UNIVERSITY OF ALASKA FAIRBANKS

Student Learning Outcomes Assessment Plan

Child Development and Family Studies B.A.

College or Rural and Community Development

 

Expanded Statement of

Institutional Purpose

Intended Objectives/Outcomes

Assessment Criteria and Procedures

Implementation
(what, when, who)

MISSION STATEMENT:

To provide high quality preparation for early childhood professionals who wish to advance their professional development within the field.

 

GOAL STATEMENT:

To be the most highly recognized Child Development and Family Studies cross-regionally delivered BA program that is valued as a high-quality educational program within the state of Alaska and beyond.

 

 

 

 

 

 

 

 

  1. Communication:

·       1.a. Written: Students should be able to display effective written communication skills for use in the EC environment using standardized formatting of APA.

 

 

 

·       1.b. Oral: Students should be able to share information through oral presentation with supportive visuals; example of supportive visual could be a  Powerpoint.

 

 

Instrument: Writing Assessments

 

Rubric: The writing rubric covers 6 components.

 

Min. Standard: 80% of students to meet or exceed expectations.

 

 

Instrument: Oral Presentations

 

Rubric: The oral rubric covers 5 components.

 

Min. Standard: 80% of students to meet or exceed expectations.

 

Writing Samples are collected from all “W” designated courses within the CDFS BA. These courses are ECE 445W, ECE 304W, ECE 306W and ECE 420W.

 

Samples of completed rubrics used for grading are collected from the “O” designated course within the CDFS BA; ECE 342 O.

Data collected every semester and assessed bi-annually by CDFS Faculty.

 

2.      National Standards

Successful CDFS students will demonstrate the ability to apply knowledge, analyze, synthesize and evaluate in each of the following NAEYC initial licensure standards.

There are six core standards. Each standard describes in a few sentences what well-prepared teachers should know and be able to do. It is important to note, then, that the standard is not just that candidates know something “about” child development and learning – the expectations are more specific and complex than that.

A seventh programmatic standard describes requirements for early childhood field experience and clinical practice.

Standard 1: Promoting child development and learning.

Students are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive and challenging for each child. (NAEYC.2010.p

Standard 2: Building family and community relationships.

Students understand that successful early childhood education depends on partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.

Standard 3: Observing, documenting, and assessing. Students understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.

Standard 4: Using developmentally effective approaches to connect with children and families.

Students understand that teaching and learning with young children is a complex enterprise, and it’s details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know, understand and use a wide array of developmentally appropriate approaches, instructional

Standard 5: Using content knowledge to build meaningful curriculum

Students are prepared to use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students will understand the importance of developmental domains and academic (or content) disciplines in early childhood curricula. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning outcomes for each child.

Standard 6: Becoming a professional

Students identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

Standard 7: Field or Clinical Practice

Field experiences and clinical practice are planned so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood – In at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 – 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs).

 

An assortment of assessments will be used throughout the CDFS course work.

Instrument: Field experiences “lab”

Rubric: Rubrics to match all Field Experiences will be used consistently between all facilitators of field experiences.

Min Standard: will be set at 80% or higher for all individuals meeting standards on these assignments.

 

 

Instrument: Individual class research papers or class projects

Rubric: Rubrics to match all Field Experiences will be used consistently between all facilitators of field experiences.

Min Standard: will be set at 70% or higher for all individuals meeting standards on these assignments.

 

 

Instrument: Student self -reflection;

Rubric: Rubrics to match all course topics for reflection are being developed.

Min Standard: will be set at 70% or higher for all individuals meeting standards on these assignments.

 

Instrument: Quiz results

Rubric: Correct Answers

Min Standard: per question; 80% average of students meet or exceed expectations.

 

Instrument: Individual student portfolios developed from papers, projects, reflections, field experiences and Clinical study work in ECE 480. Standardized template will be used during 2014-15 academic year. 

Rubric: IP of being developed.

Min Standard:

Goal of 80% to meet or exceed expectations, as this will be aligned with the passing assessment of the CDFS BA program.

 

Instrument: Shared observations of students involved in clinical practices 473 developed through onsite video. This tool will be put into use during the fall 2016 and spring 2017 academic semester.

Rubric will be developed and put in use during fall 2016 and spring 2017.

Min Standard

Goal of 80% to meet or exceed expectations, as this will be aligned with the passing capstone clinical practice.

 

 

Samples of all assessments will be collected each fall and spring semester from all delivered courses.

Data will be assessed bi-annually by CDFS Faculty.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Samples of ending program portfolios will be collected and assessed the semester that a student graduates. A committee of 3 people will be developed to assess student portfolios. The committees will be made up of; CDFS program head, 1 faculty person and one additional person chosen by the student.  All people assessing portfolios will use the same rubric, results will be averaged.

 

 

Samples of onsite videos will be collected and assessed each semester by course faculty.  Videos will also be included within the program portfolio. 

 

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