ASSESSMENT REPORT

DEPARTMENT OF COGNITIVE AND LEARNING SCIENCES
OCTOBER, 2007

Describe the current plan your department is employing to assess student learning.

The Department of Cognitive and Learning Sciences is responsible for three core programs: 1) pre-service teacher education; 2) graduate education for secondary school teachers leading to a M.S. in Applied Science Education; and 3) The Bachelor of Science in Psychology that  prepares students to pursue employment in a variety of settings or admission to graduate programs of study.

A. Specific Learning Outcomes

1. Learning Goals.

Teacher Education.

Goal 1. Graduates are expected to master the fundamental disciplinary knowledge in their respective fields to be prepared to impart that knowledge to secondary school students.

Goal 2. Graduates are expected to master the pedagogical skills and techniques that prepare them for teaching positions in secondary school systems.

Goal 3. Graduates will understand the ethical standards expected of teachers and will demonstrate understanding of how to work in situations characterized by individual differences and cultural diversity.

Masters Degree.

Goal 1. Graduates of the program will improve their understanding of ways to deliver applied science and engineering content in secondary school classrooms and demonstrate applications of knowledge through practical examples implemented in their curricula.

Goal 2. Graduates will demonstrate the ability to improve learning of secondary school students by incorporating science, mathematics, and technology standards in their curricula based on the content and pedagogical skills attained in their coursework.

Psychology.

Goal 1. The Bachelor of Science in Psychology provides students with an understanding of the diversity of the discipline through varied coursework representing major theoretical and applied areas within the field. The common theme in all coursework leading to the degree in psychology is a commitment to the scientific method. Psychology majors will gain the necessary knowledge and skills to pursue employment in a variety of settings or admission to graduate programs of study.

Goal 2. Coursework leading to a minor in psychology is designed to provide students with an understanding and appreciation for the many specialty areas within psychology and their application to other fields. Psychology minors will demonstrate a solid grasp of the fundamentals of the field and will exhibit greater understanding of others, including those of other cultures. Students will also gain a better understanding of the methods used in psychological research, which will better enable them to think critically about social science research at work as well as in their personal lives.

2. Assessment Measures.

Teacher Education.

Goal 1. The primary measure of this goal is the Michigan Test for Teacher Certification, which is administered to all students seeking teacher certification. Only students who demonstrate satisfactory knowledge of subject matter in both their major and minor field are granted admission to the department, which is a pre-requisite for student teaching. Our goal is for 100% of students taking the test to pass it, and for the mean score of our students to be above the median score for the state.

Goal 2. Students are evaluated formally at several points in their teacher preparation. The first evaluation is at the conclusion of ED 3410, a course which places education students in local classrooms, where they observe and assist participating teachers. They are evaluated, using a Final Feedback Form, by the participating teacher. Their grade is assigned by the MTU instructor responsible for placing them in the classroom.

Student teachers (in ED 4910) are evaluated continually by both the cooperating teacher and by the MTU supervisor, who visits each student’s classroom a minimum of three times during their twelve-week student teaching experience and completes a Snapshot Evaluation form. The first formal evaluation by the cooperating teacher utilizes the Student Teaching Mid-Semester Evaluation form. This is followed by the Student Teaching Final Evaluation form, completed by the cooperating teacher. These forms are supplemented by discussions between the student teaching supervisor and the cooperating teacher, leading to the student’s course grade.

Goal 3. Specific items on the Snapshot Evaluation form, the Mid-Semester Evaluation form, and the Final Evaluation form are designed to probe Goal 3.

Goal 4. Participation of an advisory board of educators to advise on curriculum and assessment of students.

Master’s Degree.

Goal 1. Attainment of this goal is measured by formative and summative evaluations. Master’s candidates are required to maintain at least a 3.0 GPA in all courses applied toward the degree. The required research paper in the concluding course in the program (ED5900 – Graduate Research in Education) and journals maintained by students in the program will be formally evaluated by the student’s graduate committee. Each paper and journal will be evaluated to discern the student’s understanding of the learning process as it relates to science and related fields in secondary schools.

Goal 2. Students are asked to submit evidence of improved student learning in their secondary school classes and to share their most successful applications of science and mathematics with their colleagues.

Psychology.

Goal 1. The  assessment process incorporates coursework, research, and mentoring. Students conduct and present independent research projects with an   emphasis on real world problems. Students are pre-and post-tested to assess improvement in understanding of concepts in the field and of the importance of psychology.

Goal 2. Each year, students  are given a pre- and post-attitudinal and knowledge surveys to assess the impact of their psychology course experience on their college experience and understanding of the field. Students exiting the university are asked to participate in an exit interview in which suggestions for improving the program.

B. Timeline

Assessments are conducted as described above. Specific assessment forms are available from the Department of Cognitive and Learning Sciences.

C. Responsibility

The Michigan Tech student teaching supervisors are responsible for compiling data related to the Teacher Education program. The Department Chair is in charge of assessing performance in the M.S. program. Individual faculty are responsible for assessment in Psychology courses. Data are stored by the department’s Certification Officer.

D. Continuing Improvement Mechanisms

The departmental Curriculum Committee will review the assessment data and propose changes/improvements to the program or assessment components as needed.

E. Sharing with Stakeholders

Data will be utilized in the State of Michigan Periodic Review process, which applies to all institutions that provide teacher certification. This report, published every five years, is public information.

F. Review of Assessment Procedures

The Curriculum Committee of the Department of Cognitive and Learning Sciences will annually review the assessment process and make recommendations to the department as a whole.