2015+BS+Program+Evaluation

2015 Rubric for Assessing Program LOs [UPDATE August 2015]

 * LO || Conclusions Based on Evidence || Rating || Actions Taken or Planned ||
 * Mathematics || Nine items from the CPAS and TWS are used to assess this outcome. Eight of the nine, or 89%, had average scores over the cutoffs of 3.0 and 2.5, respectively.

Of the 36 students taking the PRAXIS exam,all passed with the required score of 160 or above. .

Program students passed all of the courses that address this learning outcome. Thus, both direct and indirect measures suggest that this program learning outcome is being met. || Excellent || Our program continues to do well with respect to this learning outcome. No actions are planned at this time.

 (Added Aug 30, 2016) ||
 * Understanding of Mathematics Learners || Of the 14 items on the CPAS and TWS that are related to this learning outcome, 13, or 93% were above the cutoff averages of 3.0 and 2.5, respectively. This is well above the 80% needed to have met this learning outcome.

 Every graduate passed all of the courses that address this learning outcome. Thus, both direct and indirect measures suggest that this program learning outcome is being met. || Good || Although our students did well with respect to our measures on this learning objective, we are mindful of the fact that across campus, Education Preparation Program (EPP) students struggle with this learning outcome, particularly as it relates to populations with special needs.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">In Winter semester 2016 an Equity Committee was formed with the charge of developing experiences for our students what will strengthen their ability to deal with diversity in their classes. The committee met throughout the summer and will continue to meet in fall 2016 to develop a proposal for the faculty to consider. (Added Aug 30, 2016) ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Instructional Design for Mathematics Learning || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Of the 20 items on the CPAS and TWS that are related to this learning outcome, 18, or 90% met the cutoff averages of 3.0 and 2.5, respectively

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;"> Every graduate passed all of the courses that address this learning outcome. Thus, both direct and indirect measures suggest that this program learning outcome is being met. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Excellent || Our program continues to do well with respect to this learning outcome.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">No actions are planned at this time. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">(Added Aug 30, 2016) ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Assessment of Mathematical Learning || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Of the 17 items on the CPAS and TWS that are related to this learning outcome, 12, or 70% met the cutoff averages of 3.0 and 2.5, respectively.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Further analysis shows that all 7 of the items from the CPAS were met the cutoff average, while only 5 of the 10 items from the TWS did so.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;"> Every graduate passed all of the courses that address this learning outcome. However, direct measures suggest that this program learning outcome is not being met. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Fair || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">As with other EPP student across campus, our students struggle somewhat with the issue of assessment.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The fact that students struggled to implement the assessment practices they had learned into their Teacher Work Sample suggests that we examine how to give them more experience translating their knowledge of assessment principles into practice.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">(Added Aug 30, 2016) || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.3000001907349px;">(Added Aug 30 2016) ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Professionalism || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Of the 26 items on the CPAS, TWS, and PIBS that are related to this learning outcome, 22, or 85% met the cutoff averages of 3.0, 2.5, and 2.5, respectively. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Excellent || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Our students' performance on this learning outcome continues to be adequate. We will continue to monitor our students performance in this area.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Spiritual Stewardship || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Of the two item on the CPAS and PIBS that are related to this learning outcome, 100% met the cutoff averages of 3.0 and 2.5, respectively.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The alumni survey provides some indirect measures of this learning outcome. Here we list the six constructs on that survey relevant to this learning objective, and the categories into which our students' average responses fell.:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> //Relationship with God and Religious Identity (Quite/Extremely);// //Strives to Develop Christ-like Character and Live a Christ-like Life (Quite)//; //Views the World Through an Eternal Perspective (Quite)//; //Contributes Positively to Society (Church Service) (Somewhat/Quite);// and //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.3000001907349px;">Contributes Positively to Society (Community Service and Involvement) (Somewhat/Quite) //. On each of these five constructs, our graduates' answers did not differ significantly from graduates from our college or from the university as a whole. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> Good || Our students performance on this learning outcome is adequate, and <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.3px;">We will continue to monitor our students performance in this area. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14.3px;">(Added Aug 30 2016) ||

All LOs are measured by items from the CPAS, PIBS, and TWS. For the results of an item from one of these exams to be considered satisfactory, the mean of the scores on that item for all graduates of the academic year being assessed must be no lower than the following:


 * CPAS item: The mean must be no lower than 3.0 (on a scale where 1 means deficient, 2 means emerging competence, 3 means basic competence, and 4 means advanced competence).


 * PIBS item: The mean must be no lower than 2.5 (on a scale from 1 to 3)


 * TWS item: The mean must be no lower than 2.5 (on a scale where 1 means deficient, 2 means basic competence, and 3 means advanced competence ).

To determine whether or not a particular learning outcome has been met, all of the CPAS, PIBS, and TWS items related to that LO will first be evaluated to see if they suggest satisfactory results. If 80% or more of the items are considered to be satisfactory, then we will conclude that the LO has been met. If less than 80% of the items are considered to be satisfactory, then we will conclude that the LO has not been met. For the //Mathematics// LO to be considered as having been met, there must also be a 95% pass rate of the //Praxis// exam by graduates of the academic year being assessed (a score of 160 is considered to be passing by the state of Utah).