Assessment Details
Academic Year: 2020-2021 Level: Graduate
Campus Department: Lynch School of Education & Human Development [UG and Grad]
Program Type: Major [UG] / Program [Grad]
Program Name: Moderate Support Needs MEd (Link)
Description of Data Collection:
The department is measuring achievement of outcomes by performance in courses (ultimately measured by GPA) and by these two additional measures (one direct and one indirect):
a. Direct: Boston College Candidate Assessment of Performance Form and Rubric (BC-CAP): This measure assesses candidate performance (at the full practicum level) on the five outcomes listed above according to the criteria established by the state (unsatisfactory, needs improvement, proficient, and exemplary).
b. Indirect: Exit surveys, completed at program completion, One-Year Out, Two-Year Out and Three-Year Out: These measures assesse program completers’ satisfaction with their preparation, satisfaction with their current position, how well they feel prepared for that position, and recommendations for Boston College program changes.
Review Process:
The Office of Field and Practicum Experiences monitors the BC-CAP performance. Faculty discuss results of the BC-CAP in department meetings.
Exit surveys results are analyzed by the Office of Assessment and Accreditation. Faculty discuss survey findings and implications for continuous program improvement in a department meeting each year. In addition, the Masters Advisory Committee (MAC), which meets bi-weekly, attends to these findings and advises the department about potential implications for program curricula and policies.
Resulting Program Changes:
Based on data from Exit Surveys (that indicated the need for additional program content on teaching learners from diverse linguistic backgrounds and English Language Learners) a Bilingual Education Certificate was added as an optional certificate that students may pursue, in addition to their Moderate Support Needs licensure.
Additionally, over the course of the 2019-20 academic year, the Field Placement Office partnered with the Director of Assessment and teacher education faculty to develop and pilot a series of licensure-specific performance tasks to teacher candidates. These performance tasks, known as gateway assessments, were designed to better evaluate teacher candidates’ performance during early field-based experiences. Overall, faculty and administrators worked to better identify “at risk” candidates and mechanisms for support.
Date of Most Recent Program Review:
Based on data from Exit Surveys (that indicated the need for additional program content on teaching learners from diverse linguistic backgrounds and English Language Learners) a Bilingual Education Certificate was added as an optional certificate that students may pursue, in addition to their Moderate Support Needs licensure.
Additionally, over the course of the 2019-20 academic year, the Field Placement Office partnered with the Director of Assessment and teacher education faculty to develop and pilot a series of licensure-specific performance tasks to teacher candidates. These performance tasks, known as gateway assessments, were designed to better evaluate teacher candidates’ performance during early field-based experiences. Overall, faculty and administrators worked to better identify “at risk” candidates and mechanisms for support.
Attachments (if available)