Assessment for Learning Improvement

Karen Ramirez
“We do not learn from experience…we learn from reflecting on experience.”
–John Dewey

Assessment for Program Improvement

The FSEHD uses a continuous quality improvement (CQI) process to ensure candidates are ready to transition through the stages of their program, and that our program completers have the professional knowledge, skills, and dispositions necessary to work in educational settings with students and their families. The FSEHD CQI process guides the work of each department and program and is aligned with the FSEHD mission and learning outcomes. FSEHD programs also receive input from recent completers, alumni, and their school supervisors to identify areas for improvement.

Assessment for Student Growth

FSEHD students are assessed at multiple points and in multiple ways over the course of their program experience, from pre-admission using dispositional assessments through practicum and student teaching using observations. 

The following tables provide an overview of FSEHD’s assessment points and instruments. Each assessment is linked to a description of the assessment and aggregated results of those assessments as available. Individual programs may have additional assessments at the course level to evaluate student proficiency in specific outcomes.

Undergraduate Teacher Preparation Assessment Points

Assessment
(RIDE Standards)
​Program Entry: academic proficiencies Preparing to teach: (RSTI) Student Teaching: (RRL) ​Program Completion Post-Degree
​​SAT/ ACT/ CORE (Praxis I)​ X
​​Credits earned X
​​FSEHD course requirements (3)​ X
​​GPA (1, 3)​ ​X X ​X X
Program specific requirements and curriculum (1) ​X ​​X ​​X
Dispositions​ ​X X X
Community Service (2) ​​X
Field work, diversity (2) ​X  
Practicum (selected RI-ICEE elements) (1)​ ​X
Teacher Candidate Mini Work Sample (TCMWS (1)) (or equivalent) X
Praxis II (1)​ ​X
Student survey of TC effectiveness X ​X
TCWS (1) X
Student teaching (RI-ICEE) (1)​ ​X
TC site Evaluation (2) X
CT Evaluation (2) X​
CS Evaluation (2) X
TC program evaluation at exit (4)​ X
RIDE Educator Effectiveness data (4) ​X
Employer surveys (4) ​X
Alumni surveys (4)​ ​​X
Recommended for licensure         ​​X

X= completed

Graduate Teacher Preparation Assessment Points

Pathway

Entry

Formative

Summative

Post-Graduate Feedback

BA

X

 

 

 

GPA > 3.00

X

 

 

 

Standardized test scores (GRE/MAT)

X

 

 

 

Written communication rubric (professional goals essay)

X

 

 

 

Performance based evaluation

X

 

 

 

Dispositions (self, faculty, and field supervisor)

X

X

X

 

Practicum (including clinical hours consistent with certification requirements)

 

X

 

 

RI-ICEE or program specific supervisor evaluation

 

X

X

 

Mini TCWS or Training Portfolio

 

X

 

 

TCWS or Performance Portfolio project

 

 

X

 

Internship (including clinical hours consistent with certification requirements)

 

 

X

 

Professional Impact Project (or other impact on PK-12 student learning measure)

 

 

X

 

Employer surveys

 

 

 

X

Alumni survey

 

 

 

X

Advancement in the profession

 

 

 

X

X= completed

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Contact Us

Feinstein School of Education and Human Development

The Feinstein School administers and coordinates all professional education programs at Rhode Island College. We offer a range of programs, including early childhood, pre-K-12, counseling, school psychology, youth development and health and wellness.

Amy Topper

Amy Topper

Director of Assessment