathering and interpreting data that helps inform and guide continuous improvement.
Astin's (2002) input, processes, output conceptual model for assessment provides the
framework for our Unit Assessment System. Underpinning our unit assessment system
are the Nine Principles of Good Practice for Assessing Student Learning adopted by
the American Association of Higher Education (AAHE), and Frye's (1999) assessment
precepts which clarify the linkages between assessment and student learning.
At specified transition points, each program uses data from key assessments to determine
whether a candidate's progress indicates he or she is ready to continue, or if additional
support is indicated. Program faculty use results of key assessments of candidate
knowledge, skills, and dispositions as part of the decision on whether a candidate
has successfully completed required coursework and/or fieldwork. The Admissions Technician
(initial teacher preparation), Graduate Technician (advanced programs in the KSOEHD),
or Program Coordinator (programs housed outside the KSOEHD) confirms that a candidate
has satisfactorily met the requirements and once confirmed, clears the candidate to
continue in the program and enroll in courses for the next semester. When a candidate
has completed a credential program and is ready to apply for the credential, the Credential
Analyst determines that all requirements for that credential have been met. For master's
degrees, the Graduate Technician or Program Coordinator confirms successful completion
of all program requirements. Data on numbers and percent of candidates successfully
meeting requirements at each decision point are collected in a unit program status
report.