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2b. Data Collection, Analysis, and Evaluation

2b.1. Describe the processes and timelines that the unit plans to use to collect, compile, aggregate, summarize, and analyze data on candidate performance, unit operations, and program quality.  You may address this prompt in narrative form, or in a table. 

  1. How will the data be collected?
  2. From whom (e.g., applicants, candidates, graduates, faculty) will the data be collected?
  3. How often will the data be summarized and analyzed?
  4. Whose responsibility will it be to summarize and analyze the data? (Dean, assistant dean, data coordinator, etc.)
  5. In what formats will the data be summarized and analyzed?  (reports, tables, charts, graphs, etc.)
  6. What information technologies will be used to maintain the unit’s assessment system?

In general, the assessment system is based on an annual cycle of data collection, analysis, evaluation, and use. For each of the five essential assessment domains (applicant qualifications, candidate proficiencies, competencies of graduates, unit operations, and program quality), the assessment system specifies clearly the data to be collected, the frequency of data collection (timeline), who is responsible for collecting the data, and who is responsible for analyzing and evaluating data and monitoring its use to support candidate learning, and effective program and unit operations and quality.  Table 5. Assessment System: Processes and Timelines describes the timeline and processes for the unit assessment system.

2b.2.  Describe how the unit plans to disaggregate candidate assessment data for candidates on the main campus, at off-campus sites, and in distance learning preparation programs.

 All teacher education programs at Thomas University are located on the main campus. There are no off-campus sites or distance learning programs. The unit has developed and implemented a comprehensive assessment system that is systematic and reflects professional and state standards. Candidate performance data from key assessments at transition points is housed in LiveText. Faculty have constant access to aggregated teacher candidate performance data analyzed through LiveText through each faculty account. The system allows disaggregation by various variables, a critical feature to support ongoing program improvement.

 

2b.3.  Describe how the unit plans to address and resolve formal candidate complaints, and maintain records of their resolutions.

Thomas University is concerned that every student has a positive educational experience. The TU grievance policy, as provided in the university catalog, is followed.  Candidates initially report complaints to their respective advisors.  Following the university policy for grievances, the candidate meets with the course instructor in an attempt to resolve the issue.  The division chair becomes involved if the instructor and candidate cannot satisfactorily resolve the complaint.  If a satisfactory resolution cannot be achieved at the division level, the Dean of Advising reviews the concern.  Records of all complaints and resolutions are confidential and stored in the office of the division chair.

For complaints regarding decisions related to admissions to any teacher education program, continuation in the program, or entry to clinical practice, candidates pursue an appeal through the Division of Education Admissions/Advising Committee.  This committee is composed of the program chair of each division program.  Records of those complaints are maintained in the office of the Coordinator of Field Placement and Assessment and Division Chair.  The Coordinator of Field Placement and Assessment complies these data (complaint and resolution) and the summarized data are imported into the LiveText system.

 

 

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