1. education

Program Report for the Preparation of Social Studies Teachers
National Council for Social Studies
(NCSS)
NATIONAL COUNCIL FOR ACCREDIATION OF TEACHER EDUCATION
COVER SHEET
Institution:
Weber State University, Utah
Date submitted:
February 2005
Name of preparer: LaRae Larkin, Michelle Nimer
Phone No.:
801 626-7215
Email:
mnimer@weber.edu
Program Documented in this report:
Name of program:
Social Science Education
Grade levels for which candidates are being prepared:
Secondary
Degree or award level:
Bachelor's Degree
Is this program offered at more than one site:
No
Title of the state license for which
candidates are prepared:
Utah Professional
Educator License,
Secondary
Program report status:
Initial review
State licensure requirement for national recognition:
NO
Section I- CONTEXT
1. STATE Policies
The Utah State Office of Education (USOE) adopted the INTASC standards in August 2002 for
the standards for new teachers to meet in order to move from a level 1 (provisional) to a level II
(professional) license. The Weber State Teacher Education program then adopted these
standards as program standards in the Fall of 2002 and began work restructuring the program to
align with these standards.
The USOE has not required beginning teachers to test for licensure. They will begin requiring
Praxis content tests as of July 2005. The teacher education program will require all students to
test in their major and minor areas beginning this fall 2004.
2. FIELD EXPERIENCE
One of the strengths of the WSU Teacher Education programs is the integrated field experience
component associated with each of the professional levels. These provide opportunity for teacher
candidates to be in classrooms where they will observe, assist, and teach individuals, small
groups, or whole classes. Each field experience is valuable for candidates to see and experience
actual application and implementation of learning from the perspective of a teacher.
Level 1 Field Experience: The Level 1 experience is the same for both elementary and
secondary students and is an induction into the profession for teacher candidates. Course work
in Level 1 includes educational psychology, interpersonal skills and classroom management;
instructional planning and assessment; and instructional technology. The field experience for this
level will bring together novice teacher candidates with experienced professionals in actual
school settings. Field work will provide teacher candidates the opportunities to make
connections, see relationships, and apply principles being studied in their university classes.
The experience will place teacher candidates in an authentic public school environment actively
engaged and working with a diverse population of public school students. One of the primary
purposes of this field experience is for teacher candidates to see best practices modeled by
exemplary teachers. Teacher candidates will be in the classroom for a minimum of 12, 1-3 hour
sessions.
Level 2 Field Experience: Candidates are required to observe and collaborate with the
classroom teacher prior to beginning their field experience. Candidates spend a consecutive two
week time period in the classroom during their regularly scheduled level classes (20-30 hours).
During this time they work in partners/teams to plan, design, implement, and assess lessons. The
opportunity to work with students of diversity (race, language, disabilities, exceptional needs,
etc) is a key point of the field experience.
Level 3E Field Experience: Candidates spend about 3 hours each day for 16 days throughout
the semester in the classroom,. Candidates in level 3E rotate through methods courses in art and
music, science, mathematics, and language arts. There are 4 days of field experience at the end
of each rotation. The field experience builds on the previous two levels focusing on integrating
subjects and refining teaching skills preparatory to clinical practice.
Clinical Practice: The student teaching experience is the culminating learning experience in the
program. Candidates must apply for clinical practice the semester before they plan to do their
clinical work. The rigorous experience is carefully planned, guided, assessed, and evaluated.
Candidates spend approximately 70 days (minimum 400 hours) in the classroom for their clinical
practice. The first 15 days are observation/transition days working into full time responsibility
for the classroom under the direction of the collaborating teacher for the remaining 55 days.
Clinical practice assignments are determined according to the license requirements,
concentration, major and minor, and abilities of the student teachers, with the resources available
at the university and the district schools. The Department of Teacher Education has collaborated
with the local school district partners to develop a plan and process for the selection and training
of collaborating teachers, as well as for placing student teachers. During clinical practice
candidates are assessed on progress by the university supervisor, collaborating teacher, and the
arts and science supervisor (secondary only). A final evaluation by these supervisors is
completed at the end of the student teaching assignment. All candidates have the opportunity to
assess the program and those supervising their clinical practice.
Secondary candidates must teach in both their major and minor content areas. Therefore, they
often are assigned two collaborating teachers. Student teacher candidates are required to attend
on-campus seminars corresponding to times when the public schools are not in session. Senior
synthesis seminars are held at the completion of the clinical practice. Student teacher candidates
completing additional endorsements will do clinical practice in their specific area for a minimum
of five weeks.
3. Program Admission, Retention, Exit
The teacher education program is a competitive admissions process. A limited number of
applicants are admitted in March for Fall Semester and in October for Spring Semester.
Admission to the teacher education program is a separate process from Weber State University
admission. Candidates are initially admitted to the program on a provisional basis. Upon
successful completion of Levels 1 and 2, they become fully admitted candidates for licensure.
Prerequisites for application to the program are current enrollment in or completion of the
following classes: English competency (grade C or above in EN1010 and EN2010 or
equivalent);Quantitative literacy (grade C or above in MATH QL1050 or equivalent);
Communication proficiency (grade B- or above in COMM HU1020, COMM 1050, or
equivalent); Computer and Information Literacy.
Students are considered for admission based on a 100-point system: 30 points maximum for
GPA; 30 points maximum for the Collegiate Assessment of Academic Proficiency (CAAP); 40
points maximum for the interview. Points are awarded based upon the following criteria.
1. Completion of at least 40 semester hours of general education or relevant prerequisite
courses and (a) have an overall GPA of 3.00 or higher, or (b) 3.25 GPA or higher on the last
30 semester hours.
2. Achieve minimum scores on the Collegiate Assessment of Academic Proficiency (CAAP)
standardized assessment designed to show achievement levels in reading, writing and
mathematics. Current minimum scores required for admission to the teacher education
programs are: Writing- 61, Writing Essay- 3.0, Math- 54 and Reading-59
3. Successful completion of a formal interview with a three-member faculty committee.
In preparation for the interview students are asked to prepare a two-page statement
detailing their (a) reasons for wanting to become a teacher, and (b) past teaching
experiences. Interview questions focus on the student’s interest/commitment to
teaching, understanding of education issues, ability to relate past experiences to role
as a teacher, interpersonal skills, communication abilities, professionalism, and
preliminary evidence of course dispositions. Students who do not obtain the required
interview score are not eligible for admittance and may reapply for a subsequent
semester. If the second interview score is also below the minimum, students must
wait at least one year to reapply.
Students who already hold a baccalaureate degree must meet the same requirements,
except they are only required to take the Writing Essay portion of the CAAP Test if their
degree less than five years old. Students who are not admitted to the program after their
third application must wait one full year before reapplying.
Students who successfully complete the application process become provisionally
admitted candidates for the first two levels and are fully admitted after successful
completion of level 2. Provisional admission to a specific program is valid for a period
of five years. Candidates not completing the program within the five-year period are
required to seek readmission under the current admission standards.
Retention in the program is based upon the following conditions.
1. Completion of a background check as soon as admitted and before being placed in a
public school for field experiences. Candidates can not enroll in Level 1 or EDUC
2890/4890 courses until cleared. Admission to the teacher education programs will be
immediately revoked for those with a criminal record which has not been cleared by
the Utah Professional Practices Advisory Commission.
2. Candidates are expected to maintain high professional and academic standards.
Quality of work and timely progress through the program are two (2) criteria
considered as evidence of professional competence.
3. Candidates must maintain a GPA of 3.00 in all university course work, not receiving
a grade lower than a B- in any professional education course work. A professional
education course may be repeated once.
4. Documented violations of the WSU Student Code of Conduct will be considered
grounds for suspension or dismissal from the teacher education program.
5. Provisional status is revoked by an informal hearing organized by the Teacher
Education Admission and Retention Committee. Candidates may appeal the ruling by
following WSU Student Rights and Responsibilities policy.
A minimum of 42 credit hours is required in the secondary education major, with a
minimum of 120 credit hours required for university graduation. To graduate from the
program candidates must meet these graduation requirements, successfully complete
clinical practice, and participation in an exit interview for completion of licensing
materials and graduation clearance.
4. Relationship of program to the units conceptual framework
Social Science Composite Teaching Major
BACHELOR DEGREE (B.S. or B.A.)
» Program Prerequisite: Must satisfy Teacher Education admission and certification
requirements (see Teacher Education Department).
» Minor: Not required.
» Grade Requirements: A grade of "C" or better in courses applied toward this major (a
grade of "C-" is not acceptable). An overall GPA of 3.00 is required for admission to the
Teacher Education program.
» Credit Hour Requirements: A total of 120 credit hours is required for graduation, of
which at least half should be upper division courses (courses numbered 3000 and above).
Exceptions must be approved in advance by the Composite Coordinator.
Advisement
After declaring the Composite major, a student should meet with the Composite
Coordinator to establish the courses to be taken as part of the program. In addition,
History majors are required to meet with their faculty advisor at least annually for course
and program advisement. They must also meet with their advisor before registration for
Hist 4990. Call 801-626-6706 for additional information or to schedule an appointment.
Teaching majors are also encouraged to consult with advisors in the Jerry and Vickie
Moyes College of Education (call 801-626-6269). (Also refer to the Department Advisor
Referral List.)
Admission Requirements
Declare your program of study. Social Science Composite Teaching majors must satisfy
Teacher Education admission and certification requirements (see Teacher Education
Department in this catalog).
General Education
Refer to General Requirements for either Bachelor of Science or Bachelor of Arts
requirements. General education courses taken as part of the major and discipline
requirements below will count toward both the Social Science Composite major and
general education requirements.
Courses completed at other collegiate institutions may be used to fulfill program
requirements only after approval by the Composite Coordinator. At least one course in
each area listed below (including the major) must be taken at Weber State.
Course Requirement for B.S. or B.A.
Required Major Courses (36 - 46 credit hours)
Complete a Teaching major in one of the following three areas
• Geography (minimum of 36 credit hours)
• History (minimum of 36 credit hours)
• Political Science (minimum of 46 credit hours)
Hist 4500 is required for completion of the Secondary Education Certification program.
Required Discipline Courses (30 credit hours)
Select three of the following disciplines with at least one discipline
from Area 1 (must be different from the major selected above).
• Area 1 - Geography, History, Political Science
• Area 2 - Anthropology, Sociology, Economics*, Psychology.
Complete 12 credit hours in one of the selected disciplines and 9 credit hours in each of
the other two disciplines.
Recommended Course
• Psych SS1010 Intro Psychology (3)
*The following are required for the Economics discipline
• Econ SS2010 Principles of Microeconomic (3)
• Econ SS2020 Principles of Macroeconomic (3)
and select two of the following courses (8 - 9 credit hours)
• Econ AI1740 Economic History of the U.S. (3)
• Econ 3110 Int'l Trade (3)
• Econ 3120 Int'l Finance & Monetary Systems (3)
• Econ 3200 Money & Banking (3)
• Econ 3400 Labor Economics (3)
• Econ 3410 Women in the World Economy (3)
SECONDARY EDUCATION
LICENSURE
» Program Prerequisite: Provisional admission to a Teacher Education Program (see
the admission requirements described under the Teacher Education Department). Select
an academic teaching major and teaching minor or composite teaching major that WSU
offers. In many departments the teaching major and teaching minor are different from the
departmental major and minor.
» Minor: Required with a teaching major but not required with a composite teaching
major.
» Grade Requirements: Secondary Education students must meet minimum major
course grade requirements and maintain a cumulative GPA of 3.00 or higher in all
college work and achieve at least a "B-" grade in each professional education course to
continue in the program.
» Credit Hour Requirements: A total of 120 semester hours is required for graduation - a minimum of 31 of these is required within the Secondary Licensure program. A total
of 40 upper division credit hours is required (courses number 3000 and above).
The academic teaching major and teaching minor must consist of not less than 30 and 16
semester hours respectively, or a composite major of a minimum of 46 semester hours.
The teaching major and teaching minor must be in subjects taught in Utah public
secondary schools. Either the major or minor must be a subject which Utah secondary
schools are required to teach (those marked with double asterisks do not satisfy this
second requirement -- see the list of teaching majors and minors below).
Admission Requirements
Declare a program of study. Follow the provisional admission requirements outlined
under the Teacher Education department.
Advisement
All Secondary Education students should meet with an advisor in the Teacher Education
Advisement Center and from the Department of Teacher Education. Call 801-626-6309
for more information or to schedule an appointment. In addition, students should seek
advisement from both their teaching major and their teaching minor program areas. (Also
refer to the Department Advisor Referral List.)
For Secondary Licensure candidates, there are 4 areas of course work that are required: I.
University and General Education Requirements; II. Support Courses; III. Teaching
Major and Teaching Minors that WSU offers; and IV. Professional Education Courses.
Details for each of these required areas follow.
General Education
I. University and General Education Requirements
Refer to General Requirements for either Bachelor of Science or Bachelor of Arts
requirements. The following courses required for the Secondary Education Licensure
Program will also satisfy general education requirements: Comm HU1020 and ChFam
SS1500.
Course Requirements for Licensure
II. Support Courses Required (or equivalent)
One course from the following
• ChFam SS1500 Human Development (3)
• Psych 3140 Psychology of Adolescence (3)
One course from the following
• Comm HU1020 Principles of Public Speaking (3)
• Comm HU1050 Introduction to Interpersonal and Small Group Communication
(3)
One course from the following
• Health 3050 School Health Program (3)
• Health 4250 Contemporary Health Issues of Adolescents (2)
III. Teaching Majors and Minors
° Majors and Minors
• Botany*
• Chemistry
• Communications
• English
• French
• Geography
• German
• History
• Mathematics
• Physical Education
• Physics
• Political Science
• Psychology**
• Sociology**
• Spanish
• Theatre Arts
° Minors Only
• Art
• Business Education
• Business/Marketing Education
• Computer Science
• Dance
• Economics
• ESL (English as a Second Language)
• Geology (Earth Science)
• Health Promotion
• Physical Education/Athletic Coaching
• Special Education (Mild/Moderate)
• Zoology
* Only if taken with Zoology minor
** Subjects which Utah secondary schools are not required to teach
° Composite Majors
In lieu of the major and minor, a candidate may elect a composite teaching major which
consists of a minimum of forty-six (46) hours of subjects in closely related fields.
• Art
• Biological Science
• Business Education
• Earth Science
• Music Education
• Physical Science
• Social Science
IV. Professional Education Courses Required (31 hours)
° Level 1 (Core)
• Educ 3100 Instructional Planning and Assessment (3)
• Educ 3110 Instructional Technology (1)
• Educ 3140 Educational Psychology, Interpersonal Skills & Classroom
Management (3)
° Level 2 (Learners and Methods)
• Educ DV3200 Foundations of Diversity: Culturally, Linguistically Responsive
Teaching (3)
• Educ DV3260 The Exceptional Student (3)
• Educ 3760 Teaching Reading & Writing in the Content Areas (3)
• Educ 3780 Interdisciplinary Strategies in Diverse Classroom (3)
° Level 3 (Synthesis)
• Educ 4820S Managing Diverse Classrooms (3)
• Educ 4880 Student Teaching in Secondary Education (8)
• Educ 4960 Secondary Senior Synthesis Seminar (1)
Provisional admission to teacher education is required prior to enrollment in 3000 level
and above education classes.
Hist 4500 is a required course for the Social & Behavioral Science Teaching
Major/Teaching Minor.
The Professional Education component of the Secondary Education program requires
three semesters to complete. Therefore, it is very important that candidates have
completed the General Education requirements and most of the major and minor
requirements prior to entering the program. Because of possible scheduling difficulties,
failure to do so could mean spending an extra semester (or more) in completing the
program.
ATTACHMENT A
Candidate Information
Program: Social Science Composite Teaching
Academic
Year
2003-2004
2002-2003
2001-2002
# of Candidates
Enrolled in the
Program
187
178
# of Program
Completers1
9
15
Note: The enrollment numbers in this report do not represent only Social Science
Teaching majors. The university coding system had multiple codes that were incorrectly
used for many social science majors until they were corrected upon graduation. The
enrollment data reported is as accurate as the university system allows to be collected at
this time.
1
Program completers are defined for Title II purposes as persons who have met all the requirements of a
state-approved teacher preparation program. Program completers include all those who are documented as
having met such requirements. Documentation may take the form of a degree, institutional certificate,
program credential, transcript, or other written proof of having met the program’s requirements.
ATTACHMENT B
Faculty Information
Faculty
Member
Name
Richard
Grow
Leigh Shaw
Highest
Degree, Field, &
University
Ed.D., Utah Stage
University
PhD, Psychology,
University of Utah
Assignment:
Indicate the
role of the
faculty
member
Faculty
Faculty
Rank
Tenure
Track
(Yes/
No)
Professor
Yes
Faculty
Assistant
Professor
Yes
Yes
Azenett
Garza
PhD in
Experimental
Psychology, UTEP
Faculty
Assistant
Professor
Paul
Caldarella
PhD in
Counseling/Clinical
Psychology at Utah
State University
PhD in Clinical
Psychology, Biola
University
Faculty
Associate Yes
Professor
Faculty
Assistant
Professor
Yes
PhD in Psychology,
University of South
Faculty
Professor
Yes
Theresa Kay
Norris
Bancroft
Program Report Form—NCSS
Scholarship Leadership in
Professional Associations, and
Service: List up to 3 major
contributions in the past 3 years
Chair of Hiring Committee,
Consultant
Paper published in Child
Development (2004), Paper
published in Developmental
Psychology (2001), Poster
presented at the 34th Symposium of
the Jean Piaget Society (2004)
Institutional Review Board, Paper
published in Self and Identity
(2002), Paper published in Journal
of Experimental Social Psychology
(2004)
APA Member, Faculty Senate Ad
Hoc Committee, Home and
Community Social and Behavior
Scales Test Manual (2003)
Chair of Practicum Committee,
Practicum Supervisor, Paper
published in Journal of the Utah
Academy (2001)
Developed Evolutionary
Psychology Course
1
Teaching or
other
professional
experience in
P-12 schools
Licensed
Psychologist
None
None
Licensed School
Psychologist
None
None
R
R
Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444,,, rrreeevvv... 999///111///000444
Lauren
Fowler
Dakota
PhD in Psychology,
Georgia State
University
Faculty
Associate Yes
Professor
Taught middle
school for 2
years.
Eric Amsel
PhD in Psychology,
Columbia
University
Faculty
Professor
Allison,
William
Thomas
PhD
History
Bowling Green
Full-time
professor of
History
Associate Yes
Professor
Four Books,
Air War College,
Faculty Senate
None
Becker,
Robert
PhD
History
Wisconsin
Full-time
instructor of
History
Instructor No
Two Books,
LSU Emeritus, Hiring Committee
None
Ewert,
Sara
Dant
PhD
History
Washington St
Full-time
professor of
History
Associate Yes
Professor
One Book,
Jr. College faculty
Weber Hist. Soc.
None
Francis,
Stephen
S.
PhD
History
Arizona State
Full-time
professor of
History
Assistant
Professor
Yes
Articles,
Phi Alpha Theta,
Curriculum Chair
None
Ibarguen,
John
Henry
MA
History
Univ. Americas
Full-time
professor of
History
Assistant
Professor
Yes
Articles,
Latin Am. Studies
Soccer advisor
None
Lewis,
Gregory
PhD
History
Arizona State
Full-time
professor of
History
Associate Yes
Professor
Articles,
Chinese Films,
Asian Studies Dir.
None
2
Yes
Counselor for the National Council
for Undergraduate Research, Air
Force Consultant, Community
Based Research Project
Hiring Committee, Officer in the
John Piaget Society, Board Member
of the Treehouse Children’s
Museum
Program Report Form-NCSS
None
R
R
Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444
MacKay,
Kathryn
L.
PhD
History
Univ. of Utah
Full-time
professor of
History
Associate Yes
Professor
Folklore article,
Service Learning,
Women=s Studies
None
Matt,
Susan
Jipson
PhD
History
Cornell
Full-time
professor of
History
Associate Yes
Professor
One Book,
Honors Faculty,
Faculty Senate
None
Sadler,
Richard
W.
PhD
History
Univ. of Utah
Full-time
professor of
History
Professor
Yes
Six Books,
College Dean,
Senate Chair
County School
Board, State
School Board
Sather,
Lee
PhD
History
UC Santa Barbara
Full-time
professor of
History
Professor
Yes
Two Books,
Dept. Chair,
NCAA Rep.
None
Sessions,
Gene
Allred
PhD
History
Florida State
Full-time
professor of
History
Professor
Yes
Eight Books,
Dept. Chair,
Senate Chair
None
Ulibarri,
Richard
O.
PhD
History
Univ. of Utah
Full-time
professor of
History
Professor
Yes
Articles,
Dean of Cont. Ed.
Diversity V.P.
None
Larkin,
LaRae
PhD
Political Science
Univ. of Utah
Half-time
professor of
History
Associate yes
Professor
Travel Study,
Social Science Education Dir.,
History Alliance
30 years at
secondary level,
AP History
Program Report Form—NCSS
3
R
R
Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444,,, rrreeevvv... 999///111///000444
Michael E.
Cena
Ph.D.
Elementary
Education
w/emphasis in
reading
Department of Teacher Education Faculty Secondary
Department
Associate
Yes/
• Editorial Board: The Reading
Chair
Professor
Tenured
Teacher
• President, Utah Council IRA
• Presented at 49th Annual IRA
Conference: “Beyond
Traditional Phonics Instruction”
Claudia
Eliason
Ed.D
Educational
Leadership
Curriculum
Director/
Level 2
Associate
Professor
Yes/
•
Tenured
•
Penee
Stewart
Ph.D.
Instructional
Psychology
Level 1
Assistant
Professor
Yes
Vicki Napper
Ph. D.
Education
Level 1
Assistant
Professor
Yes
•
•
•
•
•
•
•
•
•
Louise
Moulding
Ph. D.
Evaluation &
Research
Level 1
Assistant
Professor
Yes
Marilyn
Lofgreen
MS
Curriculum &
Instruction
Level 1
Instructor
Specialist
Yes/
•
Tenured
•
4
18 years elementary
teacher, 4 years
district office,
Current Utah Level 3
Elementary license
with basic and
advanced reading
th
7 Ed. Of “A Practical Guide to 9 years Elementary
/Preschool teaching,
Early Childhood Curriculum”
Current Utah Level 3
Chair of WSU Storytelling
Elementary/Early
Committee 2003-present
Childhood License
Faculty Advisor to WSU IRA
2 yrs school wide
Co-Editor UCIRA Journal
WSU Teaching Learning Forum enrichment leader, 1
yrs reading specialist
Committee
AERA Presentation 2004
Associate V.P. SITE TIG
efolios & assessment
Chapter AECT Definitions
(Ethics issues)
Member USOE Mentor Group
8 yrs HS science
Board Member Utah ASCD
teacher, 7 yrs district
Higher Ed Rep: Northern Utah
administration, 2 yrs
Curriculum Consortuim
USOE
Current Level 3
Secondary Science
license
13 yrs Elementary,
Presenting Northern Utah
K-12 Administration
Curriculum Consortium
Endorsement,
WSU Teaching and Learning
Program Report Form-NCSS
R
R
Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444
Forum Presentations
• TAPT Program Curriculum
Coordinator
Ann Ellis
Ph.D.
Educational
Psychology
emphasis in
Gifted Ed.
Level 1
Associate
Professor
Linda
Gowans
Ph. D.
Reading K-12
Level 2S
Professor
Peggy
Saunders
Ph. D.
Educational
Leadership &
Policy
Level 2S
Assistant
Mongkol
Tungmala
Ed. D.
Educational
Leadership
Level 2S
ESL
Associate
Program Report Form—NCSS
Yes/
• Weber State University Faculty
Tenured
Senate, College of Education
Senator
• Utah Association for Gifted
Children, Creativity
Extravaganza, Co-chair
• “The Child as Storyteller:
Identifying Characteristics.”
presentation at the annual
meeting of the National
Association for Gifted
Yes/
• Chair Education Subcommittee
Tenured
for WSU IRB
• Co-Editor Utah Journal of
Reading and Literacy
• Level 2 Chair
Yes
• Presentation @ NAME
Conference 2004
• University Adjunct Professor
Committee
• College Curriculum Committee
Yes/
• Award Chair of Intermountain
Tenured
Teachers of English to Speakers
of Other Languages
• NMERA- Utah Representative
• Member of International
TESOL
5
Current Utah Level 2
Elementary License,
USOE Curriculum
Trainer
6 yrs elementary/
gifted & talented
program teacher
7 yrs Jr.H, HS
teaching English,
French, Drama,
Speech, 13 yrs
reading specialist
14 yrs Teaching, 3
yrs District
Administration, 3 yrs
Assist.Principal, Utah
Level 3 License
14 yrs English/ESL
teacher, Current
Level 3 Secondary
English/ESl License,
Administrative
Endorsement
SECTION II— ASSESSMENTS AND RELATED DATA
Name of Assessment
Type or
Form of
Assessment
1
History Final Exams
2
Sociology Final Exams
Comprehensive
Exam
Final Exams
3
When the
Assessment Is
Administered
Assessment
Scoring
Guides/Criteria
Data
Table
X
X
X
X
X
X
X
X
X
X
X
X
Level 1, 2, Clinical
Practice
X
X
X
Advanced General
Psychology 4000
X
X
X
Soclgy 3030
Methods Course
X
X
X
HIST SS1010
HIST DV/SS1020
HIST AI2700
HIST AI2710
HIST 4130
HIST 4990
Soclgy 1010
Soclgy 3030
Level Rubrics
End of Professional
Levels 1 & 2
Clinical Practice Final Evaluation
Observation of
Performance
End of Clinical
Practice
Teacher Work Sample
Unit Lesson
Plan
Final
Examination
Written
Research
Project
Teacher Education Critical Performance
Indicators
Attachments
4
5
6
7
Psychology Content Exam
Sociology Research Project
Section II Assessment 1 History Final Exams
This Assessment is submitted as a sample of the final exams given to all students. Scores
are base on Number Correct/Number Possible.
History 1010 Final Exam, Fall 2004
1.Social stratification
A. is built into the social system.
B. is based on class, status, and power.
C. can be based on property, gender, age, religious affiliation, and other statuses.
D. All of the above
E. None of the above
2. According to the Kuznets curve, inequality in capitalist societies
A. decreases at first, stabilizes, then decreases again.
B. increases at first, declines, then stabilizes at a relatively low level.
C. decreases at first, increases rapidly, then stabilizes at a relatively high level.
D. increases at first, stabilizes at a high level, then declines gradually.
E. starts out stable for a long time, then gradually increases to a high level.
3. Mid-level managers and professionals are in the
A. lower middle class.
B. upper middle class.
C. old middle class.
D. new middle class.
E. working class.
4. ________ is social mobility resulting from changes in the number and kinds of occupations in a
society.
A. Intragenerational mobility
B. Intergenerational mobility
C. Life course
D. Life history
E. Structural mobility
5. The term that Pierre Bourdieu uses for the advantages that a "good home" confers, such as a
parent's involvement with a child's homework, is
A. status.
B. prestige.
C. life chance.
D. social capital.
E. cultural wealth.
6. In their classic study of social mobility in the United States, Peter Blau and Otis Dudley Duncan
found that
A. the rags to riches story was quite common.
B. vertical mobility was common, but usually between occupational positions quite close
to one another.
C. surprisingly, educational attainment was not a factor in vertical mobility.
D. there has been little upward mobility.
E. All of the above
7. According to Erik Olin Wright, people who control workers but are in turn controlled by their
own employers are in
A. contradictory class locations.
B. pariah groups.
C. the capitalist class.
D. the working class.
E. a caste.
8. How has globalization contributed to the increasing inequality in American society?
A. Some companies have lowered wages to compete with other companies that use
cheaper Third World labor.
B. Globalization has encouraged immigration to the United States, thus increasing the low
wage labor pool and pushing wages down.
C. Labor unions have been weakened by globalization.
D. All of the above
E. None of the above; inequality is not increasing in the United States.
9. The main economic activity in most low-income countries is
A. high technology.
B. oil production.
C. mining.
D. agriculture.
E. manufacturing.
10. Most of the NIEs in East Asia today are
A. low-income countries.
B. middle-income countries.
C. high-income countries.
D. just starting to develop.
E. not yet ready for "take-off."
11. ________, a view now commonly held by Western economists, is based on _______ theory,
which promoted free markets and non-interference by governments in the economy.
A. Marxism; dependency
B. Liberalism; state-centered development
C. Neo-liberalism; modernization
D. Neo-Marxism; world systems
E. Conservatism; arcane
12. Which approach points out that successful NIEs such as Singapore, South Korea, and Taiwan
have grown largely because of repressive labor laws, government ownership in key industries,
and government provision of social welfare services?
A. market-oriented theory
B. modernization theory
C. dependency theory
D. world-systems theory
E. state-centered theory
13. Which theory promotes the adoption of Western capitalist economic systems and values as the
road to economic development?
A. market-oriented theory
B. Marxist theory
C. dependency theory
D. world-systems theory
E. state-centered theory
14. The most optimistic analysts expect
A. the republics of the former Soviet Union to become high-income countries.
B. economic growth to spread to areas that have lagged behind, like Latin America and
Africa.
C. the remnants of caste societies to be superceded by class-based systems.
D. All of the above
E. None of the above
15. Gender socialization begins
A. at birth.
B. around age two or three years.
C. when the child starts school.
D. at puberty.
E. None of the above; gender is an inborn trait.
16. When it comes to work in the home, women do most of the ________ while men do most of the
________.
A. housework; child care
B. child care; housework
C. daily chores; occasional tasks
D. occasional tasks; daily chores
E. dusting; sweeping
17. In schools, boys and girls are treated unequally
A. in stories and books.
B. in the frequency of interaction with teachers.
C. in the content of their interaction with teachers.
D. All of the above
E. None of the above
18. As a result of differential treatment in schools, girls are socialized to be
A. quiet.
B. inquisitive.
C. active problem solvers.
D. All of the above
E. None of the above
19. The "second shift" refers to
A. the decline in women's participation in the labor market
B. the increase in women's participation in the labor market, but in limited sectors
C. the increasing strength of the institution of marriage, particularly in poor inner city
neighborhoods
D. women having to do most of the housework, even when employed full-time
E. None of the above
20. What kind of job is most likely open to a woman like Andrea, the young African-American
single mother used as an example in the "Gender Inequality" chapter of the textbook?
A. highly skilled, well-paid professional
B. skilled blue collar at a comfortable wage
C. low wage service work with non-standard working hours
D. All of the above; opportunities are no different for her than for anyone else.
E. None of the above; there are simply no jobs available to someone like Andrea.
21. Despite the Pay Equity Act of 1963, the gender gap in pay has not been eliminated because of
A. liberal feminism.
B. radical feminism.
C. sex segregation.
D. All of the above
E. None of the above
22. When people assimilate into the larger culture but occasionally participate in ethnic customs they
are practicing
A. situational ethnicity.
B. symbolic ethnicity.
C. race.
D. individual racism.
E. institutional racism.
23. Behavior that disqualifies members of one group from opportunities available to others is
A. prejudice.
B. discrimination.
C. racism.
D. situational ethnicity.
E. symbolic racism.
24. ________ is the physical separation of a racial or ethnic group.
A. Genocide
B. Assimilation
C. Segregation
D. Pluralism
E. Multiculturalism
25. The ________ model of immigration results in a "nation of immigrants."
A. classic
B. colonial
C. guest workers
D. illegal
E. None of the above; "nation of immigrants" is a misnomer.
26. The first large wave of immigrants to the United States, from the time of independence until the
1880s, were mostly from
A. Britain and northwestern Europe.
B. Eastern Europe.
C. southern Europe.
D. Asia.
E. Latin America.
27. A large influx of people from ________ migrated to the United States in the 1880s and 1890s.
A. Britain
B. southern and eastern Europe
C. northwestern Europe
D. Asia
E. Latin America
28. The majority of immigrants to the United States in 1900 were from ________; in 1990 the
majority were from ________.
A. Asia; Asia
B. Europe; Europe
C. Latin America; Europe and Asia
D. Europe; Latin America and Asia
E. Asia; Haiti
29. Which of the following groups saw the most significant increase in household family income in
the 1990s?
A. European Americans
B. African Americans
C. Hispanics
D. Asian Americans
E. None of the above; nobody's income increased significantly.
30. Which theory is vulnerable to the critique that it is based on stereotypical assumptions about the
abilities of the elderly?
A. biological aging theory
B. disengagement theory
C. activity theory
D. conflict theory
E. third-generation theories
31. What is the source of many of the problems of aging, according to social conflict theories?
A. social institutions which favor those who have the most economic power
B. disengagement of the elderly from their previous roles
C. the self-concept of the elderly
D. All of the above
E. None of the above
32. Which of the following is a source of ageism?
A. stereotypes of the elderly as sad, lonely, and senile
B. the obsession with youth in American popular culture
C. new technology, like computers, that the elderly may be unfamiliar with
D. All of the above
E. None of the above
33. Which program covers the cost of acute medical care for the elderly?
A. Medicaid
B. Medicare
C. Social Security
D. TANF
E. AMC
34. Which program provides retirement pay for all elderly persons who have worked at least a
minimum number of years in their lifetime?
A. Medicaid
B. Medicare
C. Social Security
D. TANF
E. AMC
35. The average monthly benefit for recipients of Social Security
A. provides a minimal level of support, barely enough to get by.
B. keeps most elderly persons below the poverty level.
C. is higher for women than for men, since the former usually have higher expenses.
D. All of the above
E. None of the above
36. Striking a balance between the needs and interests of different generations is called
A. gerontocracy.
B. generational equity.
C. andragogy.
D. geragogy.
E. the generation gap.
37. As discussed in the video APeople Like Us: Social Class in America@
a. America is a middle class society
b. Social class is evident in America
c. Social class in not evident in America
d. None of the above
38. As discussed in the video APeople Like Us: Social Class in America@
a. All African Americans are poor
b. All African Americans are rich
c. Social class is as evident among African Americans as it is in the rest of America
d. None of the above
39. As discussed in the video APeople Like Us: Social Class in America@
a. Garden ornaments are sold to all social classes equally.
b. Garden ornaments are sold mostly to the working class.
c. Everyone needs a backpack to hold spices in while cooking.
d. None of the above
40. As discussed in the video APeople Like Us: Social Class in America@
a. Bread became a class issue in Burlington, Vermont.
b. It has become culturally acceptable to make fun of the working class and poor.
c. While no longer the most powerful class, WASPs are still a cohesive and powerful
group.
d. All of the above
41. According to Ehrenreich (ANickled and Dimed@):
a. it is nearly impossible to live on a minimum- or low-wage income, even if you work full time
b. most people in the low-wage economy steal from their employers and/or lie about their
hours, resulting in a much higher net income than they would otherwise receive
c. only a small minority of people in the low-wage economy are actually trying to support
themselves or their families on their income alone
d. the combination of welfare payments and unreported, untaxed income allows Apoor people@
to live quite comfortably
42. Ehrenreich concludes from her study that:
e. the minimum wage should be eliminated in order to let market forces, not government,
decide what people should be paid
f. President Clinton=s welfare reform was a necessary and humane solution to welfare
dependency
g. the low-wage economy perpetuates poverty
h. there should be more childcare help for low-wage mothers with young children
i. most people can emerge from poverty (Afree themselves of welfare@) by working hard
43. Anderson sees much of the code of the streets as an effort to:
j. get respect
k. find meaning and purpose in young peoples= lives
l. acquire the good things in life B material affluence and security
escape the ghetto
44. Among the functions of the idea of an Aundeserving poor@ are all of the following EXCEPT:
m. it allows the non-poor to feel no responsibility for the plight of the poor or the social
processes that generate poverty
n. it allows a small minority of the poor, especially a very visible ethnic group, to receive
special privileges
o. it allows employers and government agencies to ignore many poor people as being
Aunemployable,@ thus freeing people from finding solutions to the poor=s employment problems
p. it allows the non-poor to show respect for a social norm that they don=t actually follow in
their own life.
45. Robert Reich describes inequality in wealth and earnings in the U.S. as:
q. shrinking dramatically because of tax policies in the Clinton years that attacked the affluent
families and rewarded those who work for low wages or not at all
r. declining to a level below that of most other modern countries
s. the source of U.S economic growth and strength, by rewarding hard work and initiative
t. becoming more unequal, with the rich getting richer and everyone else going nowhere or
getting poorer
46. Reich believes that, in addition to global economic changes, the Asocial compact@ is weaker
because:
u. more people are living longer, delaying marriage, not marrying, and forgoing having children
B all things that reduce people=s ties to one another
v. modern communication allows us to live more isolated lives, enclosed in our own
information networks
w. people feel less safe in a world where terrorism may strike them at any moment
x. those who are better off feel no close ties or responsibilities to other citizens
47. Ritzer thinks the strongest criticisms of the McDonald=s system are ones that:
y. show the way people=s potential is limited by Aoverly rationalized@ organizations
z. compare the past B slower, more humane, less materialistic B to the present
aa. focus on economic exploitation of workers and government subsidies to major corporations
bb. recognize how Acopycat@ companies use research and development of successful companies,
but don=t pay for it
48. The perspective of the author of ABorder State Patrol@ could best be described as that of:
cc. deviants and criminals who neither respect the law nor try to abide by the lay
dd. innocent persons stopped and badly treated by law enforcement personnel
ee. frightened citizens who worry about their security when crime increases
ff. a person sympathetic to the difficulties of law enforcement in a society that gives criminals
too many rights but limits greatly what patrolmen and police can do
49. Most people who study deviance, including William Chambliss (ASaints and Roughnecks@),
recognize that;
a. deviants are people who reject conventional definitions of success
b. deviant behavior is closely linked to (and can often be explained by) mental illness
c. what is deviant and what is not deviant is usually defined by those who have power in a
society
d. deviants are among the most creative members of the society
e. All of the above are true
50. Low tips or the failure to be tipped at all is interpreted by the waitresses as:
gg. fate or the breaks of the game B it is all random and beyond anyone=s ability to really
understand or control
hh. a personal failure
ii. the fault of the restaurant that doesn=t promote an atmosphere that makes customers
comfortable and pleased enough to feel like tipping
jj. a consequence of the customer=s being too cheap, too poor, or too ignorant to tip properly
GRADE DISTRIBUTION FOR
CORE HISTORY COURSES IN THE
SOCIAL SCIENCE COMPOSITE TEACHING MAJOR
Fall Semester, 2004
Course
1010
1020
2700
2710
4130
4990
A
71
75
1
2
6
8
A-
47
41
7
2
1
2
B+
26
21
9
1
8
6
B
25
19
8
3
3
2
B-
8
13
4
2
2
4
C+
21
24
1
1
1
1
C
11
10
0
1
0
0
C-
12
11
1
1
2
0
D+
5
8
0
0
0
0
D
12
10
0
0
0
0
D-
4
1
0
0
0
0
E (F)
7
5
0
1
6
0
UW
26
18
5
0
0
6
Soclgy 1010 Principles of Sociology - Fall 2004
Assessments and Grading Rubric
Students=68
Percentage of students
Assessment of Student Knowledge
Grading Rubric
Exams (60% of course grade.)
There will be three midterms and an optional comprehensive
final. Exams come from the readings and from the lectures. The
midterms will be in the social science testing center from
Thursday thru Saturday starting the fifth, tenth, and fifteenth
weeks of the semester. The optional comprehensive final exam is
during Finals week in the Testing Center. The final exam is an
optional exam which you can take to replace one of the midterm
exams. Exam dates are also listed on the schedule. Since the
exams have been scheduled ahead of time, all students are
expected to be present for them. If you are ill or have a
University sponsored event that prevents you from taking an
exam at the scheduled time, you must make arrangements with
me BEFORE that particular exam. If you miss one midterm
exam without notifying me beforehand, then you will be required
to take the comprehensive final. It will be the "make-up" exam. If
you miss a second midterm exam without prior approval, you
will receive a zero(0) for that exam.
A - Answered 90% or more of the questions
correctly
Pop quizzes, Essays, and in-class assignments (15% of course
grade.)
Every lecture day in class, we will roll the dice and see if a quiz
will be given. Generally this involves you showing me that you
have read the assigned reading by writing a one or two paragraph
essay. Occasionally I'll have an objective quiz with matching,
fill-in-the-blank questions, or multiple choice questions. You will
also be doing in-class and out-of-class assignments. I will give
you specific directions and due dates for each of these
assignments. The topics will be related to that week's readings
A = Demonstrated that you=ve read to prepare for
class, understood what you=ve read, and can
apply it to everyday life.
B - Answered 80-89% of the questions correctly
C - Answered 70-79% of the questions correctly
A
B
C
D
E
E1
16.4
42.5
26.0
8.2
6.8
A
B
C
D
E
43.4
31.6
15.8
9.2
0.0
D - Answered 60-69% of the questions correctly
E - Answered fewer than 60% of the questions
correctly
NOTE: FINAL EXAM SCORES ARE NOT
PRESENTED BECAUSE THEY HAVE
ALREADY BEEN INCORPORATED INTO
EACH INDIVIDUAL STUDENTS= E1, E2,
AND E3 SCORES AS PER THE SYLLABUS
INSTRUCTIONS PRESENTED IN THE
COLUMN TO THE LEFT.
B = Demonstrated that you=ve read to prepare for
class and generally understood what you=ve read
but can=t or didn=t apply it to everyday life.
C = Demonstrated that you=ve read something to
prepare for class but do not demonstrate your
understanding or application to everyday life.
E2
24.7
28.7
28.7
12.3
5.5
E3
33.8
32.4
14.7
13.2
5.9
Percentage of students
Assessment of Student Knowledge
Grading Rubric
and lectures
D & E = You are not prepared for class.
NOTE: THESE PERCENTAGES ARE
BASED ON A COMPOSITE SCORE FOR
SEVEN INDIVIDUAL ASSIGNMENTS.
Article Reports and Presentations (15% of course grade.)
Students will form small groups. Group size will depend on how
many students are in the particular section. Each group will
report on an assigned article from the Reader and present it in
class. Special class sessions are designed for the entire class to
discuss the readings; however, the group presentation will be the
introduction to the general discussion on a given article. In
addition, each group member will turn in their own written report
of the article (due on the presentation day. Each group will be
responsible for one presentation/written report set during the
semester. Sign-up for group reports will take place on the first
day of class.
For presentations, each group member present will receive the
same grade. A group member who is absent during the report
discussion will not get credit for it. Written reports are graded
individually based on the students=s ability to formulate the main
argument and assess the reading in a 1-2 page essay. I expect
each group member to turn in individual work.
Basically, after reading the article, evaluate it, covering the
following points:
1. Most authors have a single theme, or a few key points, to
develop in their writings. State what you understand to be that
theme or those points in a sentence or two.2. Ask yourself
whether you know something after completing the reading that
you did not know before? If so, describe your new knowledge.3.
Now criticize the reading as if you were writing a review for a
A - Demonstrates an excellent understanding of
the key ideas of the article, excellent discussion
of new information learned from the article and
excellent critique of the article=s main theme,
argument, and/or evidence used to support the
argument.
B - Demonstrates a good understanding of the
key ideas of the article, a good discussion of new
information learned from the article and a good
critique of the article=s main theme, argument,
and/or evidence used to support the argument.
C - Demonstrates a satisfactory understanding of
the key ideas of the article, a satisfactory
discussion of new information learned and a
satisfactory critique of the article=s main theme,
argument, and/or evidence used to support the
argument.
D - Demonstrates unsatisfactory understanding of
the key ideas of the article, unsatisfactory
discussion of new ideas learned, and
unsatisfactory critique of the article.
E - Does not demonstrate an understanding of
key ideas or an ability to critique them.
A
B
C
D
E
91
7.5
1.5
0
0
Percentage of students
Assessment of Student Knowledge
professional journal. The main approach is to take the author's
theme or main points, already identified, and examine the extent
to which he or she develops a logical and coherent argument to
support the theme or points. Included here should also be an
assessment of the evidence used to support the argument: Is it
relevant? Of good quality? Well organized?
Grading Rubric
Weber State University
Jerry and Vickie Moyes College of Education
Department of Teacher Education
LEVEL 1 CRITICAL PERFORMANCE INDICATORS
Student ID
Bubble box
Semester: Fall Spring
0
0
Year
2004 2005 2006
0
0
0
Directions for raters: Fill in only one oval for each criterion. M= Met, D = Developing, N = Not Met
Definitions: Met: Candidate received an A/A- grade on the artifact.
Developing: Candidate received a B+/B/B- grade on the artifact.
Not Met: Candidate received a C+ or lower grade on the artifact.
Critical Performance Indicators
M
D
N
1. Candidate summarizes and applies learning theory
(Learning Theories paper)
0
0
0
2. Candidate integrates and applies knowledge of students, learning theory,
curriculum development, and grade level content in designing instruction.
(Teacher Work Sample: Design for Instruction)
0
0
0.
3. Candidate demonstrates competence in using both informal and formal
assessment strategies to inform instruction and promote student learning.
(Teacher Work Sample: Assessment Plan)
0
0
0
0
0
0
0
0
0
0
0
0
4. Candidate recognizes a variety of classroom management techniques.
(Classroom Observation Form)
5. Candidate uses knowledge of effective verbal, nonverbal, and media
communication techniques.
(Teacher Work Sample: Media Enhanced Lesson Plan Presentation)
6. Candidate reflects on personal professional practice.
(Portfolio: Reflection Documents)
Version 1
10/19/04
Weber State University
Jerry and Vickie Moyes College of Education
Department of Teacher Education
LEVEL 2SECONDARY CRITICAL PERFORMANCE INDICATORS
Student ID
Bubble box
Semester: Fall Spring
0
0
Year
2004 2005 2006
0
0
0
Directions for raters: Fill in only one oval for each criterion. M= Met, D = Developing, N = Not Met
Critical Performance Indicators
M
1. Candidate demonstrates competence in content knowledge in major/minor
areas of study for 6-12 grade students, with preparation of a Teacher Work Sample
used in a field experience classroom.
(Teacher Work Samples, Content Unit Instruction)
D
N
0
0
0
0
0
0
3. Candidate demonstrates competence in using both informal and formal
assessment strategies to inform instruction and promote student learning.
(Teacher Work Samples, Content Unit Instruction)
0
0
0
4. Candidate demonstrates the ability to use a variety of sources of feedback to
reflect on individual performance and that of their students in grades 6-12.
(Teacher Work Samples, journals, video clips, lesson plans with written critiques)
0
0
0
5. Candidate continues portfolio system that provides evidence of knowledge, skills,
and dispositions with addition of artifacts required in level 2.
(Hardcopy portfolio)
0
0
0
2. Candidate uses a variety of differentiated instructional strategies to integrate
and apply knowledge of students’ diverse needs and culture as they integrate core
curriculum and content area standards. Candidate demonstrates the ability to
cultivate a positive learning environment for all students.
(Teacher Work Samples, Content Unit Instruction)
Version 1
10/19/04
Weber State University
Jerry and Vickie Moyes College of Education
Department of Teacher Education
Teacher Education Secondary Education Professional Core Critical Performance Indicators
Each of the program levels have defined critical performances based upon INTASC Standards
that candidates should meet upon completion of the level. These indicators look at candidates’
knowledge, skills, and dispositions in the level as a whole. While the artifacts used for identifying
student performance come from individual requirements for level course work, they do not replace
grades in the level courses. At the end of each semester, the faculty for each professional core level
meets together to discuss individual candidate’s dispositions and critical performances. This meeting is
also combined with exit interviews where candidates share their INTASC portfolios and reflect and
evaluation their performance during the level. The performances for the candidates at the clinical
practice level are evaluated by their university supervisor(s) and collaborating teacher(s).
Teacher Work Samples (TWS)
A process that enables teacher candidates to demonstrate teaching performances directly related
to planning, implementing, assessing student learning, and evaluating teaching and learning for a
standards-based instructional unit. The TWS provides opportunity for candidates to develop, organize,
implement, assess, and reflect upon instruction in their assigned subject and grade level. The focus of
the TWS is on student achievement and competence in knowledge and skills. Therefore, teacher work
samples are teaching exhibits that can provide credible evidence of a candidate’s ability to facilitate
learning of all students. Teacher work samples are one source of performance relative to national and
state teaching standards.
Components of Teacher Work Samples
• Contextual Factors
• Objectives/Learning Outcomes
• Assessment Plan
• Design for Instruction
• Instructional Decision-Making
• Analysis of Student Learning
• Reflection and Self-Evaluation
Content Unit Instruction: Field Experience
The Teacher Work Sample is based on the content unit of instruction during field experience. In
a small group or individually, candidates will design a unit of instruction guided by the state core
curriculum, content knowledge (major/minor), textbooks, and other sources and in cooperation with the
collaborating teacher. The unit of instruction will contain: objectives/outcomes (curriculum alignment),
pre-post testing, a variety of lesson plans with accommodations for diverse students, appropriate
technology usage, and an evaluation of the lessons as to whether the objectives were met by students in
grades 6-12.
Version 1
10/19/04
Weber State University
Jerry and Vickie Moyes College of Education
Department of Teacher Education
Secondary Candidate Critical Performance Indicators
Fall 2004
Level 1,
N = 104
(Data includes all candidates enrolled in level 1)
Met
Developing
Not met
Learning Theory
89
85.6%
5
4.8%
3
2.9%
Instructional Strategies
91
87.5%
11
10.6%
3
2.9%
Assessment
92
88.5%
10
9.6%
3
2.9%
Learning Environment
91
87.5%
2
1.9%
3
2.9%
Communication
98
94.2%
4
3.8%
3
2.9%
Reflective Practitioner
94
90.4%
11
10.6%
3
2.9%
(Data includes all secondary students enrolled in level 2 Secondary)
Level 2, N = 47
Met
Developing
Not met
Content Knowledge
42
91.3%
5
8.7%
0
Instructional Strategies
44
95.7%
3
4.3%
0
Assessment
43
93.5%
4
6.5%
0
Collaboration/Reflection/
Professional Development
43
93.5%
4
6.5%
0
Program Portfolio
43
93.5%
4
6.5%
0
Version 1
10/19/04
0.0%
0.0%
0.0%
0.0%
0.0%
STUDENT TEACHER FINAL ASSESSMENT
Please print the following:
Student Teacher: __________________________________________________________ Date _____-_____-______
Collaborating Teacher: ___________________________________ School __________________ Subject/Grade Level: ____________
This form was completed by: Univ Supervisor ____ Content Supervisor ____ Collaborating Teacher ____ Teacher Candidate _____
When you have completed this form, please mail to: Weber State University, Teacher Education, Coordinator Field Experience/ Clinical
Practice, 1304 University Circle, Ogden, UT 84408-1304.
Directions: Please address the student teacher’s strengths, weaknesses, and their development in each of the following. Circle the
letter which best represents your judgment concerning the student teacher.
RATING SCALE:
M
D
N
=
=
=
Standard Met
Developing Standard
Standard Not Met
Standard #1:
Knowledge of subject matter
(evidence of satisfactory performance)
(evidence of progress toward satisfactory performance)
(evidence fails to show adequate performance)
The student teacher:
M D N
Creates meaningful learning experiences
M D N
Demonstrates a solid grasp of the subject matter
M D N
Has enthusiasm for the content taught
M D N
Helps the students see the connections between classroom knowledge and everyday life
Comments:
Standard #2
Knowledge of human development and learning
The student teacher:
M D N
Understands how children learn and develop
M D N
Considers the developmental needs of all learners when designing instruction
Comments:
Standard # 3
Adapting instruction for individual needs
The student teacher:
M D N
M D N
M D N
Comments:
Appreciates and values student diversity
Creates instructional opportunities that are adapted to diverse learners
Makes appropriate provisions for individual students who have particular learning differences
Standards #4
Multiple instructional strategies
The student teacher:
M D N
Uses various instructional strategies (i.e. cooperative learning, questioning) to promote active
learning, critical thinking, problem solving and inquiry
M D N
Understand and uses a wide variety of materials
M D N
Understands and uses various technologies
Comments:
Standard #5
Classroom motivation and management skills
The student teacher:
M D N
Creates a positive learning environment
M D N
Organizes, allocates, and manages the resources of time, space, activities, and attention to
provide productive learning
M D N
Analyzes the classroom environment and makes decisions and adjustments to enhance social
relationships, student motivation, and productive work
M D N
Anticipates problem behavior and effectively employs a variety of management strategies
Comments:
Standard #6
Communication skills
The student teacher:
M D N
Uses effective verbal and non-verbal communication
M D N
Is a thoughtful and responsive listener
M D N
Communicates expectations and assignments clearly
Section II Assessment 4
Page 1 of 5
white-TEd; canary-US/CT; pink-ST
M D N
M D N
Comments:
Communicates cultural sensitivity
Commands respect within the classroom
Standard #7
Instructional planning skills
The student teacher:
M D N
Makes appropriate short and long range plans
M D N
Plans instruction based upon knowledge of subject matter, students, the community,
and curriculum goals
M D N
Plans substantive, detailed daily lesson plans and teacher work samples
M D N
Carefully aligns instruction with objectives
Comments:
Standard #8
Assessment of student learning
The student teacher:
M D N
Accurately determines whether desired learning outcomes have been attained
M D N
Clearly communicates assessment results to students
M D N
Frequently monitors and adjusts instruction in response to learners
M D N
Uses a variety of assessments
Comments:
Standard #9
Professional commitment and responsibility
The student teacher:
M D N
Uses feedback from multiple sources (i.e. self, students, peers, cooperating teacher, supervisors)
to refine practice
M D N
Seeks out opportunities for professional growth
M D N
Is professional in appearance, behavior, and commitment to ethical practice
M D N
Reflects on practice and makes thoughtful changes
Comments:
Standard #10
Partnerships
The student teacher:
M D N
Communicates with and seeks to involve parents and caregivers in the educational process
M D N
Uses community resources as appropriate in the educational process
M D N
Strives to develop collaborative teaching relationships
Comments:
Summary Narrative
In narrative form (preferably word processed) please describe in detail this student teacher. Include the teacher’s strengths, weaknesses,
and address the candidate’s teaching dispositions.
____________________________________________
______________________________________
Signature of observer
Signature of student teacher
DIRECTIONS FOR COMPLETION OF ASSESSMENT & EVALUATION FORMS
The following directions and guidelines are to be used in the completion of the individual forms in documenting
the progress (assessment and evaluation) of the student teacher by various individuals.
The rating scale used is as follows:
RATING SCALE:
M
= Standard Met
(evidence of satisfactory performance)
D
= Developing Standard
(evidence of progress toward satisfactory performance)
N
= Standard Not met
(evidence fails to show adequate performance)
N/O = Not Observed
(observer did not witness the performance required)
(used only on the observation form; not on the mid-term assessment form or final evaluation
form)
The assessment and evaluation forms contain some language that may need definition.
Diversity - is more than skin color, includes age variations, ethnic differences.
Lesson Plans - lesson plans are plans developed by the student and/or collaborating teacher from which the
student teaches and the observer and/or evaluator follows the student through the teaching process for
that session.
Section II Assessment 4
Page 2 of 5
white-TEd; canary-US/CT; pink-ST
N/O - not observed means that on this day, at this time, during this observation, this item was not observed
and/or was not able to be documented as (M) meeting a standard, or (N) not meeting a standard, or (D)
developing the standard.
Technology - includes overhead projector, chalkboard, maps, power point presentations, CD disks, DVD disks,
VHS tapes, etc.
TWS - teacher work sample - a specific unit plan composed of 7 components designed by the student teacher
per the TWS model as required by the University, in conjunction with the collaborating teacher, in
which the student teaches from for at least a fifteen (15) day period. Elementary student teachers are to
complete one TWS for the clinical practice assignment. Secondary student teachers are to complete one
TWS for the major and one for the minor in the clinical practice assignment.
04 - ST Final Term Evaluation [3 page scantron]
a. The final term evaluation form is to be completed by all individuals: the University Supervisor, the
Collaborating Teacher, and the Secondary Arts-Sci Supervisor
b. The original scantron copy of the final term evaluation is to be mailed, along with the disposition
assessment, within five (5) days of completion to the Office of the Coordinator of Field
Experience/Clinical Practice at Weber State University.
c. This form is designed to be read in a scantron scoring machine to collate the data.
d. The form is not to be stapled.
e. The form can only be folded in half and placed in the large mailing envelope.
f.
This envelope will contain the final term evaluation and the disposition form as completed.
g. The final term evaluation and the disposition assessment are to be completed during the final week of
the student teaching assignment and reflect the entire assignment.
h. If the assignment is Early Childhood, Early Childhood Dual elementary, Elementary Dual Early
Childhood, it will be in two parts and each part is to have a final-term evaluation completed by the
Collaborating Teacher for the assignment completed.
i.
The University Supervisor will complete one final term evaluation based upon the entire assignment of
both parts.
j.
The rating scale options do not include N/O on this form. The observer is to record that if a standard
was not observed, then the standard was not met at this time.
k. The final term evaluation has some space between standards for additional comments if needed,
however, the majority of comments should occur in the "Summary Comments" on the last page.
l.
It would be very helpful if this page was word processed or typed, as opposed to handwritten.
m. The bottom of the last page is a place for the evaluator to mark the final recommendation for the
student teacher.
n. A "credit" recommendation is to be based on the overall performance of the student teacher. In your
best judgment, a credit indicates this student has met some of the standards, or, the standards are being
developed, and progress is evident toward the development, and the student disposition assessment
form indicates many of the dispositions are "usually" checked, and the student is ready to be licensed.
o. A "no credit" recommendation is to be based on the overall performance of the student teacher. In
your best judgment, a no credit indicates the student has not met several standards, and/or the
evaluator does not see any progress and there is no evidence of progress in developing the standards,
and/or the evaluation reflects many standards not met.
p. A "retrain" recommendation is to be based on the overall performance of the student teacher. In
your best judgment, a retrain indicates that the student may have met several standards, and/or
developing many standards, but may be lacking in some of the dispositions and critical standards
whereby additional time student teaching will provide the evidence that the student teacher will be a
successful teacher.
Section II Assessment 4
Page 3 of 5
white-TEd; canary-US/CT; pink-ST
Clinical Practice Final Assessment
Social Science Fall 2003
NOTE: Total Student Teachers:11. Total University Supervisors (US): 11. Total Collaborating
Teachers (CT): 12
Standard Met
Standard
1
1
2
3
4
2
1
2
3
1
2
3
4
1
2
3
5
1
2
3
4
6
1
2
3
4
5
7
1
2
3
4
8
1
2
3
4
9
1
2
3
4
10
1
2
3
Developing Standard
US
10
10
9
9
11
10
10
10
8
9
11
10
10
9
8
7
10
10
11
11
9
10
10
10
11
10
11
8
10
10
10
10
11
10
7
CT
11
10
11
11
10
11
10
10
9
11
11
12
9
9
10
7
10
10
9
9
8
10
10
10
10
10
9
9
10
9
9
11
10
9
9
US
1
1
1
2
1
3
2
2
1
4
2
2
3
1
2
2
2
2
2
2
3
1
1
1
2
1
1
1
2
9
10
2
2
Standard Met
1
1
1
3
2
1
1
2
3
4
1
1
2
1
1
1
1
3
1
1
1
1
CT
1
2
Standard Not Met
US
1
2
1
2
2
1
1
1
Developing Standard
Not Marked
CT
US
1
1
1
CT
1
1
1
1
1
2
2
1
1
1
1
1
1
1
1
1
1
1
Standard Not Met
Not Marked
US
CT
US
CT
US
CT
US
CT
88.1%
81.7%
11.4%
13.4%
0.3%
3.5%
0.3%
1.4%
Section II Assessment 4
Page 4 of 5
white-TEd; canary-US/CT; pink-ST
Clinical Practice Final Assessment
Social Science Spring 2004
NOTE: Total Student Teachers: 14. Total University Supervisors (US): 14. Total Collaborating
Teachers (CT): 13
Standard Met
Developing Standard
Standard
1 1
2
3
4
2 1
2
3 1
2
3
4 1
2
3
5 1
2
3
4
6 1
2
3
4
5
7 1
2
3
4
8 1
2
3
4
9 1
2
3
4
10 1
2
US
14
14
14
13
13
11
14
14
12
13
13
13
14
14
13
14
14
14
13
13
14
14
14
14
14
14
12
12
13
14
13
13
14
12
12
CT
9
10
10
10
10
8
11
6
8
11
9
11
12
9
9
9
12
12
8
12
9
7
8
7
9
8
10
7
9
10
11
12
10
7
10
US
3
14
9
3
Standard Met
Developing Standard
1
1
3
1
1
1
1
1
1
1
1
2
1
1
1
CT
4
3
3
3
3
5
2
7
5
2
4
2
1
4
4
4
1
1
5
1
4
5
5
4
4
5
3
6
4
2
2
1
3
4
1
Standard Not Met
US
CT
Not Marked
US
CT
1
1
2
1
1
1
1
1
1
1
1
1
1
1
Standard Not Met
Not Marked
US
CT
US
CT
US
CT
US
CT
95.2%
67.3%
3.6%
23.8%
0.0%
1.2%
1.2%
0.6%
Section II Assessment 4
Page 5 of 5
white-TEd; canary-US/CT; pink-ST
Teacher Work Sample Model
(This is a template for a two-three week standards-based unit the candidate both plans and teaches.)
TEACHING PROCESSES, TWS STANDARDS, AND INDICATORS
Contextual Factors
The teacher uses information about the learning-teaching context and student individual differences to set learning
objectives and plan instruction and assessment.
• Knowledge of community, school, and classroom factors
• Knowledge of characteristics of students
• Knowledge of students’ varied approaches to learning
• Knowledge of students’ skills and prior knowledge
• Implications for instructional planning and assessment
Objectives/Intended Learning Outcomes
The teacher sets significant, challenging, varied and appropriate objectives.
• Alignment with national or state standards
• Significant, challenging, and variety
• Clarity
• Appropriateness for students
Assessment Plan
The teacher uses multiple assessment modes and approaches aligned with objectives to assess student learning
before, during and after instruction.
• Alignment with objectives and instruction
• Clarity of criteria for performance
• Multiple modes and approaches
• Technical soundness
• Adaptations based on the individual needs of students
Design for Instruction
The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning
contexts.
• Alignment with objectives
• Accurate representation of content
• Sound lesson structure (Hunter, 4MAT, Inquiry, Multiple Intelligence, etc.)
• Use of a variety of strategies, activities, assignments and resources
• Use of contextual information and data to select appropriate and relevant activities, assignments and
resources.
• Integration of appropriate technology
Instructional Decision-Making
The teacher uses ongoing analysis of student learning to make instructional decisions.
• Utilizes sound professional practice
• Adjustments based on analysis of student learning and incorporation of correctives and extensions
• Congruence between modifications and objectives
Analysis of Student Learning
The teacher uses assessment data to profile student learning and communicate information about student progress
and achievement.
• Clarity and accuracy of presentation
• Alignment with learning goals
• Interpretation of data
• Evidence of impact on student learning
Reflection and Self-Evaluation
The teacher reflects on his or her instruction and student learning in order to improve teaching practice.
• Interpretation of student learning
• Analysis of student motivation
• Insights on effective instruction and assessment
• Alignment among objectives, instruction and assessment
• Implications for future teaching
• Implications for professional development
Adapted from and reproduced with permission from Renaissance Partnership for Improving Teacher Quality
(http://fp.uni.edu/itq) Director: Dr. Roger Pankratz.
Weber State University
Teacher Work Sample Scoring Rubric
Student ID box
Semester
Year
Evaluator _____________________________________
Directions:
Using the scale below, please circle the appropriate indicator to represent the candidate’s level of
performance on each component of the Teacher Work Sample.
M=
Standard Met (M): Performance provides evidence of meeting the standards for the
component of Teacher Work Sample. Performance addresses all of the indicators of the standard.
D=
Standard Developing (D): Performance provides evidence of developing the standard
for the component of the Teacher Work Sample. Performance addresses some of the indicators of
the standard.
N=
Standard Not Met (N): Performance fails to provide evidence of meeting the standard for the
component of the Teacher Work Sample. Performance does not address the indicators of the
standard.
Contextual Factors
M
D
N
The teacher uses information about the learning-teaching context and student
individual differences to plan instruction and assessment.
•Identifies and describes characteristics of the school, classroom, and students
•Relates characteristics of the school, classroom, and the students to
instruction; thus, makes implications of learning-teaching context for
instruction and assessment
Objectives/Intended Learning Outcomes
M
D
N
M
D
N
M
D
N
The teacher sets significant, challenging, varied and appropriate objectives.
•Provides achievement objectives that clearly define what students should
know and be able to do
•Links achievement objectives to national and state standards
•Identifies varied and challenging learning objectives that are
developmentally appropriate
Assessment Plan
The teacher uses multiple assessment modes and approaches aligned with
objectives to assess student learning before, during and after instruction.
•Includes an assessment plan comprised of multiple assessment approaches
and modes, including pre-assessments, formative assessments, and postassessments, that align with achievement objectives, and are developmentally
appropriate
•Adapts assessments to accommodate students’ diverse needs
Design for Instruction
The teacher designs instruction for specific learning objectives, student
characteristics and needs, and learning contexts.
•Includes learning activities that are aligned with achievement objectives,
assessments, and student characteristics and needs
•Demonstrates in-depth knowledge of content presented in a coherent
sequence
•Adapts instruction to accommodate student needs and individual differences
•Integrates appropriate instructional strategies including technology
Instructional Decision-Making
M
D
N
The teacher uses on-going analysis of student learning to make instructional
decisions.
•Demonstrates evidence of monitoring and adjusting instruction in response
to learner feedback and needs
•Includes adaptations and accommodations for diverse and exceptional
student needs
•Makes necessary adjustments to instruction to enhance achievement for all
learners
Analysis of Student Learning
M
D
N
The teacher uses assessment data to profile student learning and
communicate information about student progress and achievement.
•Provides an accurate and clear summary of student performance (individual
students) on pre- and post-assessments (could chart or graph student
achievement with respect to learning objectives)
•Uses assessment data to draw conclusions about the learning of AL students
to evaluate student performance on the achievement objectives
•Interprets results of quantitative and qualitative analysis to assess impact of
instruction on student learning
•Disaggregates (separates into component parts) data as needed to make
informed conclusions about student learning (e.g. may make comparisons
with gender, exceptional student populations, diverse groups)
•Selects one or two students to make specific assessment and analysis and
share examples of assessment data
Reflection and Self-Evaluation
M
D
N
•The teacher reflects on his or her instruction and student learning in order
to improve teaching practice.
•Reflects on personal growth and learning during this instructional study
•Reflects on aspects of the instructional sequence that were especially
successful or effective and WHY they were
•Reflects on how the instructional sequence might be taught differently or
more effectively
•Draws conclusions about the extent to which the achievement objectives
were met and cites evidence to support those conclusions
Comments:
PSYCHOLOGY 4000 Advanced General Psychology
UNIT TEST 6
Matching 503
Page 1
Multiple Choice: One best answer. Do not write on this test.
Independent Study
Dr. Wayne Owen
1.
At some point during their lifetime, approximately _______ of all Americans will experience a
psychological problem severe enough to be classified as a mental disorder.
a. 17 percent
b. 25 percent
c. 50 percent
d. 41 percent
2.
Diagnostic labels may be especially useful if they
a. explain what keeps the abnormal behavior going.
b. identify abnormal individuals with greater precision.
c. explain where the abnormal behavior comes from.
d. communicate facts about the abnormal behavior to the professionals.
3.
Mental disorders of childhood and adolescence
a. are not classified within the DSM-IV system.
b. include mental retardation, hyperactivity, and speech disorders.
c. are included in Axis I.
d. Both c and d are true.
4.
The DSM-IV groups mental disorders according to their
a. causes.
b. developmental course.
c. behavioral symptoms.
d. prognosis.
5.
A false belief maintained despite contradictory evidence or experience is a(n)
a. compulsion.
b. delusion.
c. hallucination.
d. obsession.
6.
Hallucinations are
a. false beliefs.
b. false sensory experiences.
c. sensory experiences that you interpret differently than those around you.
d. beliefs not shared by those around you.
7.
A theorist holding the ______________ perspective would suggest that abnormal behaviors are
learned by way of the same processes as normal behaviors.
a. cognitive
b. psychoanalytic
c. behavioral
d. All of these perspectives would agree on this point.
8.
Bill feels uncomfortable and on edge most of the time; he tends to snap at people, is unable to relax,
and has difficulty sleeping. Bill is most likely suffering from
a. agoraphobia.
b. a generalized anxiety disorder.
c. manic-depression.
d. a panic disorder.
9.
People who react to specific objects in the environment with a fear out of all proportion to any real
danger are showing a(n)
a. personality disorder.
b. obsessive-compulsive disorder.
c. phobia.
d. generalized anxiety disorder.
10.
The disorder that involves recurring unwanted thoughts, urges, and actions is known as
a. a phobia.
b. obsessive-compulsive disorder.
c. generalized anxiety disorder.
d. mania.
11.
Obsessions are ____________; compulsions are ____________.
a. normal; abnormal
b. abnormal; normal
c. thoughts; behaviors
d. behaviors; thoughts
12.
Mood disorders can divided into ___________ disorders and ___________ disorders.
a. anxiety; affective
b. bipolar; manic-depressive
c. bipolar; depressive
d. depressive; anxiety
13.
Bipolar disorders occur
a. less frequently than depression.
c. more frequently than depression.
b. as frequently as depression.
d. only once in the life cycle.
14.
The two neurotransmitters that are most likely involved in mood disorders are
a. dopamine and norepinephrine.
b. GABA and serotonin.
c. norepinephrine and serotonin.
d. dopamine and GABA.
15.
The _______ perspective would interpret depression as a reaction to loss and an internalization of
anger.
a. behavioral
b. cognitive
c. psychoanalytic
d. biological
16.
Distortion of reality and disorganization of thought, perception, and emotion are characteristic of
a. mania.
b. schizophrenia.
c. personality disorders.
d. All of the above are true.
17.
The thought disorder in schizophrenia appears to reflect a(n)
a. general difficulty in filtering out irrelevant stimuli.
b. inability to attend to more than one stimulus at a time.
c. inability to remember the right word at the right time.
d. unwillingness to communicate for fear of being misunderstood.
18.
Which type of hallucination is most common in schizophrenia?
a. tactile (touch)
b. olfactory (smell)
c. auditory
d. visual
19.
Which of the following statements regarding research on the genetic transmission of schizophrenia
is (are) true?
a. A defective gene, or cluster of genes, on chromosome 5 have been consistently linked to the
appearance of schizophrenia.
b. Schizophrenia can be traced to the activity or presence of either a single dominant gene or two,
recessive genes.
c. The results of twin, adoption and family studies strongly suggest an hereditary component to the
development of schizophrenia.
d. All of the above are true.
20.
An unusually small prefrontal cortex and enlarged ventricles are seen in what disorder?
a. obsessive-compulsive disorder
b. depression
c. bipolar disorder
d. schizophrenia
21.
Current biochemical research on schizophrenia focuses on
a. brain lesions.
b. tranquilizers.
c. neurotransmitters.
d. dietary factors.
22.
Hallucinations, delusions, and disordered thought associated with _____ may be due to excess
_____ in specific areas of the brain.
a. schizophrenia; dopamine
b. schizophrenia; serotonin
c. depression; norepinephrine
d. depression; dopamine
23.
A drug that selectively increased dopamine in the prefrontal area and decreased dopamine in the
mesolimbic system might be an effective treatment for
a. obsessive-compulsive disorder.
b. depression.
c. bipolar disorder.
d. schizophrenia.
24.
Terry is 20 years old, runs with a gang, lies continually, and has difficulty controlling his impulses.
This pattern illustrates a(n) ______ disorder.
a. schizophrenic
b. narcissistic personality
c. dependent personality
d. antisocial personality
25.
Recent research suggests that antisocial personalities may be undeterred by the possibility of
punishment because they
a. have a lower than normal level of arousal.
b. enjoy the thought of impending pain.
c. have lower IQs.
d. All of the above are true.
26.
A person whose mood, self-concept, and interpersonal relationships are all very unstable might be
characterized as having
a. schizophrenia.
b. narcissistic personality.
c. borderline personality.
d. antisocial personality.
27.
In 1792, the French physician, _____________, released inmates in a mental institution from their
chains, placed them in clean, sunny rooms, and treated them kindly. Many patients improved
enough to leave the institution.
a. Freud
b. Beers
c. Galen
d. Pinel
28.
Common results of "deinstitutionalization" of mental patients include
a. readmittance of many patients to a mental hospital.
b. inability to function effectively outside the institution.
c. inadequate follow-up care of released patients.
d. All of the above are true.
29.
Psychiatrist is to ____________ as psychologist is to ____________.
a. M.D. and prescriptions; Ph.D. and psychotherapy
b. Ph.D. and prescriptions; M.D. and psychotherapy
c. M.D. and psychotherapy; Ph.D. and prescriptions
d. Ph.D. and psychotherapy; M.D. and prescriptions
30.
Bonnie feels as though she has always been misunderstood by everyone, especially her mother,
whom she desperately wants to love her. Lately she has been angry with her female therapist for
misunderstanding her "just like all the others." Bonnie's behavior illustrates
a. resistance.
b. interpretation.
c. working through.
d. transference.
31.
According to behavior therapists, maladaptive behaviors are
a. the result of faulty cognitions.
b. responses to internal conflicts.
c. learned ways of coping with stress.
d. the result of behaviors modeled by parents.
32.
Psychodynamic therapy tries to change certain aspects of the _______ while behavioral therapies
attempt to change _______.
a. lifestyle; life decisions
b. personality; behaviors
c. dream state; waking state
d. behavioral potential; behavioral expression
33.
The basic processes involved in systematic desensitization are
a. insight and self-knowledge.
b. punishment and anxiety.
c. communication, understanding and empathy.
d. counterconditioning and extinction.
34.
Which of the following therapies is best suited for the treatment of specific phobias?
a. systematic desensitization
b. token economics
c. systematic reinforcement
d. free association
35.
When a "token economy" is instituted
a. rewards are tokens to be exchanged for food or desired privileges.
b. patients set specific goals and measure their own progress.
c. the patients' superficial or "token" responses are punished.
d. the mental energy of the libido is consciously redirected.
36.
Role-playing, modeling, and selective reinforcement are methods of ____________ therapy.
a. psychoanalytic
b. behavior
c. cognitive
d. client-centered
37.
A patient who achieves a sense of self-efficacy has
a. learned to imagine success in interpersonal relationships.
b. effectively employed techniques of self-reward.
c. gained insight into the deep-rooted causes of his behavior.
d. performed behaviors that used to be difficult or impossible.
38.
According to the humanistic perspective, emotional disorders develop because individuals
a. carry unresolved internal childhood conflicts into adulthood.
b. encounter barriers in their emotional growth.
c. attribute their failures to their own shortcomings.
d. learn maladaptive patterns of responding to environmental stimuli.
39.
Carl Rogers developed client-centered therapy with the assumption that people
a. are members of larger contextual unit, the family, that operates as a system.
b. are controlled by the reinforcements in the environment.
c. are capable of working out their own problems.
d. need professional guidance in the interpretation of their emotional problems.
40.
The therapist's ability to accurately reflect a client's experiences and feelings is known as
a. transference.
b. interpretation.
c. empathy.
d. genuineness.
41.
The eclectic approach is practiced by therapists who
a. will only consider explanations and techniques from a single school of thought.
b. select from different techniques the ones most appropriate for a particular client.
c. begin each therapeutic relationship with an extensive battery of psychological tests.
d. favor the use of electroconvulsive shock.
42.
The development of therapeutic specializations for different disorders, as opposed to specializations
in schools of therapeutic thought, has resulted from the
a. rejection by current therapy training programs of any of well-established schools of therapy.
b. recognition that no one therapeutic technique is suitable for treating all aspects of a problem.
c. increased number of possible disorders from which individuals may suffer.
d. increased appearance of support groups for the disorders from which individuals may suffer.
43.
Group therapy has the greatest potential value for a person
a. who maintains a rigid defense against expressing hostile emotions.
b. diagnosed as schizophrenic.
c. whose problems arose from traumatic events in early childhood.
d. whose problems center around emotional relationships with others.
44.
The basic premise of family therapy is that
a. the person in trouble may be an innocent victim of the actions of some other family member.
b. there is not something wrong with one member alone but with the entire family.
c. children's problems almost always stem from parental failings.
d. genetic deficiencies are especially troublesome, but can be transcended with enough family
support.
45.
The fact that, in some illnesses, individuals show improvement without specific treatment is called
a. extinction.
b. the "hello-goodbye" effect.
c. spontaneous remission.
d. paradoxical recovery.
46.
The best way of assessing whether or not a patient has improved after psychotherapy is to ask
a. the therapist to evaluate the patient's progress.
b. family members or friends to evaluate the patient's progress.
c. the patient to evaluate his/her own progress.
d. All of the above are true.
47.
Which one of the following statements accurately reflects current research findings on the
effectiveness of various types of psychotherapy?
a. Only behavior therapy is consistently effective.
b. Most types are no more effective than a placebo.
c. Psychoanalysis is the most effective form of therapy.
d. Different approaches do not differ greatly in effectiveness.
48.
Xanax, Valium, and Librium are all examples of popular
a. antidepressants.
b. antipsychotic medications.
c. antianxiety medications.
d. second generation antidepressants.
49.
The antipsychotic medications appear to reduce the symptoms of schizophrenia by blocking the
action of the neurotransmitter, dopamine. Some researchers have theorized that schizophrenia may
be caused by
a. insufficient receptor gates for dopamine on the post-synaptic membrane.
b. too little dopamine released into the synaptic gap.
c. the reuptake of too much dopamine from the synaptic gap.
d. too much dopamine in the synaptic gap.
50.
The serotonin reuptake inhibitors are used to treat
a. depression.
b. obsessive-compulsive disorder.
c. panic disorder.
d. all of the above.
51.
Electroconvulsive therapy is generally recognized as effective in
a. temporarily bringing some patients out of severe depressions.
b. curing schizophrenic and manic disorders.
c. eliminating hallucinations and delusions.
d. tranquilizing agitated patients.
52.
Research in social psychology has shown that
a. personality is a more important determinant of social behavior than situational circumstances.
b. how an individual interprets a situation is less important than its objective features.
c. human behavior is a function of both the person and the situation.
d. human behavior is basically a function of the individual's free will.
53.
One difficulty we face when we try to collect data from everyday experience in order to make
social judgments is that we are exposed to a biased sample of information. What is another
difficulty?
a. Our unconscious motives further bias our processing of the information.
b. We tend to remember only the most recent information.
c. Our social contacts attempt to persuade us to ignore the data of personal experience.
d. Our selective recall of the data further biases our social judgments.
54.
General person-schemes are also called
a. temperaments.
c. stereotypes.
b. perceptual sets.
d. person perceptions.
55.
The primacy effect in impression formation occurs when we are most influenced by the _______ a
person.
a. physical attractiveness of
b. dispositional characteristics of
c. first information we receive about
d. last information we receive about
56.
Schemas can be thought of as
a. errors of attribution.
b. the effects of the primacy effect.
c. perceptions.
d. small theories of everyday objects and events.
57.
When our schemata lead us to believe that two things covary, we tend to _______ the correlation
between them.
a. overestimate
b. accurately estimate
c. underestimate
d. ignore
58.
Self-fulfilling prophecies arise because our stereotypes
a. lead us to misperceive the actual characteristics of those we stereotype.
b. affect our own behavior toward those stereotypes.
c. cause those we stereotype to dislike us and, hence, to act negatively toward us.
d. lead us to avoid contact with those we stereotype──thereby preventing us from overcoming our
stereotypes.
59.
The task of attempting to infer the causes of behavior is called
a. attribution.
b. detecting covariation.
c. schematic processing.
d. implication detection.
60.
The fundamental attribution error is our tendency to
a. attribute too much truth to first impressions.
b. underweight internal causes when interpreting the behavior of others.
c. underweight external causes when interpreting the behavior of others.
d. overemphasize personal attractiveness in judging people.
61.
According to self-perception theory, we change our attitudes when they are inconsistent with our
behavior because
a. the inconsistency motivates us to change.
b. we experience cognitive dissonance.
c. we infer our attitudes by observing our behavior.
d. we forget that our initial attitude was contrary to our present one.
62.
Most Western cultures have a(n) _____ orientation while most non-Western cultures have a ______
orientation.
a. interdependent; dependent
b. independent; cultural
c. individualist; collectivist
d. rational; emotional
63.
Social psychologists usually conceive of attitudes as comprising
a. a cognitive component, an affective component, and a behavioral component.
b. a belief, a feeling, and a perception of social support for one's opinion (a "fact," a "feeling," and a
"following").
c. beliefs, stereotypes, and perceptions.
d. dispositional, situational, and evaluative components.
64.
Stereotypes, prejudice, and discriminations correspond to the ___________, _____________, and
the _________ components of a negative attitude, respectively.
a. perceptual, negative, punitive
b. overgeneralized, judgmental, racist (or sexist)
c. cognitive, affective, behavioral
d. feeling, evaluative, action
65.
Theories of cognitive consistency are based on the premise that
a. we strive to be consistent in our beliefs, attitudes, and behavior.
b. inconsistency among beliefs, attitudes, and behaviors is unpleasant.
c. inconsistency motivates us to modify our beliefs or attitudes.
d. all of the above
66.
The psychological concept that people's attitudes have an internal logic is called
a. attitude persistence.
b. thought consistency.
c. conceptual coherence.
d. cognitive consistency.
67.
To change an attitude that serves an instrumental function for a person, one would have to
a. convince him or her that some alternative attitude would bring more personal benefits.
b. change his or her underlying values for self-concept.
c. practically give him or her a personality transplant.
d. alter the norms of his or her social community.
68.
We study attitudes with the expectation that they
a. allow inferences about unconscious processes.
b. reveal important factors of complex personality dynamics.
c. often enable us to predict behavior.
d. provide insight into the social norms of a society.
69.
In general, attitudes tend to predict behavior best when they are
a. based on the person's direct experience.
b. strong and consistent.
c. specifically related to the behavior being predicted.
d. All of the above are true.
70.
Cognitive dissonance is
a. a uneasiness when a person makes a bad impression on an examiner.
b. discomfort from inconsistency between attitudes and behaviors.
c. another name for guilt from performing an act the society considers immoral.
d. the ambivalence experienced when faced with two competing, equally attractive alternatives.
71.
In choosing a dating partner, people tend to
a. say that physical attractiveness is most important to them.
b. act as if physical attractiveness is the most important factor.
c. disregard physical attractiveness.
d. focus on physical attractiveness if they feel unattractive.
72.
If you live in a dormitory where people are assigned to rooms randomly, at the end of the year, you
are most likely to be friends with
a. a person from your dorm who lives on a different floor but shares many of your interests.
b. your roommate.
c. another person who lives on your floor, but not your roommate.
d. a person who lives in another dorm who is from your home town.
73.
Studies of similarity and attraction have shown that the saying "opposites attract"
a. applies primarily to physical attractiveness.
b. is most true when value systems are complementary.
c. is true of couples who have been married less than 5 years.
d. is not well supported by the data.
74.
The emotional state in which tender and sexual feelings, elation and pain, anxiety and relief,
altruism and jealousy coexist in a confusion of feelings is called
a. infatuation.
b. passionate love.
c. romantic love.
d. passion through misattribution.
75.
The success of long-term marriages appears to be based primarily on
a. similarity of physical attractiveness.
b. continuation of passionate love.
c. communication and equality.
d. initial degree of romantic love.
76.
Social norms are
a. implicit rules and expectations that dictate what we ought to think and how we ought to behave.
b. specific standards of behavior overtly taught to children from an early age.
c. equivalent to the "golden rule."
d. statistical descriptions of behavioral characteristics of a particular society.
77.
The observation that organisms work faster when others are present is called
a. social loafing.
b. social facilitation.
c. deindividualization.
d. group polarization.
78.
What kinds of behaviors are impaired rather than facilitated when performed in the presence of
coacters or an audience?
a. simple and highly practiced responses
b. dominant responses
c. complex behaviors or behaviors just being learned
d. behaviors of infrahuman species
79.
Social facilitation effects in humans are due, in part, to
a. the mere presence of others.
b. concern about being evaluated.
c. audience effects.
d. coaction.
80.
Research suggests that ____________ probably contributes to social facilitation effects.
a. mere presence
b. concern over evaluation
c. desire to present a favorable image
d. All of the above are true.
81.
Deindividuation is
a. the feeling that one has lost one's personal identity and merged into the crowd.
b. breakdown of respect for the needs and rights of others.
c. a byproduct of certain types of brain damage involving the frontal lobes.
d. a symptom of mental illness.
82.
Sometimes groups of people engage in destructive behaviors that no single person in the group
would do. This can be explained by the fact that
a. they feel less likely to be caught and punished when acting together.
b. they might be influenced by strong beliefs and a charismatic leader.
c. persons in the crowd have been deindividuated.
d. All of the above are true.
83.
The lack of intervention by bystanders to emergency situations appears to be due to
a. conformity to social norms.
b. diffusion of responsibility and defining the situation as a non-emergency.
c. deindividuation.
d. apathy.
84.
If one person stops to help a victim, other people are ________ likely to also stop and help.
a. much less
b. less
c. equally
d. more
85.
Children who watched a television show depicting a rescue episode
a. were more likely to intervene in a later emergency than those who had not seen the film.
b. were no more likely to intervene in a later emergency than those who had not seen the film.
c. overestimated their own willingness to intervene in an emergency.
d. stated that they were now more willing to intervene, but there is no research to confirm that they
actually would.
86.
Solomon Asch's studies were specifically designed to study the
a. amount of private opinion change that would be produced by group pressure to conform.
b. factors that would cause subjects to rebel against group pressure.
c. differences between conformity to a group and obedience to an authority figure.
d. amount of public conformity that would be produced by pressure to conform.
87.
Studies assessing the influence of minorities on majority opinions showed that
a. minority opinion is rarely utilized.
b. minorities can influence majority opinion, but only if the minority is consistent.
c. minorities can influence majority opinion, but only if the minority is arrogant.
d. minorities are never able to influence the majority.
88.
Minorities can influence the majority toward the minority point of view if they present their
message
a. as though they know they are absolutely right.
b. without being rigid, dogmatic, or arrogant.
c. as though they themselves would be willing to change their position.
d. None of the above; minorities cannot influence majorities.
89.
Which of the following is not a factor that contributes to the high obedience rates in Milgram's
shock studies?
a. social norms concerning implicit contracts to complete a task
b. surveillance by the experimenter
c. the presence of other subjects
d. ideological justification for following orders
90.
The use of computer guided missiles by the military would
a. make violence due to obedience to authority less likely.
b. increase the ideological justification for obedience to authority.
c. remove some of the buffers that affect obedience to authority.
d. make obedience to authority more likely by adding buffers between the person and the act of
violence.
91.
A major lesson of social psychology──dramatically illustrated by our reactions to Milgram's
obedience experiments──is that
a. most of us overestimate the power of situational forces.
b. most of us think of people as being basically good rather than evil.
c. most of us believe that evil deeds must be committed only by evil people.
d. situational forces are more powerful determinants of behavior than our intuitions would lead us
to believe.
92.
Which of the following probably contributes to rebellion against unjust authority?
a. sharing of information
b. social support for dissent
c. seeing role models for disobedience
d. All of the above are true.
93.
Cognitive response theory proposes that persuasion induced by a communication
a. is less effective than emotion-based counter arguments.
b. is most effective when it uses cognitive rather than emotional arguments.
c. is actually self-persuasion.
d. operates through the peripheral route of persuasion.
94.
The technique of "inoculating" people against persuasion consists of
a. providing them with additional arguments that support the beliefs they already hold.
b. warning them in advance that their beliefs are about to be attacked.
c. attacking their current beliefs with easily refuted arguments.
d. having them present their current beliefs to a receptive audience.
95.
If persuasion follows the central route, the individual may respond to the information in the
message itself or
a. preexisting knowledge.
b. the context of the arguments.
c. the credibility of the speaker.
d. all of the above
96.
A person who adopts the position advocated in a persuasive communication because he or she
believes the communicator is an expert on the issue is
a. being persuaded through the "central route."
b. being persuaded through the "peripheral route."
c. behaving contrary to a prediction made by the heuristic theory of persuasion.
d. showing high personal involvement in the issue.
97.
Groups with whom we identify are called our _____________ groups.
a. identification
b. ideal
c. reference
d. normative
98.
Group Polarization refers to the phenomenon in which
a. group discussion leads to less agreement among the group members rather than to greater
consensus.
b. two groups (especially from different races) tend to exaggerate the differences between them.
c. group decisions tend to be more extreme than those that would have been made by the
individuals in the group.
d. Mild disagreements among group members tend to produce increasing antagonism over time.
99.
In group decision making, the desire to achieve consensus and avoid dissent characterizes the
phenomenon known as
a. group polarization.
b. groupthink.
c. conformity.
d. normative influence.
RUBRIC AND DIRECTIONS
Name ______________________________
SSN _______________________________
Time In __________ Time Out __________
PSYCHOLOGY 4000
Advanced General Psychology
Exam #6
Chapters 15, 16, 17 & 18
TO BE USED WITH THE BOOK: Atkinson R.T. et al. (2000)
Hilgard=s Introduction to Psychology 12th or 13th Edition
DR. WAYNE OWEN: INSTRUCTOR
Matching 503
Distance Learning / Independent Study
INSTRUCTIONS FOR THE PROCTOR
1.
2.
3.
HAVE STUDENT FILL OUT THEIR NAME, SS # AND TIME IN AND OUT
AT THE TOP OF THIS SHEET.
HAVE STUDENTS WRITE THEIR ANSWERS ON THE SCANTRON 882-ES
FORM.
WHEN THE TEST IS COMPLETE, MAIL TO THE DISTANCE LEARNING
OFFICE USING THE ENCLOSED ENVELOPE.
SCORE IS BASED ON PERCENTAGE OF QUESTIONS CORRECT.
Advanced General Psychology Data Table
Final Exam Scores: Summer, 2004
Letter Grades
A’s
B’s
C’s
4
5
4
84.99
Mean
Standard Deviation 7.92
Soclgy 3660 Research Methods - Spring 2004
Assessments and Grading Rubric
Students=12
Percentage
of students
Assessment of Student Knowledge
Grading Rubric
Write out your group=s Research Objectives.
What exactly is your group going to study? Why is it worth
studying? Does the proposed study have practical
significance?
A - Well defined and communicated research question with a clear
sociological justification for pursuing the study.
50%
B - Well defined and communicated research question with a weak
sociological justification for pursuing the study.
50%
C - Defined research question communicated satisfactorily but not
clearly justified.
D - Research question needs to be more clearly defined and
communicated and there was no justification for study.
E - Research question and justification for the study are not at all
evident to the reader.
Write your group=s Proposed Research Plan. The following outline
should be used to organize your proposal.
I. Research Objectives
What is your group studying specifically and what is
your research trying to accomplish?
II. Concepts
What concepts are important to this research? How is
your group defining these concepts?
III. Methods
A. Subjects for Study
Who is going to be studied in this research?
How many? How are they being selected?
Etc.
B. Data Collection Methods
Are you interviewing, administering a survey,
using participant observation, using content
analysis or some other method? What are the
particulars of this methodology for this
research? Why is this the most appropriate
method for this research?
A - Clearly demonstrates a working knowledge of each step in the
research process as outlined in the assignment. Clearly articulated.
50%
B- Demonstrates a working knowledge of most steps in the research
process as outlined in the assignment. Clearly articulated.
25%
C - Demonstrates a working knowledge of at least half of the steps in
the research process as outlined in the assignment. Clearly
articulated even if the knowledge is not completely correct.
25%
D - Demonstrates a working knowledge of less than half the steps in
the research process as outlined in the assignment. Written
communication needs some work as well.
E - Neither knowledge of the content nor the communication of if is
evident.
Assessment of Student Knowledge
Grading Rubric
Percentage
of students
C. Measurement
How are you measuring those concepts you
identified above? In other words, what
questions are you asking in the interview, on
the survey, or whatnot to operationalize the
concepts?
IV. Results
What analysis do you plan to use to come up with
some findings from your data collection efforts?
V. Conclusions
What major points will you be able to conclude from
your findings? Go back to your objectives and you
should come full circle here.
VI. Schedule
What is the time-line your group has set for itself to
complete this project?
VII. Assignments
Who in the group is responsible for what part of the
project?
Create all Data Collection Instruments & Consent Forms necessary
for your project.
Any instruments you are using for data collection:
questionnaires, recording or tallying tables for content analysis,
interview questions, types of existing data you will be
analyzing, or description of the experimental setting and
instruments needed to collect data. These are due in their final
form on October 14th. You should be submitting drafts of these
to me prior to the 14th.
A - Clearly written, well formatted, easy to follow, appropriate
measures of concepts, and appropriate concepts measured.
100%
B - Clearly written, appropriate measures of concepts and appropriate
concepts are measured but formatting needs some work.
C - Appropriate concepts are measured but some of the measures of
these concepts need to be more clearly written and the overall
formatting needs some work.
D - Only some of the appropriate concepts are measured and the
instrument is not very clearly written or formatted.
E - The instrument does not measure the appropriate concepts and is
not written nor formatted adequately.
Written Research Report (first draft)
A - Clearly demonstrates a working knowledge of each step in the
50%
Assessment of Student Knowledge
Grading Rubric
This is a first draft of your final written report. The outline of this
report should look like the following:
I. Research Objectives
II. Brief Background on Youth Development Programs and
Concepts
III. Methods
A. Subjects for Study
B. Data Collection Methods
C. Measurement
IV. Results
V. Conclusions
research process as outlined in the assignment. Use of the research
method and terminology is clearly articulated throughout.
B- Demonstrates a working knowledge of each step in the research
process as outlined in the assignment. Use of the research method
and terminology is usually articulated throughout.
C - Demonstrates a working knowledge of most of the steps in the
research process as outlined in the assignment. Use of the research
method and terminology is usually articulated throughout.
Percentage
of students
25%
25%
D - Demonstrates a working knowledge of less than half the steps in
the research process as outlined in the assignment. Use of the
research method and terminology is not articulated very well.
E - Neither knowledge of the research process nor the
communication of if is evident.
Oral Presentations
Your group will present your research findings orally on three
different occasions. On April 22nd, your group will present to
the class (a practice run for the second presentation). On
Friday, April 23rd, your group will present the research findings
at the annual Sociology and Anthropology Research
Conference. And finally, on April 30th, your group will present
to Youth Impact administrators, staff, board members or others
affiliated with the program with an interest in your research
findings.
A - Demonstrated a clear understanding of the research methods and
findings, had excellent organization, clearly articulated, easily
understood, and used very good visual aids with useful content
effectively.
B - Demonstrated a clear understanding of the research methods and
findings, organization, visual aids, and oral communication were
good.
75%
25%
C - Demonstrated an understanding of the research methods and
findings, the organization, visual aids, and oral communication were
all satisfactory.
D - Understanding of the research methods and findings,
organization, visual aids, and oral communication were not
satisfactory.
E - Unacceptable in all areas previously listed.
Final Written Report
This is the Aclean@ version of the first draft of the Written
A - Clearly demonstrates a working knowledge of each step in the
research process as outlined in the assignment. Use of the research
50%
Assessment of Student Knowledge
Grading Rubric
th
Research Report turned in to me on the 27 of April. Your
group needs to submit 2 copies of this report B one for me and
one for Youth Impact.
Final Exam (see below for copy of exam)
method and terminology is clearly articulated throughout. Excellent
organization and written communication.
B- Demonstrates a working knowledge of each step in the research
process as outlined in the assignment. Use of the research method
and terminology is usually articulated throughout. Very good
organization and written communication.
C - Demonstrates a working knowledge of most of the steps in the
research process as outlined in the assignment. Use of the research
method and terminology is usually articulated throughout. Good
organization and written communication.
D - Demonstrates a working knowledge of less than half the steps in
the research process as outlined in the assignment. Use of the
research method and terminology is not articulated very well.
Organization and communication is not satisfactory.
E - Neither knowledge of the research process nor the
communication of if is evident.
A - Answered 90% or more of the questions correctly
B - Answered 80-89% of the questions correctly
C - Answered 70-79% of the questions correctly
D - Answered 60-69% of the questions correctly
E - Answered fewer than 60% of the questions correctly
Percentage
of students
25%
25%
25%
75%
Exam 4 - Research Methods
I. Multiple Choice (worth 30%)
1. In SPSS, we ran frequencies on our variables to see how Youth Impact participants and their parents responded to particular questions. When
doing this, we were conducting a(n) ________________.
a. summary analysis
b. bivariate analysis
c. regression analysis
d. univariate analysis
e. aggregate analysis
ans: d
2. If you were to create a cross tabulation to investigate the relationship between your independent and dependent variables, which way would you
percentage the table?
a. If the independent variable is on the side, I would percentage down with the columns.
b. If the dependent variable is on the side, I would percentage across with the rows.
c. If the independent variable is on the top, I would percentage across with the rows.
d. If the dependent variable is on the top, I would percentage down with the columns.
e. If the independent variable is on the top, I would percentage down with the columns.
ans: e
3. When coding qualitative data, each unit can have more than one code.
a. True
b. False
ans: a
4. Qualitative analysis requires the conversion of social research data into a numerical format.
a. True
b. False
ans: b
5. Which of the following is(are) aimed primarily at explanation?
a. univariate analysis
b. multivariate analysis
c. bivariate analysis
d. all of the above
e. only b and c are correct
ans: e
II. Short Answer Essay (worth 30 )
6. Describe one bivariate analysis you ran in your specific analysis this semester.
ans: essay
7. Referring to your Youth Impact Codebook, type the names of two nominal level variables, five ordinal level variables, and 2 scale or ratio level
variables.
ans: essay
8. What was(were) the independent variable(s) you used in your research this semester?
ans: essay
9. What was(were) the dependent variable(s) you used in your research this semester?
ans: essay
III. Essay (worth 40 )
10. Using the following terminology (conceptualization, choice of research method, operationalization, sampling, data collection, data processing, data
analysis) describe the process of how you conducted your specific Youth Impact research this semester.
ans: essay
SECTION III—STANDARDS ASSESSMENT CHART
NCSS STANDARD
THEMES
1.1 Culture and Cultural Diversity. Candidates in social studies should
possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of culture
and cultural diversity.
1.2 Time, Continuity, and Change. Candidates in social studies should
possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of time,
continuity, and change.
1.3 People, Places, and Environment. Candidates in social studies should
possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of people,
places, and environment.
1.4 Individual Development and Identity. Candidates in social studies
should possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of individual
development and identity.
1.5 Individuals, Groups and Institutions. Candidates in social studies
should possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of
individuals, groups, and institutions.
1.6 Power, Authority, and Governance. Candidates in social studies
should possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of power,
authority and governance.
1.7 Production, Distribution, and Consumption. Candidates in social
studies should possess the knowledge, capabilities, and disposition to
organize and provide instruction at the appropriate school level for the study
of production, distribution, and consumption of goods and services.
Program Report Form—NCSS
Content
Knowledge
Pedagogical/ Effect on
Professional
Student
KSD
Learning
APPLICABLE ASSESSMENTS
FROM SECTION II
◙
◙
◙
#1 , #2
◙
◙
◙
#1
◙
◙
◙
◙
◙
◙
#1, #6
◙
◙
◙
#1, #2, #7
◙
◙
◙
#1
◙
◙
◙
#1
1
#1
#2
#7
R
R
Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444,,, rrreeevvv... 999///111///000444
Content
Knowledge
NCSS STANDARD
1.8 Science, Technology and Society. Candidates in social studies should
possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of science,
technology and society.
1.9 Global Connections. Candidates in social studies should possess the
knowledge, capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of global
connections and interdependence.
1.10 Civic Ideals and Practices. Candidates in social studies should
possess the knowledge, capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study of civic
ideals and practices.
SOCIAL SCIENCE DISCIPLINES
2.1 History. Candidates who are to be licensed to teach history at all
school levels should possess the knowledge, capabilities, and dispositions to
organize and provide instruction at the appropriate school level for the study
of history.
2.2 Geography. Candidates who are to be licensed to teach geography at
all school levels should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school
level for the study of geography.
2.3 Civics and Government. Candidates who are to be licensed to teach
civics and/or government at all school levels should possess the knowledge,
capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of civics and government.
2.4 Economics. Candidates who are to be licensed to teach economics at
all school levels should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school
level for the study of economics.
2.5 Psychology. Candidates who are to be licensed to teach psychology at
all school levels should possess the knowledge, capabilities, and
dispositions to organize and provide instruction at the appropriate school
level for the study of psychology
Pedagogical/ Effect on
Professional
Student
KSD
Learning
◙
◙
◙
#1
◙
◙
◙
#1
◙
◙
◙
#1
◙
◙
◙
#1, #3, #4, #5
◙
◙
◙
#1, #3, #4, #5
◙
◙
◙
#1, #3, #4, #5
◙
◙
◙
#1, #3, #4, #5
◙
◙
◙
#1, #3, #4, #5, #6
3.0 PROGRAMMATIC STANDARDS FOR INITIAL LICENSURE
2
APPLICABLE ASSESSMENTS
FROM SECTION II
Program Report Form-NCSS
R
R
Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444
NCSS STANDARD
3.1 Course or Courses on Teaching Social Studies. Institutions preparing
social studies teachers should provide and require prospective social studies
teachers to complete a course or courses dealing specifically with the nature
of the social studies and with ideas, strategies, and techniques for teaching
social studies at the appropriate licensure level.
3.2 Qualified Social Studies Faculty. Institutions preparing social studies
teachers should provide faculty in the social studies and social studies
education components of the program who are recognized as (a) exemplary
teachers, (b) scholars in the fields of social studies and social studies
education, and (c) informed about middle and secondary school classrooms
and teaching.
Program Report Form—NCSS
Content
Knowledge
Pedagogical/ Effect on
Professional
Student
KSD
Learning
APPLICABLE ASSESSMENTS
FROM SECTION II
◙
◙
□
Information is provided in
Section I, Contextual
Information
◙
◙
□
Information is provided in
Section I, Contextual
Information
3
WSU Social Science
SECTION IV—EVIDENCE FOR MEETING STANDARDS
#1 (Required) CONTENT KNOWLEDGE: History Core Final Exams
All Social Science Composite Teaching Majors with a History emphasis must complete the
following core courses:
HIST SS1010
HIST DV/SS1020
HIST AI2700
HIST AI2710
HIST 4130
HIST 4990
World History to 1500 CE
World History since 1500 CE (instrument attached)
United States History to 1877
United States History since 1877
History of Utah
Senior Seminar
The accompanying assessment instrument is a three-part, 300-question comprehensive
examination typical of a principal assessment instrument in the four lower-division courses. In
HIST 4130, examinations would be principally in the nature of essays, and in HIST 4990, the
principal assessment tool is the Senior Thesis, an article-length, professional-quality paper,
derived principally from primary sources. In the upper-division courses, there would also be
other extensive writing projects, as well as map quizzes, classroom and public presentations, etc.
The accompanying assessment for HIST DV/SS1020 would comprise the essential criterion for
evaluation student success in the course. In addition, however, lower division courses such as
HIST DV/SS1020 also require writing exercises, work in primary source material, map work and
quizzes, to include an emphasis on diversity, comparative studies, and where possible global
themes. With the addition of map work, the accompanying assessment clearly demonstrates that
the course takes Social Science Composite Teaching Majors to content that meets the following
SPA standards: 1.1-3, 1.5-10, 2.1-4, 3.1-2.
During the Fall Semester 2004, the grade distribution for the core courses listed above was as
follows:
Course
1010
1020
2700
2710
4130
4990
A
71
75
1
2
6
8
A-
47
41
7
2
1
2
B+
26
21
9
1
8
6
B
25
19
8
3
3
2
B-
8
13
4
2
2
4
C+
21
24
1
1
1
1
C
11
10
0
1
0
0
Program Report Form—NCSS
1
WSU Social Science
C-
12
11
1
1
2
0
D+
5
8
0
0
0
0
D
12
10
0
0
0
0
D-
4
1
0
0
0
0
E (F)
7
5
0
1
6
0
UW
26
18
5
0
0
6
#2 (Required) CONTENT KNOWLEDGE: Sociology Exams
1. Exams are used as assessment instruments in two of the required courses in the program
(Soclgy 1010 Principles of Sociology and Soclgy 3030 Classical Theory). All teaching
sociology majors/minors are required to take these courses. The exams are either multiple
choice or essay exams in these courses and are used to assess the student’s knowledge of the
content taught in these courses. At least two exams are given in any one course in any given
semester. Up to four exams have been administered over the course of one semester.
2. Exams are used to assess the students’ abilities with regards to the following three themes:
1.1 Culture and Cultural Diversity; 1.3 People, Places, and Environment; and 1.5 Individuals,
Groups, and Institutions. The exams usually involve evaluating the student’s ability to see the
social world from many different perspectives as well as challenge students to grapple with
understanding the most current social issues of the day. In the required sociology courses
students are tested on their knowledge of the experiences of people in diverse subcultures in the
U.S. and the role their environment plays in shaping their life experiences. Sociology is the
study of the relationship between individuals and the social structure that organize them (i.e.
groups and social institutions). The exams assigned in these courses are used to specifically
measure students’ knowledge of content as it relates to these 3 themes.
3. Grade data in the Sociology 1010 course show that on the three main exams in this course, at
least 80% of students scored a C or better on the exams (Exam 1 - 84.9%; Exam 2- 82.1%; Exam
3 - 80.9%). In other words, the vast majority of students answered at least 70% of the questions
correctly. Grade data in the Sociology of 3030 course also show a high degree of performance
from students. On the midterm exam, 89.8% of students scored a C or better and on the final all
students (100%) scored a C or better. This means that by the final exam, all of the students were
demonstrating that their knowledge was mostly accurate and they could satisfactorily synthesize
their ideas about explaining the social world.
4. These data provide evidence that the majority of the students, if not all of them, leave these
courses with at least satisfactory knowledge of cultures and cultural diversity, people, places, and
environmental effects on individuals, and individuals, groups, and social institutions. The main
focus of these courses is on these themes and therefore they are providing students with the
2
Program Report Form-NCSS
R
R
Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444
opportunity to learn this content. These data suggest that the majority of students are indeed
learning the content at a satisfactory level.
#3 (Required) Candidate Ability to Plan Instruction: Teacher Education Level Critical
Performance Indicators
1. Each of the program levels have defined critical performances based upon INTASC Standards
that candidates should meet upon completion of the level. These indicators look at candidates’
knowledge, skills, and dispositions in the level as a whole. While the artifacts used for
identifying student performance come from individual requirements for level course work, they
do not replace grades in the level courses. At the end of each semester, the faculty for each
professional core level meets together to discuss individual candidate’s dispositions and critical
performances. This meeting is also combined with exit interviews where candidates share their
INTASC portfolios and reflect on and evaluate their performance during the level. The
performances for the candidates at the clinical practice level are evaluated by their university
supervisor(s) and collaborating teacher(s).
Teacher Work Samples (TWS)
A process that enables teacher candidates to demonstrate teaching performances directly related
to planning, implementing, assessing student learning, and evaluating teaching and learning for a
standards-based instructional unit. The TWS provides opportunity for candidates to develop,
organize, implement, assess, and reflect upon instruction in their assigned subject and grade
level. The focus of the TWS is on student achievement and competence in knowledge and skills.
Therefore, teacher work samples are teaching exhibits that can provide credible evidence of a
candidate’s ability to facilitate learning of all students. Teacher work samples are one source of
performance relative to national and state teaching standards.
Components of Teacher Work Samples
• Contextual Factors
• Objectives/Learning Outcomes
• Assessment Plan
• Design for Instruction
• Instructional Decision-Making
• Analysis of Student Learning
• Reflection and Self-Evaluation
Content Unit Instruction: Field Experience
The Teacher Work Sample is based on the content unit of instruction during field experience. In
a small group or individually, candidates will design a unit of instruction guided by the state core
curriculum, content knowledge (major/minor), textbooks, and other sources and in cooperation
with the collaborating teacher. The unit of instruction will contain: objectives/outcomes
(curriculum alignment), pre-post testing, a variety of lesson plans with accommodations for
diverse students, appropriate technology usage, and an evaluation of the lessons as to whether the
objectives were met by students in grades 6-12.
2. The critical performance indicators use the candidates’ teacher work samples and their
teaching of those work samples in field experiences to assess if candidate are able to plan
Program Report Form—NCSS
3
WSU Social Science
instruction in the various areas of the social sciences. Between the two levels candidates have
the opportunity to prepare for junior high and high school areas. The Instructional Strategies,
Assessment, and Learning Environment performances are the three that specifically relate to the
students ability to plan and assess instruction. Candidates create Teacher Work Samples (TWS)
which become the basis for meeting these performances. In the professional core the TWS is
created in candidates major and minor. So candidates will prepare and teach (in level 2) lessons
in the social science areas. These assessments align with the NCSS Standards 2.1 -2.5.
3. Due to university data base changes the data were not able to be split out by individual
content areas. However, candidates who did not meet a CPI for level one (3%) were identified to
the content areas by the teacher education faculty. None of the Social Science students were in
this category. Thus, all of the candidates from the Social Sciences either met or were developing
in their ability to plan instruction. When this is compared to the number of students in level two
who are met or developing for the Instructional Strategies indicator, there is an increase from
87.5% to 95.7%. Candidates abilities to appropriately plan, implement, and evaluate assessment
also increases from 88.5% Met to 93.5% Met as indicated by the Assessment indicator.
4. While the data, at this time, can not be broken out into specific content area candidates, it
does show satisfactory improvement between level 1 and level 2. It is expected that at level one,
where social science students are first introduced to lesson planning and pedagogy that there
would be some candidates who were developing in this area. If the data are also compared to the
results of clinical practice and the portfolio reflections on their Teacher Work Samples,
candidates have shown that they can plan and implement instruction and evaluate the learning
and thus meet the NCSS standards.
#4 (Required) Clinical Practice Evaluations: Clinical Practice Final Evaluations
1.
All Social Studies candidates (History, Geography, Political Science, Psychology,
Sociology and Social Science Composite) are evaluated by the College of Education assessment
form by a Content Evaluator from the College of Social and Behavioral Sciences and a
University supervisor from the Department of Education. The student teacher is evaluated after
several visits. A mid-term and final evaluation are completed by the University Supervisor and
the Content Supervisor. On the final assessment the supervisor recommends one of the
following courses of action: credit, no credit, retrain. Mid-term and final assessments are
identical. Candidates are also evaluated at least three times on lesson observations. These forms
are used to assist in the final evaluation.
The categories evaluated include:
Knowledge of Subject Matter
Knowledge of Human Development and Learning
Adapting Instruction for Individual Needs
Multiple Instructional Needs
Classroom Motivation and Management Skills
Communication Skills
Instructional Planning Skills
Assessment of Student Learning
Professional Commitment and Responsibility
4
Program Report Form-NCSS
R
R
Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444
Partnerships
2. In the assessment standard #1Bknowledge of subject matterBall social science student teachers
are evaluated according to the NCSS standards:
I. Culture
II. Time, Continuity, and Change
III. People, Places, and Environments
IV. Individual Development and Identity
V. Individuals, Groups, and Institutions
VI. Power, Authority, and Governance
VII. Production, Distribution, and Consumption
VIII. Science, Technology, and Society
IX. Global Connections
X. Civic Ideals and Practices
Assessment forms from the content evaluator rate the student teacher on each standard
accordingly:
MCstandard met
DCdeveloping standard
NCstandard not met
NOCnot observed
3. Data show the percentage of Standards that were met by the student teachers as rated by the
university supervisor(s) and the collaborating teacher(s). This format was chosen during the
pilot stage while the unit evaluated the new forms and the training raters were given on the new
form and the standards. It is felt that the discrepancy between the M and D percentages between
the university supervisors and the collaborating teachers is due to lack of training for the
collaborating teachers. It was noted in many of their comments that they rated the student
teachers based on their expectations for more experienced teachers, not novices.
4. The data for Social Science Student teachers indicates that the majority, 95%, of the standards
were met by the candidates. All were given a recommendation for receiving credit for their
experience, indicating that they met the standards. The form was revised for Fall 2004 semester.
Many of the redundanct and unobservable indicators were removed and more indicators on
student learning and classroom management were added. These changes were based on feed
back from the questionnaires filled out by faculty and collaborating teachers during Fall 2003
and Spring 2004.
#5 (Required) EFFECTS ON STUDENT LEARNING: Teacher Work Samples
1. The assessment that best measures effect on student learning is the TWS created in the
Professional Core Level 2 field experience and the TWS created during clinical practice. This
information is gathered from the Professional Core Level 2 Critical Performance Indicators and
Standard #8 on the Clinical practice final evaluation. These have already been described above in
assessments 4 and 5. The Department of Teacher Education at Weber State University has
adopted a comprehensive approach to instructional planning that is used in many parts of the
Program Report Form—NCSS
5
WSU Social Science
country. The model is called Teacher Work Sample. Teacher Work Samples (TWS) are exhibits
of teaching performance that provide direct evidence of a candidate’s ability to design and
implement standards-based instruction, assess student learning and reflect on the teaching and
learning process. Also, Teacher Work Samples are teaching exhibits that can provide credible
evidence of a candidate’s ability to facilitate learning of all students. Teacher Work Samples are
one source of evidence along with classroom observations and other measures to assess
performance relative to national and state teaching standards.
A Teacher Work Sample is more comprehensive than past approaches to planning. It
includes more than designing the instruction and contains a thoughtful analysis of contextual
factors including the community, school, and the students. The Teacher Work Sample includes
writing clear objectives, having an assessment plan in place, and designing the instruction using
sound lesson designs. The Pre-service teacher is expected to plan for appropriate adjustments in
and adaptations to the instruction such as correctives (planning ways of reteaching for those who
do not understand the concepts or cannot master the skills easily) and extensions (to challenge
students who need to go beyond the concepts and skills presented) for students who need them.
Following the teaching of the TWS , the pre-service teacher will describe how
adjustments were made in the instruction to respond to the diverse needs of the students in the
classroom (Instructional Decision Making). The pre-service teacher will also describe necessary
adjustments to teaching in relation to the content and purposes of the instruction and needs of
students.
The Teacher Work Sample includes analysis of the student learning; teachers are
accountable for student achievement. The candidate uses assessment data to profile student
learning and communicate information about student achievement. The final piece of the
Teacher Work Sample model is the reflection and self-evaluation that the teacher does as the
instruction is completed and the teacher reflects on personal learning as well as the students’
learning.
Adaptations of Teacher Work Sample model are used in all of the levels in both the
elementary and secondary teacher preparation. In addition, the Teacher Work Sample model is
used during clinical practice. Secondary students during clinical practice will complete one
TWS for the secondary major and one for the secondary minor. Each TWS plan will be for 10 to
15 days of instruction.
2. The TWS is specifically designed to assess a candidates ability to plan, thus it aligns with the
NCSS Standards 2.1 -2.5, as these are the standards that reflect candidates’ abilities to provide
instruction and promote student learning.
3. Since there is no specific data for the TWS at this time, no data table for it is being submitted.
The data from the 2 other assessment (Level 2 CPI’s and Clinical Practice) are attached. The
specific data from these shows that the majority of the social science candidates (97%) can effect
student learning in clinical practice. The actual data on student learning collected by candidates
in the TWS would be a more accurate assessment of this.
6
Program Report Form-NCSS
R
R
Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444
4. The assessment attached is the TWS outline and rubric used in level 2. Until this semester the
TWS was not formally evaluated by any faculty on campus. It had been determined that these
needed to be evaluated, but the communication for developing the rubric and assessment
timeframe was lacking. Currently work is underway by the unit faculty to revise the TWS rubric
and each content area will be looking at the pieces that they wish to modify for their students.
Arts and Science faculty and Teacher Education faculty will meet with the candidates at the end
of senior synthesis this spring semester to review the TWS and apply the general professional
core rubric and the additional content rubric.
#6(Optional) Psychology Content Exam
1. All Teacher Education students are required to take Advanced General Psychology. This
course involves going into greater depth of all of the major areas of psychology such as human
development, abnormal psychology, and physiological psychology.
Students are required to take a final, multiple-choice exam at the end of the semester, and
the following data were taken from a Summer, 2004 Advanced General Psychology Course.
While this course is typically offered at least twice per academic year, only the data for the
Summer, 2004 semester were used because the professor who usually taught the course left the
university.
2. This assessment aligns with NCSS standards 1.4 and 2.5. These are the psychology related
standards.
3. Thirteen students completed the course, and the mean final exam score was 84.99 (SD =
7.92). Four students earned A’s on the exam, five earned B’s, and four earned C’s.
4. Since the class average was in the solid B range, we are satisfied that our students have
adequate mastery of the course content and thus meet these standards.
#7 (Optional) Sociology Research Project
1. Conducting, writing, and orally presenting a research project is a built in assessment in the
Sociology 3030 Research Methods course, which all teaching majors/minors must complete.
This assignment requires students to participate in the research process so that they have
practical knowledge of how to work with data about our social world. They collect data from a
particular population, analyze it, write a research paper, and orally present their research
findings. The Sociology program uses this assignment to assess whether sociology students can
employ the scientific method to gain knowledge about the population of interest.
2. The research project assessment is used to assess the student’s ability to systematically study
theme 1.3 People, Places and Environment as well as theme 1.5 Individuals, Groups, and
Institutions by employing the scientific method. Research topics may vary from semester to
semester but they always address these two themes. Student demonstrate their ability to study
people, groups, institutions, etc. using the scientific method. They also demonstrate the
knowledge they have gained about the population being studied.
3. The grade data suggest that 75% of the students completing this research project assessment
scored at a B or higher on the final project report and the remaining 25% scored a C. In other
words, 75% of the students demonstrated a working knowledge of each step in the research
process (scientific method), accurately articulated and used research method and terminology
Program Report Form—NCSS
7
WSU Social Science
throughout the paper, and demonstrated very good organization and written communication
skills. All of the students performed at a C or higher which means that they are demonstrating a
working knowledge of most of the steps in the research process and most of the terminology and
the paper had at least good organization.
4. These data provide evidence that the all of the students tested by this assessment have the
adequate skill to study people, places, individuals, groups, and institutions systematically using
the scientific method. Three quarters of the students have very good skills to study the social
world and the individuals in it systematically.
8
Program Report Form-NCSS
SECTION V B USE OF ASSESSMENT RESULTS TO IMPROVE
CANDIDATE AND PROGRAM PERFORMANCE
A decade ago, during a self-study for the Northwest Accreditation process, the Department of
History stated its comfortable reliance on eight often vague and rather imprecise methods of
outcomes assessment for its Social Science Composite Teaching Majors:
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
Placement success
Average GPAs of majors
Capstone course
School district feedback
Pre- and post-assessment of content, problem solving skills or performance
Regional/local examinations/competitions
Required senior thesis and public presentation
Specific skills tests
During the ensuing years, the History Department has not added appreciably to that list, with the
exception of a systematic exit interview, but in response to reviewers= suggestions it has worked
assiduously to hone and define all of them, to include putting in place mechanisms to make most
of them more useful and measurable.
A cardinal emphasis has been on developing fully the senior thesis and seminar to become far
more significant in the outcomes assessment process. The chair keeps a library of all theses
around which departmental discussion develops as to strengths and deficiencies in the training of
Social Science teachers those essays have revealed, particularly as the professor directing the
theses discerned them. The Department plans to enhance and institutionalize this process even
further by assigning to each student in the senior seminar a thesis committee that will evaluate
even more closely the aspects of training in the historical method and the comprehension of
content students should have acquired during their previous course work in the department. This
process should illuminate much more clearly the successes and failures of the Department in
preparing Social Science Composite Teaching graduates in the knowledge and skills they should
possess to be successful social studies educators.
IThe Department has identified the following student learning outcomes for Social Science
Composite Teaching Majors with a History Teaching Emphasis:
$
They should master the skill of chronological thinking.
$
They should master the skill of social/historical comprehension.
$
They should master the skills of social/historical analysis and
interpretation.
$
They should demonstrate social studies research capabilities.
$
They should demonstrate the skills of historical-analysis and
decision-making.
$
As a consequence of these skills, they should demonstrate values
associated with social studies.
$
They should demonstrate their abilities to transmit social studies concepts
to their future students.
As the chart below indicates, since 1994 the Department has come to rely heavily on the Senior
Seminar as its principal assessment tool. Capstone papers written in the Seminar undergo intense
scrutiny both collectively and individually. Social Science Composite Teaching Majors also
showcase their social/historical studies and their abilities to transmit knowledge in public forums
similar to recitals. Faculty discuss and analyze weaknesses in the papers and their presentation
and direct efforts to prepare students better in upper-division courses for successful careers as
social studies teachers.
Outcome
How Assessed
When Assessed
Master chronological
thinking
Written assignments and
exams
Upper-level courses, Senior
seminar
Master social/historical
comprehension
Written assignments and
exams
Upper-level courses, Senior
seminar
Master social/historical
analysisand interpretation
Written assignments and
exams
Upper-level courses, Senior
seminar
Demonstrate social studies
research capabilities
Research projects
Upper-level courses, Junior &
Senior seminars
Demonstrate skills in
analyzing historical decision
making
Written assignments and
exams
Upper-level courses, Senior
seminar
Demonstrate values
associated with social studies
Written assignments and
exams, exit interview
Junior & Senior seminars,
exit interview
Demonstrate ability to
transmit concepts
Public presentation of Senior
Thesis
Conclusion of Senior Seminar
At the end of this process, Social Science Composite Teaching students respond to an extensive
exit interview instrument. The Department chair then collects these documents and reads them,
after which they are compiled, analyzed, and numeric data tabulated. These documents, in
combination with oral interviews the chair conducts with students who come in for graduation
clearance, provide a treasure trove of outcomes assessment information. Weak spots in the
curriculum, confusing or ineffective requirements, and more importantly and more commonly
kudos for successful aspects of the students= learning experience come forth abundantly.
Information in individual course evaluations provide similar clues as to outcomes as students
perceive them.
The following are examples of how the results are being used and intend to be implemented to
improve candidate performance as well as program change in the Teacher Education Professional
Core:
Student performanceC
· Developed the TWS model to provide a more comprehensive approach to planning,
teaching, and assessing student achievement.
· Using the TWS model, strengthened candidates= abilities to assess, evaluate, and interpret
student data to determine student achievement
· Provided students with more experiences in understanding and using technology
· Provided students increased opportunities for interactive classroom experiences
· Provided students with training and experience in developing an INTASC or standardsbased portfolio with feedback from faculty each semester
· Provided students with more opportunities to learn about, plan for, and teach in diverse
classrooms
Program performanceC
· Developed assessment measures used in each level, during clinical practice, and for
assessing pre-service teacher dispositions
· Created a one-hour course in technology rather than trying to imbed it in another course
· Modified a course that previously focused on multicultural and bilingual education to give
greater emphasis to responding to the diverse needs of students, families, and
communities.
· Created broader emphasis on interpersonal skills by adding a new department strand to be
emphasized in every class
Curriculum developmentC
· Revised the core curriculum (professional education required courses) to better align with
national standards and student needs
· Identified Critical Performance Indicators (CPI=s) for all levels
· Increased collaboration between and among faculty assigned to the various levels and
across the unit
· Aligned course outcomes and objectives with INTASC standards
· Increased emphasis on interpersonal skills
· Increased emphasis in all courses on candidates= abilities to assess student knowledge,
skills, and dispositions