Results from Early Childhood Ed. Program Assessment Plan

Carlisle 09S TB


ECE-225-HP1

Pre Test

Analysis:

The literacy test revealed that most of the students were able to satisfactorially and 2 or higher perform reading and interpreting graphic material. One student had trouble and she did not make significant gains, although she did go from a 1 on everything to a 2. As far as the course material went, I was pleased with this group of students. They performed well on tests and in discussion and they were involved in the online component of this class.

Results:

Average pretest score was 37% and the average post-test score was 94% and the lowest post-test score opf 79% met the benchmark of 75% competency. I also gave a gen ed literacy test and for the pretest and using the rubric on this website, 5 of my seven students passed the first criteria with 3`s and one had a 2 and 1 had a 1. They passed the second criteria with the same statistics and for the 3rd criteria, of interpreting graphic information--4 out of 7 passed with a 3 and 2 passed with a 2 and 1 passed with a 1. For the post test 6 of the seven passed all of the criteria with a 3 and 1 obtained a 2 for the second criteria, but she had gone up from a 1 and a 2 for the 3rd criteria--also going up from a 1.

Changes:

I plan on giving more literacy type assignments where they are asked to define main ideas, interpret data and defend their positions. I am also going to spend more time on graphic information since some of them had a hard time with that. I will be more specific about my expectations of online participation and revise my rubric.

Continuance:

I will continue with applied type of exams and continue stressing vocabulary development. I will continue bringing in current events for them to read and interact with.

Results of Prior Assessment:


Date-Time:

5/12/2009 2:15:52 PM

Carlisle 09S TB


ECE-225-HP1

Pre-Post

Analysis:

The students all were able to pass the competencies at a desired level of success 75% or higher. However, there were two areas that had a lower level of success than I would have liked. The questions involved types of instructional programs and activities to increase pre-literacy and literacy skills in children.

Results:

Average Pretest Score--48%with a low of 21% and high of 85% Average Post-test score--90% with a low of 74% nd a high 0f 100%. 1/3 of these students were at the end of their studies and so I would expect a fairly high level of mastery from them.

Changes:

I am going to spend more time with direct instruction on these areas. Feedback from the students indicated that I did not spend enough time on these two areas and too much time on language acquisition. I am thinking of employing clickers with this class next year to assess understanding as I go along. This class was a polycom class and it is harder to engage and interact with students in this circumstance.

Continuance:

The students indicated they enjoyed the learning project and the exams that were application instead of memorization. I will continue with these projects.

Results of Prior Assessment:


Date-Time:

5/7/2009 4:37:25 PM

09F TB


ECE-101-H50

Pre-post test

Analysis:

The students enjoyed the hybrid nature of the class, but I had a hard time with one student because she did not have adequate internet access at home. The students that dropped out of the class also had trouble because they did not have adequate internet service for WEbCt. I think that the fact that all students mastered Piaget`s theory was because all of them were either practicing teachers or had children in the early childhood age range. One student very excitedly reported that she had observed two of her students arguing over a conservation experience--which glass had the most milk.

Results:

Scores ranged from 22% to 58% on the pre-test and for the post-test they ranged from 90-98%. The students that came to class regularly all mastered all the competencies. I had two students that stopped coming and they failed the class. For the first time all the students that completed the class were able to demonstrate understanding of and application of Piaget`s concept of pre-operational intelligence and conservation, reversability and centration.

Changes:

I need to emphasize to the students that they will be required to spend at least an hour a week on WebCt and if this is going to be a problem, they need to let me know. I will then try and set up a support group or schedule class twice a week and have them go to the library during one of the scheduled class times. In addition, I need to find a better way to insure that students keep current with their online work. It is hard with nontraditional,often working students, to have set deadlines to get all the assignment in because of problems with computer access and needs of the job and family. I need to figure out a better way to handle this problem.

Continuance:

I will continue with the supplemental materials that I have used this year.

Results of Prior Assessment:

The hybrid portion of the class was better organized due to problems from the previous semester. I also found more effective ways (bringing in supplemental materials that I have just located) to teach some of the more sophisticated theoretical concepts.

Date-Time:

12/22/2008 4:25:35 PM

09F UK


ECE-289-0xx

Pre-post, portfolio

Analysis:

All of the above methods are useful teaching and assessment tools.

Results:

A total of 3 student was enrolled in the course which covers information relating to practicum experiences in the classroom as a student teacher. Both pre and post assessment were given with scores ranging between 35-40, while post assessment scores, completed by the three students, were 90 each. Required assignments include, a portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project.

Changes:

No changes will be made in assessment or texts. However, this course was offered as a polycom course, as well as a hybrid on WebCT Vista, to deliver to students in the Trinidad area as well as here in the San Luis Valley. No students enrolled in Trinidad this semester. Students are becoming more sophisticated in the use of Internet based courses, and were able to submit assignments in WebCT Vista easily. Creating the course in Vista, as this course does not have an epack, was extremely time consuming and tedious, but it has worked well since. Little time and revision is necessary. Submitting discussion projects to allow students to see the work of others was helpful; I will require this on all assignments. This course requires no test proctor. TA from the IT departments has proved very helpful-met my and student’s needs very well.

Continuance:

I will continue to require Early Childhood Building Blocks in Reading & Writing and in Math to be coded on lesson plans, as well as Quality Standards for Curriculum. Colorado’s K-2nd grade standards will be reviewed, as related to K-2 observations. I will continue to require the project to be planned and implemented at least one week earlier. I will continue to assign 2 activity plans, emphasizing the transition in and out activities and objectives. I will continue the project approach, documentation assigned, and the completed Project Journal.

Results of Prior Assessment:

I will continue to require Early Childhood Building Blocks in Reading & Writing and in Math to be coded on lesson plans, as well as Quality Standards for Curriculum. Colorado’s K-2nd grade standards will be reviewed, as related to K-2 observations. I will continue to require the project to be planned and implemented at least one week earlier. I will continue to assign 2 activity plans, emphasizing the transition in and out activities and objectives. I will continue the project approach, documentation assigned, and the completed Project Journal.

Date-Time:

12/21/2008 7:38:04 PM

Tressa Sadie Burns 09F TI


ECE-288-200

Portfolio, observati

Analysis:

All of the above methods are useful teaching and assessment tools. The student was able to complete assignments successfully alone.

Results:

A total of 3 student was enrolled in the course which covers information relating to classroom environment and management, implementing activities, lesson plans and the project approach the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required in child care and Kindergarten, 1st & 2nd grade observations A portfolio of activity and lesson plans, project approach plans guidance plans were implemented and evaluated by the student, the cooperating teacher and me. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my observation/evaluation and allowed to respond to questions and suggestions.

Changes:

None.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the project approach and documentation assignments. The text will remain the same. I will continue the documentation panel that is required to be completed in the classroom as children and teachers pursue a topic of interest. The documentation panel is presented in class extending the knowledge of all students and facilitating my evaluation of classroom activities.

Results of Prior Assessment:

I will not return to the use of the Pathways to Play text or Art of Awareness text. Implementing class meetings was effective and will continue. The immediate feedback allowed by using a laptop and printer on site is effective and will be continued.

Date-Time:

12/21/2008 7:34:10 PM

Tressa Sadie Burns 09F TI


ECE-225-0xx

Pre-post, port, quiz

Analysis:

Multiple choice questions were used; students demonstrated ability to read and understand questions, as well as content of the questions. The activity plan scores were very high; my expectations were clearly defined and demonstrated in class with student presentations. Evidence of the application of necessary techniques was demonstrated in class presentations. Students learned from each other-this was a small class and the comfort level was very high, as reported by the students.

Results:

Eight students were enrolled. Pre assessment scores, with a possible score of 200, ranged from 66 to 124. Post assessment scores ranged from 100 to 170. Students completed in class reading a book, a storytelling-flannel board story and a puppet activity. Written activity plans for the flannel board story and the puppet activity were required. Students were required to demonstrate in class a listening and an emergent literacy portfolio of activities. Students successfully planned and taught and presented 2 activity plans for language activities with evaluation and reflection required. Each student presented 3 activities in class, allowing them to share with each other transition in and out activities and ideas for making puppets and flannel board characters..

Changes:

I will keep the main text and continue to use Learning to Read and Write as an additional text; students found it helpful in working with parents and in creating literacy environments. I will eliminate the video assignment and continue having students do 3 activities in class to demonstrate requirements of activity plans and best practices in the classroom.

Continuance:

I will keep the literacy and listening portfolios, as well as the TSJC Online assessment and learning opportunities. I will continue to spend less time on the first 8 chapters of the text, allowing more time for literacy exploration at the end of the course. Assigning points for each portfolio resulted in more planned preparation for portfolio items.

Results of Prior Assessment:

More time spent on the literacy explorations at the end of the text improved literacy portfolio components.

Date-Time:

12/21/2008 7:29:56 PM

Tressa Sadie Burns 09F TI


ECE-226-0xx

Pre-Post, port quiz

Analysis:

Students gained knowledge of developmentally appropriate practices related to creative, open ended art activities for young children, as well as increasing their ability to answer multiple choice application questions. WebCT chapter quizzes and pre/post assessments were utilized, increasing technology proficiency and test taking skills. The video made by the student enables me to assess how students plan and conduct developmentally appropriate activities with children, with special emphasis on the language used as children participate in a sensory activity, as well as how students handle problems that arise.

Results:

A pre and post assessment was given. Results of the pre assessment ranged from 34 to 76, while the post assessment results ranged from 50-92. A video of the student planning and conducting a sensory activity with a group of children was evaluated by the student, other students in the course and myself. Students brought various materials to class to experience hands on creative activities as children do.

Changes:

I will keep the text, which has WebCT components which enhances student test taking and technology skills. This class met 7times.

Continuance:

I will keep the video assignment, the big book and the bringing items to class. I will continue to provide experiences with different art media in 75% of the class sessions, allowing students to experience first hand the different media.

Results of Prior Assessment:

This is the 4th formal assessment that has been completed, as I did not teach this course in the fall of 2006. I will assign a participation activity for each chapter to students to demonstrate more creative materials and activities. I will continue using the video assignment and return to incorporating section, rather than chapter quizzes.

Date-Time:

12/21/2008 7:24:11 PM

Tressa Sadie Burns 09F TI


ECE-241-0xx

Pre-Post,portfolio

Analysis:

Of the 24 students enrolled, all except one students enrolled had good computer skills and were very successful in completing assignments and assessments. Student research presentations were effective learning methods, as was the documentation panel and discussion. WebCT worked well for them in the hybrid format.

Results:

A total of 24 students were enrolled in this hybrid course, with 4 students in Trinidad utilizing the polycom system. Both pre and post assessments were given, utilizing WebCT Vista (TSJC Online) with questions from Developing and Administering a Child Care Center. Pretest scores, with a possible score of 200, ranged from-46 to 158 while post test scores, completed by 23 students, ranged from 50 to 200. All students completed a presentation to the class for a staff development topic, completing research, citing 3 sources and providing a handout with information summarizing their research about a relevant topic. Each student also researched, prepared and presented a documentation board on a topic of their choice-related to early childhood education advocacy. One of these 2 projects was presented to a community group of their choice or to other staff members of their workplace. Students then completed a Service Learning Journal on the project of their choice.

Changes:

This course was taught for the second time as a hybrid and met face to face 9 times, rather than the 4 times met the first time as a hybrid. This was good for most students. I utilized WebCT Vista (TSJC Online) and polycom, as planned.

Continuance:

I will continue to use the text and WebCT Vista chapter assessments, power point presentations, documentation projects and student research/presentations for this course. Student’s research skills, presentation skills, and documentation panel preparation skills were expanded, with students benefiting from the work all students did for the class. Assignments will remain the same. I will continue the Service Learning Journal and the required presentation to a community group.

Results of Prior Assessment:

Continued diligence in teaching reading comprehension and test taking skills was helpful for most students and needs to be continued. Dropping the notebook assignment resulted in more meaningful assignments for students. I will continue to meet 7-9 times per semester, as students seem to need the continued interaction and presentation time.

Date-Time:

12/21/2008 7:18:28 PM

08S TB


ECE-102-H50

Case-Study, tests

Analysis:

This is the beginning lab class for early childhood education. The requirements for the class consist of 60 hours of observation as well as completing a lab book and a case study on an individual student. 1. There is a wide range of innate capabilities of students that enter this program. The students who have adequate reading and writing skills are at an advantage. 2. Even without strong literacy skills, students can be effective observors of young children and sometimes can be effective at the analysis of data. 3. It would be helpful if all students had better literacy skills.

Results:

1. Students were given online quizzes to reinforce concepts. I had three students in this class. One stopped coming, one passed all the quizzes with an 80% or higher and the other passed the quizzes with close to 60% average. 2. Both students completed the portfolio and met all the requirements. The student with the higher scores on her quizzes was able to make more sophisticated analysis of data collected on her portfolio than the student who did poorly on her quizzes.

Changes:

1. I would like for all my students to take developmental classes in reading and English either before or simultaneously with this class. However, some of these students are in this particular class because they have to get a certificate for employment and this is required for all of the certificates. Most of these students will not take developmental classes. I cannot change this. 2. Take more time to help students with their reading and writing problems. 3. Require that all the lecture hours of this class be completed--they cannot be done online. 4. I would like to allow for more time for processing of classroom experiences.

Continuance:

I will continue to cover material in the text and rely on class discussion and interactions to help reinforce concepts. I will also use media where appropriate and possible.

Results of Prior Assessment:

I require that we talk about actual classroom observations, feelings etc at the beginning of each class. These have been helpful and I will continue them

Date-Time:

5/13/2008 12:42:42 PM

Kate Carlisle 08S TB


ECE-225-Pxx

Pre/post, self-asses

Analysis:

1.Students who spend time and keep up with their online work do much better in the class than those students who fall behind, even though they eventually get caught up. 2. I need to find a better way to help students with vocabulary development--especially if I continue to have distant site students. It is known that young children do not learn vocabulary and language effectively from TV or Videos, rather they must have face-to-face conversations with people that they feel safe with. Perhaps this is a factor with adults as well. 3. The take home exams that consist of mostly application, critical thinking and problem solving seem to be helping the students in these areas. They mention on midterm evaluations that they think they learn more from this type of test.

Results:

1.Pre test scores ( Ave 48%) and Post-test (86%) indicated that there had been a gain in understanding or core concepts. 2. Self-assessments indicated that all students, who had access to children, had made changes in the way they talked to children, viewed language and thought about reading and literacy. 2. an analysis of certain application questions on the exam demonstrated that 7 out of 10 students were able to get full credt and 2 of the remaing students got partial credit. 3. Vocabulary tests scores were much lower from the students in Alamosa. 4. Students who spent the most time using online resources did much better in application and critical thinking parts of the exams and assignments. (There seems to be a correlation between time spent online and grades! Duh.) I cannot give statistics on this, since this was an informal assessment.

Changes:

1. I will set strict time-tables for online course work to be turned in and when students show a pattern of falling behind I will intervene more quickly.(Getting in touch with distant students can be a problem--in this class two out of the 4 students in Alamosa checked their email at all and since they worked, getting in touch with them by phone is also difficult.)I understand that most of my students work as well as go to school and I try to be understanding when life happens to them, but I must balance this understanding with somehow making them feel accountable for getting their online work in on time. It seems harder to get assignments turned in online than face-to-face. 2. I will do a more complete training of how to sign on to WebCt and navigate through the platform. I cannot make assumptions that my nontraditional students have any computer skills at all and this is probelmatic for a hybrid class. 3. I will continue to try and make vocabulary development more meaninngful and effective for the students, especially the distant students. 4. I will bring in more current magazine, website and newspaper articles for reading and analysis. Students did well with these and I need to provide more. They seem to make learning more relevent. 5. I would like to be more consistent in using mini-assessments at the end of each class. It is harder to do this with distant students.

Continuance:

1. I will continue with the type of take-home exams I use. 2. I will continue with the midterm evaluation of the course. 3. I will continue using a self-assessment for the final exam.

Results of Prior Assessment:

I began using the midterm evaluation and the self-assessment as the result of previous assessments and student input. I found these to be very helpful. The midterm evaluation gives me time to make changes and the input I got on how to make the distant site more involved was valuable. I did mean to get over there to teach one class, but was unable to. I hope to be able to do that next year if I have a distant site for any of my classes. The self-assessments were very revealing and gave me specific examples of how students changed their behavior and thought about issues because of this class.

Date-Time:

5/13/2008 12:28:36 PM

Cheri Jones 08S TB


ECE-260-001

pre-post-Test

Analysis:

The students almost doubled their knowledge of this content.

Results:

The average pre-test was a 41%. The average post-test score was a 69%.

Changes:

I would like to see the students more engaged in actual special education and its practices.

Continuance:

The students interactions with the speakers and all the knowledge and experience that these speakers brought to the table was very beneficial to the class.

Results of Prior Assessment:


Date-Time:

5/13/2008 8:06:51 AM

Tressa Sadie Burns 08S TB


ECE-205-0xx

Pre-Post, Portfolio

Analysis:

Completing all 3 types of assessments (Short Answer, Multiple Choice and True/False for each individual chapter, 2 activity plans, a video menus and a food intake analysis are effective methods for students to learn and apply the information and to evaluate their performance and knowledge.

Results:

This course focuses on nutrition, health and safety as key factors for optimal growth and development of young children. A total of 17 students were enrolled in this course; 15 students completed 2 not completing assignments or the final assessment. The pre-assessment scores ranged from and from 68 to 96 on the post assessment. Chapter quizzes were utilized for practice. A video showcasing the student’s understanding of the concepts of family style dining, appropriate interactions and language was assigned, along with 2 activities to be planned, taught and evaluated. Students also completed an analysis of their daily food intake for 3 days, utilizing mypyramid.gov website and concepts from the text.

Changes:

The food intake is in the new textbook; it will be reduced from a 3 day to a 1 day activity, as it takes a great deal of time and effort to complete. The group menu and individual menu will be completed in class by groups to facilitate discussion of requirements and good menu planning techniques. The Safety and the Nutrition Activity need specific instructions and will follow the examples in the text more closely. I did not require students to provide a healthy snack; that group assignment will be reinstated to demonstrate healthy snack choices. The time spent downloading discussion questions may be better spent in presentations to the class. I will consider reducing the number of discussion questions and the number of responses required to 1 each for each chapter, or less-some questions are better class activities, I believe. The new text was available, but the WebCT cartridge was not ready; we used the old text-can’t wait to get to use the new text-lots of improvements can be utilized in online and in class portions of the class.

Continuance:

I will continue to teach the nutrition section first, allowing more time to complete the units and the video; it takes time to evaluate each video in class. I believe learning was better of nutrition facts when completed earlier in the semester with more time and fewer projects to complete at the end of the semester for other courses competing with student’s time and attention. I will continue the WebCT testing and practice tests that are available to students. One nutrition activity and one safety activity presented to this class and taught in an early childhood classroom seems adequate, and will be continued, as will the food intake analysis, with changes mentioned above. Each student’s video was evaluated by the student, the class and by me. Students wrote objectives for their video and evaluated their performance and objectives. The class learned from each video, offering constructive feedback to each student.

Results of Prior Assessment:

Average post assessment scores continue to improve; therefore, I will continue spending more time on nutrition at the beginning of the course and utilizing practice quizzes on WebCT. The website mypyramid.gov is working well and provides lots of information for children and adults; it will be used for the 1 day food intake analysis.

Date-Time:

5/7/2008 7:03:00 PM

Tressa Sadie Burns 08S TB


ECE-103-200

Pre-Post, Portfolio

Analysis:

The portfolio of posters, lesson plans and class activities are beneficial to understanding and implementing concepts into practice in the workplace. I need to continue to teach test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student’s ability to understand not, except, but, least, etc. in the questions.

Results:

A total of 17 students were enrolled in the course. A pre and post assessment was given, utilizing WebCT with questions from only 1 text. Pretest scores ranged from 0 to 198, while post test scores, completed by 13 students, ranged from 150 to 294. Four students withdrew. A portfolio of 5 ECE CARES posters were prepared to utilize in class by all students who completed the class. A total of 100% of the students who enrolled prepared and demonstrated appropriate use of all 5 CARES posters compared to 10% of students who even knew what the posters were at the beginning of the course. The appropriate design and use of a cozy corner increased from 10% to 90%. Of those completing the class, 100% completed 3 other assignments, including the prosocial activity, the rituals and lesson plans for class meetings and demonstrated each in class.

Changes:

I will keep some discussion questions for Positive Child Guidance to enhance reading and understanding of the ECE CARES strategies. However, I made too many questions and some are better completed as a class activity.

Continuance:

I will continue: • to introduce the teaching and practice videos earlier, utilizing Power Point presentations accompanied by small group discussion of application problems for each chapter of the text; • to use the text book with WebCT support for chapter quizzes and for chapter discussions; • to utilize some discussion questions about ECE CARES strategies; • to include some concepts from There’s Gotta Be A Better Way text in lectures and activities.

Results of Prior Assessment:

• I have discontinued use of two texts. • I have utilized I Love You Rituals and Kindness Curriculum activities in class, increasing understanding of what prosocial activities are and how to implement them in the curriculum. • Earlier due dates have resulted in more use of posters during the semester, practicing skills and strategies learned in class. • Developing the discussion questions for ECE CARES was a good idea. Presenting and reviewing information in the text Positive Child Guidance, utilizing power point, and assigning written observations of the guidance skill utilized in the chapter has resulted in more understanding of the posters and ECE Cares strategies. • Having students teach activities from I Love You Rituals and Kindness Curriculum, has provided interactive, student-led relationship building and pro-social curriculum examples for students.

Date-Time:

5/7/2008 6:32:01 PM

Tressa Sadie Burns 08S TB


ECE-240-0xx

Pre-Post, research p

Analysis:

Students were able to complete assignments using WebCT. Those students who have good computer skills were very successful in completing assignments and assessments. Student research advocacy presentations were effective learning methods, as was the leadership research on a director’s problem. Students who have good computer skills were extremely happy with meeting 5 times and doing discussion questions, assignments and assessments using WebCT and polycom. Those who did not have good computer skill were allowed to submit work on paper. The use of the text with a CD containing forms and spreadsheets made budgets, cash flow, etc. much easier for students to complete.

Results:

A total of 4 students were enrolled in this hybrid course. Both pre and post assessments were given, utilizing WebCT Vista with questions from Developing and Administering a Child Care Center. Pretest scores ranged from-0 to 213 out of 300, post test scores, completed by 2 students, ranged from 240 to 294 out of 300. Two students completed a presentation for an advocacy, completing research, and preparing a documentation panel. Each student chose a leadership problem that a director might encounter and researched solutions, utilizing a human resource, an Internet resource and a published resource.

Changes:

This is the second time I have taught this course. Utilizing polycom and WebCT is working well; some assignments needs to be presented in class rather than submitted online, such as floor plans.

Continuance:

I will continue to use the texts and WebCT Vista section assessments, the power point presentations, the videos, advocacy documentation project and the student research on a leadership problem assignments for this course. Student’s research skills, presentation skills, and documentation panel preparation skills were expanded, with students benefiting from the work all students did for the class. Assignments will remain the same.

Results of Prior Assessment:

Having early childhood education relevant spreadsheets available on the CD was worth $19.00 for the text. I will keep that text. A few assignments were deleted that were repeated on the CD; some discussion questions can be eliminated

Date-Time:

5/7/2008 6:06:19 PM

Tressa Sadie Burns 08S TB


ECE-289-0xx

Pre-Post, Portfolio

Analysis:

All of the above methods are useful teaching and assessment tools.

Results:

A total of 1 student was enrolled in the course which covers information relating to practicum experiences in the classroom as a student teacher. Both pre and post assessment were given with a score of 10, while post assessment score, completed by the only student, was a 100. A portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project is required.

Changes:

No changes will be made in assessment or texts. However, this course was offered as a polycom course, as well as a hybrid on WebCT Vista, to deliver to students in the Trinidad area as well as here in the San Luis Valley. No students enrolled in Trinidad this spring, again. Students are becoming more sophisticated in the use of Internet based courses, and were able to submit assignments in WebCT Vista easily. Creating the course in Vista, as this course does not have an epack, was extremely time consuming and tedious last spring, but it has worked well since. Little time and revision is necessary. Submitting discussion projects to allow students to see the work of others was helpful; I will require this on all assignments. This course requires no test proctor, TA from the IT departments has proved very helpful-met my and student’s needs very well.

Continuance:

I will continue to require Early Childhood Building Blocks in Reading & Writing and in Math to be coded on lesson plans, as well as Quality Standards for Curriculum. Colorado’s K-2nd grade standards will be reviewed, as related to K-2 observations. I will continue to require the project to be planned and implemented at least one week earlier. I will continue to assign 2 activity plans, emphasizing the transition in and out activities and objectives. I will continue the project approach, documentation assigned, and the completed Project Journal.

Results of Prior Assessment:

The class meeting activity was successful and will be continued. Assignments are working well. Texts are appropriate and will continue. Use of WebCT has worked well for students.

Date-Time:

5/7/2008 5:49:06 PM

Tressa Sadie Burns 08S TB


ECE-288-200

Portfolios-Ind & Chi

Analysis:

All of the above methods are useful teaching and assessment tools. The student was able to complete assignments successfully alone.

Results:

A total of 1 student was enrolled in the course which covers information relating to classroom environment and management, implementing activities, lesson plans and the project approach the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required in child care and Kindergarten, 1st & 2nd grade observations A portfolio of activity and lesson plans, project approach plans guidance plans were implemented and evaluated by the student, the cooperating teacher and me. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my observation/evaluation and allowed to respond to questions and suggestions.

Changes:

None.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the project approach and documentation assignments. The text will remain the same. I will continue the documentation panel that is required to be completed in the classroom as children and teachers pursue a topic of interest. The documentation panel is presented in class extending the knowledge of all students and facilitating my evaluation of classroom activities.

Results of Prior Assessment:

I will not return to the use of the Pathways to Play text or Art of Awareness text. Implementing class meetings was effective and will continue. The immediate feedback allowed by using a laptop and printer on site is effective and will be continued.

Date-Time:

5/7/2008 5:38:55 PM

Tressa Sadie Burns 08S TB


ECE-112-0xx

Portfolio of 1 child

Analysis:

The individual components of the Creative Curriculum weekly lesson plans were too easy to complete last spring; therefore I asked for 2 group plans to be completed and for students to complete assignments from the text to increase understanding. The ITERS and portfolio of teaching materials for Learning Basket will be not utilized again as completely as in the past. The Learning Basket curriculum is not being implemented in the classrooms for students to observe. Students find it difficult to implement the curriculum without teacher support. ITERS takes a great deal of time to teach effectively.

Results:

A total of 5 students were enrolled in the course which covers information relating the attachment theory, brain development and development in the 4 domains-cognitive, physical, social and emotional development, with the opportunity for students to observe Infant/Toddler classrooms for 60 clock hours, completing many observation assignments, writing anecdotal records, as they interact with parents, teachers and babies in the child care classrooms. A portfolio of teaching materials was collected by each student and presented in class to demonstrate the materials and methods used to teach “Learning Basket” curriculum for Infants or Toddlers. Students completed the ITERS rating scale and the Creative Curriculum Developmental Profile for 1 child, along with weekly lesson plans, family plan, and summary for a conference with the parent of the child. No pre-post assessment was used.

Changes:

I will introduce the ITERS and students will practice using it; however, I will discontinue the assignment and teach a 1 credit course about ITERS, discontinuing one text for ITERS. I will demonstrate Learning Basket items in class and not require the text. Journals about the use of Learning Basket items will be discontinued. Learning Basket items will be utilized in class for role play and practice. Creative Curriculum Developmental Profile will be completed for each of the 4 children described in the text in vignettes in each chapter, allowing students to compare anecdotes and which goals and objectives of the Developmental Profile best match the anecdote. To reduce the number of discussion questions and increase student participation, I will require a student presentation for the content areas in the text; the class can then compare and contrast use of the items in the Developmental Continuum and in group and individual plans.

Continuance:

I will continue to use power point presentations, discussion questions and the observation videos to complement the text information. The summary and discussion of the special needs information provided in the text will continue to be done in ECE 111. Various checklists and quality ratings will be discussed in class, allowing students to compare the ITERS rating scale to other scales and checklists.

Results of Prior Assessment:

I did change the text for this course again this semester to Creative Curriculum for Infants, Toddlers and Twos. This text is a brand new publication that teaches the new Developmental Profile observation system for children ages 0-3. This is the Results Matters observation tool that is being used in the San Luis Valley; therefore, I chose this text. Students recommended keeping this text, and I found it to contain useful information with effective presentation. The text that was formerly used in this course will be used in ECE 111.

Date-Time:

5/7/2008 5:33:27 PM

Tressa Sadie Burns 08S TB


ECE-111-0xx

Pre-Post ,portfolio

Analysis:

I will teach test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student’s ability to understand not, except, but, least, etc. in the questions. The assessments, chapter quizzes and portfolio of teaching materials for a unit will be utilized again-students were able to do the work thoughtfully and the demonstrations in class were helpful to all students.

Results:

A total of 3 students were enrolled in the course which covers information relating the attachment theory, brain development and development in the 4 domains-cognitive, physical, social and emotional development. A pre and post assessment was given, utilizing Blackboard. Pre-assessment scores ranged from 15 to 30, while post assessment scores, completed by 2 students, ranged from 72 to 78. One student did not complete the course. A portfolio of teaching materials was collected by each student and presented in class to demonstrate the materials and methods used to teach a unit for Infants or Toddlers. Students also answered Threaded Discussion Questions about observation and 7 special needs topics; their Discussion Questions also were discussed in class.

Changes:

This course will remain the same; this spring semester I added more discussion questions.

Continuance:

I will continue to use power point presentations and the interactive videos to complement the text information. I will also continue the Threaded Discussion Questions of the observation text in the first 7 weeks of the course, as well as the special needs discussion questions. I will continue to require a weekly lesson plan of teaching materials to be completed by each student; these units will continue to be posted in Blackboard or WebCT for other students to view if they want to create a resource file. I will continue to use the texts.

Results of Prior Assessment:

Use of Blackboard for assessments and discussion questions is helpful. Extensive use of videos reinforce student’s understanding of concepts. This course meets Division of Child Care and Department of Education training requirements.

Date-Time:

5/7/2008 5:13:00 PM

Tressa Sadie Burns 08F TB


ECE-226-PB2

Pre-Post, Video

Analysis:

Students gained knowledge of developmentally appropriate practices related to creative, open ended art activities for young children, as well as increasing their ability to answer multiple choice application questions. WebCT chapter quizzes and pre/post assessments were utilized, increasing technology proficiency and test taking skills. The video made by the student enables me to assess how students plan and conduct developmentally activities with children, with special emphasis on the language used as children participate in a sensory activity, as well as how students handle problems that arise.

Results:

A pre and post assessment was given. Results of the pre assessment ranged from 33 to 67, while the post assessment results ranged from 60-87. A video of the student planning and conducting a sensory activity with a group of children was evaluated by the student, other students in the course and me.

Changes:

I will keep the text, which has WebCT components which enhance student test taking and technology skill. I will assign a participation activity for each chapter to demonstrate more creative materials and activities, rather than 14 creative activities.

Continuance:

I will keep the video assignment. I will continue to provide experiences with different art media in 75% of the class sessions, allowing students to experience first hand the different media.

Results of Prior Assessment:

This is the 3rd formal assessment that has been completed, as I did not teach this course in the fall of 2006. Continued use of the video assignment and incorporating section, rather than chapter quizzes are changes I made after teaching the course the first time; I will continue these changes.

Date-Time:

12/18/2007 1:51:29 PM

Cheri Jones 08F TB


ECE-125-001

pre-post-Test

Analysis:

After analyzing the data it can be concluded that the class overall had improved and appeared to gain knowledge in math and science. The post-assessment seems to resemble a bell curve within the class.

Results:

The class average on the pre-assessment was a 39.63%. The class average on the post-assessment was 76.54%. Individual scores on the pre-assessment are as follows: A=0 B=0 C=0 D=2 F=9 Individual scores on the post-assessment are as follows: A=5 B=0 C=2 D=1 F=3

Changes:

I would like to become more familiar with the CTWeb and how it works. I would also like to get my students more involved in their learning. I would like to see them interacting more with the children and be able to critique them on their teaching.

Continuance:

The hands-on and student interactions are the stregth of this class. I will continue to have the students involved in their learning and with other students.

Results of Prior Assessment:


Date-Time:

12/18/2007 9:41:58 AM

Tressa Sadie Burns 08F TB


ECE-220-0xx

Pre Post, portfolio

Analysis:

he scores on multiple choice assessments, as well as threaded discussion answers and responses improved as the semester progressed. Use of WebCT practice quizzes and chapter quizzes has helped students with concepts and test taking skills. Meeting often F2F allowed some hands-on learning activities in music, sensory, cooking, outdoor, and math that has proved helpful in the past. Problems with Polycom equipment on campuses, as well as student ID and login information was a problem all semester. Some improvements were made in Room 229 in Alamosa; however, more equipment is needed in that room. There was a great range in students’ experience with college courses, distance learning and in their work with children. Student presentations were not required.

Results:

A total of 15 students were enrolled, 11 of whom it was their first hybrid class; therefore, we met F2F 8 times during the semester for videos and reinforcement. Pre assessment scores ranged from 30 to 67. Post assessment scores ranged from 49 to 90. The students completed 4 threaded discussion questions and 4 responses for each chapter, compiled a portfolio of activity and units lesson plans, prop box, learning center activities & book evaluations. All students completed a portfolio of 1 child, including many observations and a Creative Curriculum Developmental Continuum and summary, assessing development in all 4 domains and making recommendations for appropriate activities to enhance learning both in the preschool setting and at home, which gives students the opportunity to apply concepts learned.

Changes:

To enhance student’s knowledge and skills and to assist in applying concepts, I will assign student presentations, as before. I will discontinue 1 text and use the Creative Curriculum text only, since that is what most employers in the area are using for curriculum and assessment.

Continuance:

I will continue to use the Creative Curriculum text with online components, videos and portfolio assignments to provide practical experience in various areas of curriculum development that students must be knowledgeable of to be effective in the work place.

Results of Prior Assessment:

I will continue to use the Creative Curriculum text with online components, videos and portfolio assignments to provide practical experience in various areas of curriculum development that students must be knowledgeable of to be effective in the work place.

Date-Time:

12/17/2007 4:27:12 PM

Tressa Sadie Burns 08F TB


ECE-289-200

Pre Post, Portfolio,

Analysis:

All of the above methods are useful teaching and assessment tools.

Results:

A total of 2 students were enrolled in the course which covers information relating to practicum experiences in the classroom as a student teacher. Both pre and post assessment were given with scores ranging from 10 to 35, while post assessment scores, completed by all students, ranged from 95 to 100. A portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project is required.

Changes:

No changes will be made in assessment or texts. However, this course was offered as a polycom course, as well as a hybrid on WebCT Vista, to deliver to students in the Trinidad area as well as here in the San Luis Valley. No students enrolled in Trinidad this fall. Students are becoming more sophisticated in the use of Internet based courses, and were able to submit assignments in WebCT Vista-with much less problem solving and struggling than during the first semester. Creating the course in Vista, as this course does not have an epack, was extremely time consuming and tedious last semester, but required less adjustments this semester. Submitting discussion projects to allow students to see the work of others was helpful; I will require this on all assignments. This course requires no test proctor, but will require TA from IT department to facilitate student’s access to polycom and WebCT and to facilitate my use of all polycom equipment.

Continuance:

I will continue to require Early Childhood Building Blocks in Reading & Writing and in Math to be coded on lesson plans, as well as Quality Standards for Curriculum. Colorado’s K-2nd grade standards will be reviewed, as related to K-2 observations. I will continue to require the project to be planned and implemented at least one week earlier. I will continue to assign 2 activity plans, emphasizing the transition in and out activities and objectives. I will continue the project approach, documentation assigned, and the completed Project Journal.

Results of Prior Assessment:

The class meeting activity was successful and will be continued. Assignments are working well. Texts are appropriate and will continue.

Date-Time:

12/17/2007 4:18:59 PM

Tressa Sadie Burns 08F TB


ECE-288-200

Pre Post, portfolio

Analysis:

All of the above methods are useful teaching and assessment tools.

Results:

A total of 2 students were enrolled in the course which covers information relating to classroom environment and management, implementing activities, lesson plans and the project approach the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required in child care and Kindergarten, 1st & 2nd grade observations A portfolio of activity and lesson plans, project approach plans guidance plans were implemented and evaluated by the student, the cooperating teacher and me. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my observation/evaluation and allowed to respond to questions and suggestions.

Changes:

None.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the text, project approach and documentation assignments. I will continue the documentation panel that is required to be completed in the classroom as children and teachers pursue a topic of interest. The documentation panel is presented in class extending the knowledge of all students and facilitating my evaluation of classroom activities

Results of Prior Assessment:

I will not return to the use of the Pathways to Play text or Art of Awareness text. Implementing class meetings was effective and will continue. The immediate feedback allowed by using a laptop and printer on site is effective and will be continued.

Date-Time:

12/17/2007 4:14:18 PM

Tressa Sadie Burns 08F TB


ECE-241-0xx

Pre-Post, portfolio

Analysis:

I need to continue teaching test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student’s ability to understand not, except, but, least, etc. in the questions. Student research presentations were effective learning methods, as was the advocacy documentation panel and discussion. The only student enrolled in Trinidad did not complete any work; said she had no excuses. This was the first hybrid course for the other 3 students enrolled in Alamosa. Computer access problems were encountered by all three students; however, all were able to submit assignments and complete assessments as the semester progressed. Two of these students found it difficult to meet deadlines in a hybrid course; they seemed to have great difficulty staying on task, even after discussing Calendar and popup dates for assignments and assessments that were duplicates of due dates in the syllabus. These students received assistance from the help desk at TSJC, the instructor, other students and each other. One of the 2 students who had difficulty did complete the course successfully; the other did not complete section assessments, the 2 research presentations or the final exam and did not complete the course successfully. She stated that she had been ill, had problems at home and at work, etc. that interfered with her ability to complete the course at this time.

Results:

A total of 4 students were enrolled in the course. A pre and post assessment was given, utilizing WebCT Vista with questions from Developing and Administering a Child Care Center.. Pretest scores ranged from 40 to 74 while post test scores, completed by 1 student was 52. Two students completed a staff development and an advocacy presentation, completing research, citing 5 sources and providing a handout with information summarizing their research about a relevant topic.

Changes:

I will drop the notebook requirement.

Continuance:

I will continue to use the text and WebCT Vista section assessments, power point presentations, group documentation projects and student research/presentations for this course. Students research skills, presentation skills, and documentation panel preparation skills were expanded, with students benefiting from the work all students did for the class.

Results of Prior Assessment:

This is the 4th formal assessment of this course. Continued diligence in teaching reading comprehension and test taking skills was helpful, and needs to be continued. Dropping the notebook assignment resulted in more meaningful assignments for students.

Date-Time:

12/17/2007 4:05:45 PM

Patsy Miller 08F TB


ECE-238-001

pre-post-test

Analysis:

The class size was small and it was possible to give a high level of personal attention. All of the students are or have been employed in early childhood care. Therefore, it was possible to ground the theory in everyday practice.

Results:

Significant positive change was noted for a majority of the class from pre to post test. In addition, students revealed through journal writing and case study reports that they were incorporating learnings from the class into their practice.

Changes:

Continue to find ways that make the study of theorists and their theories more relevant and easier to learn.

Continuance:

Journal writing and a case study help students reflect on their learning and evaluate the importance of authentic observations.

Results of Prior Assessment:

A change was made in how the text book was presented and used. The students seemed to be more comfortable with the text and better able to understand the information.

Date-Time:

12/14/2007 7:06:26 PM

Carlisle, K 08M TB


ECE-226-H01

Sur., Capstone, P-P

Analysis:

This class was successful in spite of the short duration. The students indicated on an anonomous survey that they had all reached their pre-stated objectives for the course. In addition, the capstone projects indicated to me that they had all experienced success. They enjoyed the hybrid portions of the class and even stated that they enjoyed the discussions on the discussion board!

Results:

The average gain in the pre-post test was 41 points. The capstone project was self-evaluated by the students and all students felt they had achieved their objectives and the survey indicated that the only thing that they would have changed was to have the class last longer. It was a short summer school schedule and I agreed with them.

Changes:

I would not use the eight-week summer session for this class. There are just too many hands-on activities to do and to share. I will have more face-to-face sessions even thought the class is a hybrid.

Continuance:

I will keep the hybrid aspect of the class and re-use many of the discussion board topics which seemed to elicite much thought from the students.

Results of Prior Assessment:

This was the first time I taught this class as a hybrid and so previous assessments did not really pertain to many aspects of this revised class. By the way I did not know how to indicate that this is a summer school class.

Date-Time:

8/14/2007 12:04:24 PM

Carlisle, K 07S TB


ECE-225-B50

Pre-Post Test

Analysis:

Numerically the students may have met the objective, but qualitatively there were several student that did not seem to demonstrate the knowledge I had hoped for on the exams that stressed application of knowledge instead of memory.

Results:

The average pre-test score was 35% with a high of 51% and a low of 18%. The average post-test score was 91% with a high of 97% and a low of 76%. These scores indicated that all the students met the objectives of passing the competencies with a score of 75% or higher.

Changes:

This class was a hybrid and I had problems with students not keeping up with the interactive parts of the discussion board as well as discussions in class. I am going to have to find more types of active learning to keep the students engaged in face-to-face class as well as the blackboard portion of the class. I also had frequent absences with some of the students, one who was in softball and with fewer face-to-face classes, theses absences were more noticable. I may start an online discussion group for the students who have to miss classes and see if the extra discussion topics would help them master the classes. I also had two independent study students in this class who had class conflict twice a month .

Continuance:

I will continue the exams that stress application of knowledge and critical thinking rather multiple choice. I had several open book exams that were all application and the students really enjoyed them and since they were application, I could really determine whether or not they had grasped the topic.

Results of Prior Assessment:

The application type exams came about as my frustration increased with student who could do well on multiple choice but failed to understand the material. I have been pleased with these and the students who generally exhibiting more critical thinking and higher level skills.

Date-Time:

5/15/2007 3:34:02 PM

Burns, S 07S TB


ECE-288-200

Portfolio, observat

Analysis:

All of the above methods are useful teaching and assessment tools.

Results:

A total of 7 students were enrolled in the course which covers information relating to classroom environment and management, implementing activities, lesson plans and the project approach the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required in child care and Kindergarten, 1st & 2nd grade observations A portfolio of activity and lesson plans, project approach plans guidance plans were implemented and evaluated by the student, the cooperating teacher and me. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my observation/evaluation and allowed to respond to questions and suggestions.

Changes:

None.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the project approach and documentation assignments. The text will remain the same. I will continue the documentation panel that is required to be completed in the classroom as children and teachers pursue a topic of interest. The documentation panel is presented in class extending the knowledge of all students and facilitating my evaluation of classroom activities.

Results of Prior Assessment:

I will not return to the use of the Pathways to Play text or Art of Awareness text. Implementing class meetings was effective and will continue. The immediate feedback allowed by using a laptop and printer on site is effective and will be continued.

Date-Time:

5/15/2007 2:47:27 PM

Burns, S 07S TB


ECE-289-PB2

Pre Post, Portfolio

Analysis:

All of the above methods are useful teaching and assessment tools.

Results:

A total of 7 students were enrolled in the course which covers information relating to practicum experiences in the classroom as a student teacher. Both pre and post assessment were given with scores ranging from 10 to 45, while post assessment scores, completed by all students, ranged from 85 to 100. A portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project is required.

Changes:

No changes will be made in assessment or texts. However, this course was offered as a polycom course, as well as a hybrid on WebCT Vista, to deliver to students in the Trinidad area as well as here in the San Luis Valley. No students enrolled in Trinidad this spring. Students are becoming more sophisticated in the use of Internet based courses, and were able to submit assignments in WebCT Vista-after much problems solving and struggling. Creating the course in Vista, as this course does not have an epack, was extremely time consuming and tedious. Submitting discussion projects to allow students to see the work of others was helpful; I will require this on all assignments. This course requires no test proctor, but will require TA from IT department to facilitate student’s access to polycom and WebCT and to facilitate my use of all polycom equipment, if students enroll for fall 07.

Continuance:

I will continue to require Early Childhood Building Blocks in Reading & Writing and in Math to be coded on lesson plans, as well as Quality Standards for Curriculum. Colorado’s K-2nd grade standards will be reviewed, as related to K-2 observations. I will continue to require the project to be planned and implemented at least one week earlier. I will continue to assign 2 activity plans, emphasizing the transition in and out activities and objectives. I will continue the project approach, documentation assigned, and the completed Project Journal.

Results of Prior Assessment:

The class meeting activity was successful and will be continued. Assignments are working well. Texts are appropriate and will continue.

Date-Time:

5/15/2007 2:35:25 PM

Burns, S 07S TB


ECE-240-0xx

Pre-Post, portfolio

Analysis:

Students were able to complete assignments using WebCT; however, some assignments required a spreadsheet and some students did not know how to prepare their own. Those students who have good computer skills were very successful in completing assignments and assessments. Student research advocacy presentations were effective learning methods, as was the leadership research on a director’s problem. Students who have good computer skills were extremely happy with meeting 5 times and doing discussion questions, assignments and assessments using WebCT and polycom. Those who did not have good computer skill were allowed to submit work on paper.

Results:

A total of 10 students were enrolled in this hybrid course, with one of those being an Independent Study, due to class schedule conflicts. Both pre and post assessments were given, utilizing WebCT Vista with questions from Developing and Administering a Child Care Center. Pretest scores ranged from-54 to 76 while post test scores, completed by 9 students, ranging from 66 to 98. Nine students completed a presentation for an advocacy, completing research, and preparing a documentation panel. Each student chose a leadership problem that a director might encounter and researched solutions, utilizing a human resource, an Internet resource and a published resource.

Changes:

This is the first time I have taught this course. Utilizing polycom and WebCT for 3 sections which had to be built separately was very time consuming, but worked. I will utilize a small text with a CD containing forms and spreadsheets next time!

Continuance:

I will continue to use the text and WebCT Vista section assessments, the power point presentations, the advocacy documentation project and the student research on a leadership problem assignments for this course. Student’s research skills, presentation skills, and documentation panel preparation skills were expanded, with students benefiting from the work all students did for the class. Assignments will remain the same.

Results of Prior Assessment:

None-first time I have taught this course.

Date-Time:

5/15/2007 2:13:13 PM

Burns, S 07S TB


ECE-241-H50

Pre-Post, Portfolio

Analysis:

Two of the 3 students enrolled have good computer skills and were very successful in completing assignments and assessments. Student research presentations were effective learning methods, as was the group documentation panel and discussion. WebCT worked well for them in the hybrid format.

Results:

A total of 3 students were enrolled in this hybrid course. Both pre and post assessments were given, utilizing WebCT Vista with questions from Developing and Administering a Child Care Center. Pretest scores ranged from-28 to 34 while post test scores, completed by 2 students, were both 100. All students completed a presentation for a staff development topic, completing research, citing 5 sources and providing a handout with information summarizing their research about a relevant topic. Group documentation projects were completed by each group, as assigned.

Changes:

This course was taught for the first time as a hybrid and only met 4 times. This was good for 2 students who were highly motivated to complete the course. One student enrolled late, got her book late and eventually withdrew. When I teach this hybrid course next fall, I will meet at least 6 times with students, as it will have WebCT and polycom components.

Continuance:

I will continue to use the text and WebCT Vista section assessments, power point presentations, group documentation projects and student research/presentations for this course. Students research skills, presentation skills, and documentation panel preparation skills were expanded, with students benefiting from the work all students did for the class. Assignments will remain the same.

Results of Prior Assessment:

This is the 4th formal assessment of this course. Continued diligence in teaching reading comprehension and test taking skills has helpful for most students, and needs to be continued. Dropping the notebook assignment resulted in more meaningful assignments for students.

Date-Time:

5/15/2007 1:43:10 PM

Carlisle, K 07S TB


ECE-225-001

Pre/post

Analysis:

This was a small class and we missed quite a few classes due to weather and holidays. It was also a hybrid class and I do not think that several of the students were able to understand and reply appropriately to the discussion boards and interactions online. This is a problem with online education and I need to work on devising something that is more effective. I probably will not be teaching this class again at any rate, but it was frustrating.

Results:

The average pre-test score was 26% with a low score of 11% and a high score of 31%. The average post-test score was 89% with a high of 94% and a low of 80%. This gain met my course objectives which was a score of at least 75%. However, I was not satisfied with the quality of the comprehension that my students exhibited and I am going to re-do my pre and post test. This semester I utlized exams that were primairly application of concepts instead of recitation of concepts and the two of the students were unable to really demonstrate competency at a level I felt was acceptable even though they were able to receive passing grades.

Changes:

Again, if were going to teach this class as a hybrid again, I would have to modify the online portion of it and make it more inviting and user-friendly for my students. I need to also revise the pre-post test. I have found that vocabulary is the stumbling block for these students and I need to be more effective at making the words meaningful to them and to their experiences.

Continuance:

I will continue using the tests that encourage application rather than memory of facts and isolated concepts. The students said they liked them more, even though not all of them did very well with them!

Results of Prior Assessment:


Date-Time:

5/14/2007 5:02:39 PM

Burns, S 07S TB


ECE-205-0xx

Pre-Post, Portfolio

Analysis:

Assessments for each individual chapter, 2 activity plans, a video and a food intake analysis are effective methods for students to learn the information and to evaluate their performance and knowledge.

Results:

This course focuses on nutrition, health and safety as key factors for optimal growth and development of young children. A total of 10 students were enrolled in this course; 7 students completed with 2 withdrawing and 1 not completing assignments or the final assessment. The pre-assessment scores ranged from 32 to 56 and from 68 to 96 on the post assessment. Chapter quizzes were utilized for practice. A video showcasing the student’s understanding of the concepts of family style dining, appropriate interactions and language was assigned, along with 2 activities to be planned, taught and evaluated. Students also completed an analysis of their daily food intake for 3 days, utilizing mypyramid.gov website and concepts from the text.

Changes:

The only changes will be a new textbook with My Pyramid information will be used-should be available by January, 2008.

Continuance:

I will continue to teach the nutrition section first, allowing more time to complete the units and the video; it takes time to evaluate each video in class. I believe learning was better of nutrition facts when completed earlier in the semester with more time and fewer projects to complete at the end of the semester for other courses competing with student’s time and attention. I will continue the Blackboard testing and practice tests that are available to students. One nutrition and one safety activity presented and taught in the classroom seems adequate, and will be continued, as will the food intake analysis. Each student’s video was evaluated by the student, the class and by myself. Students wrote objectives for their video and evaluated their objectives. The class learned from each video, offering constructive feedback to each student.

Results of Prior Assessment:

I will continue to teach the nutrition section first, allowing more time to complete the units and the video; it takes time to evaluate each video in class. I believe learning was better of nutrition facts when completed earlier in the semester with more time and fewer projects to complete at the end of the semester for other courses competing with student’s time and attention. I will continue the Blackboard testing and practice tests that are available to students. One nutrition and one safety activity presented and taught in the classroom seems adequate, and will be continued, as will the food intake analysis. Each student’s video was evaluated by the student, the class and by myself. Students wrote objectives for their video and evaluated their objectives. The class learned from each video, offering constructive feedback to each student.

Date-Time:

5/14/2007 3:27:02 PM

Burns, S 07S TB


ECE-112-0xx

portfolio

Analysis:

The individual components of the Creative Curriculum weekly lesson plans were too easy to complete. The ITERS and portfolio of teaching materials for Learning Basket will be utilized again-students were able to do the work thoughtfully and the demonstrations in class were helpful to all students. Journals about the use of Learning Basket items were helpful, but not as effective as I hoped.

Results:

A total of 7 students were enrolled in the course which covers information relating the attachment theory, brain development and development in the 4 domains-cognitive, physical, social and emotional development, with the opportunity for students to observe Infant/Toddler classrooms for 60 clock hours, completing many observation assignments, writing anecdotal records, as they interact with parents, teachers and babies in the child care classrooms. A portfolio of teaching materials was collected by each student and presented in class to demonstrate the materials and methods used to teach “Learning Basket” curriculum for Infants or Toddlers. Students completed the ITERS rating scale and the Creative Curriculum Developmental Profile for 1 child, along with weekly lesson plans, family plan, and summary for a conference with the parent of the child.

Changes:

Learning Basket items will be utilized in class for role play and practice. Creative Curriculum Developmental Profile will be completed for each of the 4 children described in the text in vignettes in each chapter, allowing students to compare anecdotes and which goals and objectives of the Developmental Profile best matches the anecdote.. The summary and discussion of the special needs information provided in the text will be done in ECE 111.

Continuance:

I will continue to use power point presentations and the interactive videos to complement the text information. Some checklists and quality ratings will be discussed in class, allowing students more time to complete their activity plan teaching, teaching of learning basket items, and comparisons of the ITERS rating scale

Results of Prior Assessment:

I did change the text for this course this semester to Creative Curriculum for Infants, Toddlers and Twos. This text is a brand new publication that teaches the new Developmental Profile observation system for children ages 0-3. This is the Results Matters observation tool that is being used in the San Luis Valley; therefore, I chose this text. Students recommended keeping this text, and I found it to contain useful information with effective presentation. The text that was formerly used in this course will be used in ECE 111.

Date-Time:

5/14/2007 2:48:16 PM

Burns, S 07S TB


ECE-111-0xx

Pre-Post, Portfolio

Analysis:

I will teach test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student’s ability to understand not, except, but, least, etc. in the questions. The assessments, chapter quizzes and portfolio of teaching materials for a unit will be utilized again-students were able to do the work thoughtfully and the demonstrations in class were helpful to all students.

Results:

A total of 8 students were enrolled in the course which covers information relating the attachment theory, brain development and development in the 4 domains-cognitive, physical, social and emotional development. A pre and post assessment was given, utilizing Blackboard. Pre-assessment scores ranged from 45 to 70, while post assessment scores, completed by 7 students, ranged from 67 to 100. One student did not complete the course. A portfolio of teaching materials was collected by each student and presented in class to demonstrate the materials and methods used to teach a unit for Infants or Toddlers. Students also summarized answers to questions about observation and 7 special needs topics; their summaries were discussed in class.

Changes:

This course will remain the same.

Continuance:

I will continue to use power point presentations and the interactive videos to complement the text information. I will also continue the summary and discussion of the observation text in the first 7 weeks of the course, as well as the special needs summaries. I will continue to require a weekly lesson plan of teaching materials to be completed by each student; these units will continue to be posted in Blackboard or WebCT for other students to view if they want to create a resource file. I will continue to use the text.

Results of Prior Assessment:

Use of Blackboard for assessments is helpful. Extensive use of videos reinforce student’s understanding of concepts.

Date-Time:

5/14/2007 1:28:54 PM

Burns, S 07S TB


ECE-103-B20

Pre-Post , Portfolio

Analysis:

The portfolio, lesson plans and class activities are beneficial to understanding and implementing concepts into practice in the workplace. I need to continue to teach test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student’s ability to understand not, except, but, least, etc. in the questions. My change from the last time I taught this course to discontinue using the text There’s Gotta Be a Better Way, and to I will introduce concepts in lecture work well.

Results:

A total of 9 students were enrolled in the course. A pre and post assessment was given, utilizing WebCT with questions from only 1 text. Pretest scores ranged from 23 to 72, while post test scores, completed by 7 students, ranged from 63 to 86. Two students withdrew. A portfolio of 5 ECE CARES posters were prepared to utilize in class by all students who completed the class. A total of 100% of the students who enrolled prepared and demonstrated appropriate use of all 5 CARES posters compared to 12% of students who even knew what the posters were at the beginning of the course. The appropriate design and use of a cozy corner increased from 15% to 100%. Of those completing the class, 100% completed 3 other assignments, including the prosocial activity, the rituals and lesson plans for class meetings that were demonstrated in class.

Changes:

I will develop discussion questions for Positive Child Guidance to enhance reading and understanding of the ECE CARES strategies.

Continuance:

I will continue: • to introduce the teaching and practice videos earlier, utilizing Power Point presentations accompanied by small group discussion of application problems for each chapter of the text; • to use the text book with WebCT support for chapter quizzes and for chapter discussions;

Results of Prior Assessment:

• I have discontinued use of two texts. • I have utilized I Love You Rituals and Kindness Curriculum activities in class, increasing understanding of what prosocial activities are and how to implement them in the curriculum. • Earlier due dates have resulted in more use of posters during the semester, practicing skills and strategies learned in class. • Presenting and reviewing information in the text Positive Child Guidance, utilizing power point, and assigning written observations of the guidance skill utilized in the chapter has resulted in more understanding of the posters and ECE Cares strategies. • Having students teach activities from I Love You Rituals and Kindness Curriculum, has provided interactive, student-led relationship building and prosocial curriculum examples for students.

Date-Time:

5/8/2007 3:41:29 PM

Carlisle, K 07F TB


ECE-101-B50

Pre-test/post test

Analysis:

I had a real problem with attendance and as might be expected the students that barely made the attendence requirements were the ones who were the least competent when it came to issues of comprehension. The class is taught in a hybrid fashion with regular work being done on the internet. Again, the students that had bad attendence were also the students that were way behind on the blackboard assignments as well. My conclusion is that students need to come to class and be responsible and timely with the blackboard work if they want to master the material

Results:

The average score on the pretest was 31%--the average score on the post-test was 89%, which was a gain of 58%. The results are satisfactory, however, this year, I had several student that had gains of 39%. I had a real division between students that seemed to "get" the material and students that didn`t get it.

Changes:

I am going to make stricter rules about time limits for completing blackboard assignments and close quizzes and discussion boards after several weeks. This was a frustrating semester. On a positive note, I instituted one minute assessments in this class and the students found them to be helpful.

Continuance:

I will keep the one-minute assessments and I will continue with the hybrid formate, which the students appreciate.

Results of Prior Assessment:

Students have traditionally had problems with theorists and we did more case studies and applied problems which seemed to help the students.

Date-Time:

3/19/2007 10:03:42 AM

Burns, S 07F TB


ECE-214-0xx

Pre-Post, 2 presenta

Analysis:

I need to continue teaching test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student’s ability to understand not, except, but, least, etc. in the questions. Student research presentations were effective learning methods, as was the group documentation panel and discussion.

Results:

A total of 6 students were enrolled in the course. A pre and post assessment was given, utilizing WebCT Vista with questions from Developing and Administering a Child Care Center.. Pretest scores ranged from---- while post test scores, completed by 5 students, ranged from 61-100. All students completed a presentation, completing research, citing 5 sources and providing a handout with information summarizing their research about a relevant topic. Group documentation projects were completed by each group, as assigned.

Changes:

I will drop the notebook requirement.

Continuance:

I will continue to use the text and WebCT Vista section assessments, power point presentations, group documentation projects and student research/presentations for this course. Students research skills, presentation skills, and documentation panel preparation skills were expanded, with students benefiting from the work all students did for the class.

Results of Prior Assessment:

This is the third formal assessment of this course. Continued diligence in teaching reading comprehension and test taking skills was helpful, and needs to be continued. Dropping the notebook assignment resulted in more meaningful assignments for students.

Date-Time:

12/14/2006 2:07:10 PM

Burns, S 07F TB


ECE-102-200

Pre-post, child port

Analysis:

Students need repeated concrete assistance with writing anecdotals, completing checklists and using other observation methods.

Results:

A total of 10 students were enrolled in the course with 6 completing the course. Pretest scores ranged from 0 to 25 while post test scores ranged from 140 to 200, with 200 being a perfect score-50% of students achieved this score. All students completed weekly observations on various topics, compiled a portfolio of one child, analyzed that child’s development in 4 domains and summarized what they learned about the child. All students who completed the course observed more than 50 hours of the 60 hours required.

Changes:

I will provide and require forms for various observational methods to be completed for the child’s portfolio, in addition to what those observation forms in the lab manual. I will provide guided observations in class using video and CD recordings of children’s behaviors, ask students to complete anecdotals in class, and then compare their writings with the desired results being more students completing the course when they have increased competence in completing the class observations. I will require the child’s portfolio to be completed and handed in before Thanksgiving to allow for my evaluation and any remediation of the assessment that needs to be completed.

Continuance:

I will continue to use power point presentations, as well as video and CD recordings to illustrate children’s behaviors and concepts. I will continue the practice of reviewing the chapters in class and then having students complete the observations for those chapters during the week that follows the class presentations and discussions.

Results of Prior Assessment:

This is the first time I have taught this course.

Date-Time:

12/14/2006 1:53:35 PM

Burns, S 07F TB


ECE-101-200

Pre-Post, ProDev Por

Analysis:

I need to teach test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I believe chapter quizzes in class and small group discussion of the answers to chapter questions would be helpful. Students reported learning from small and large group discussions of chapter topics. I will review each test question after the chapter quizzes for at least 3 chapters to increase student’s ability to understand not, except, but, least, etc. in the questions.

Results:

A total of 10 students were enrolled in the course. A pre and post assessment was given. Pretest scores ranged from 0 to 25 while post test scores, completed by 6 students, ranged from 140 to 200, with a possible score of 200. A mid-term assessment consisting of 2 parts, 1 part essay questions from the text and 1 part about child development theorists, was given. All students completed a presentation on a curriculum topic and a Professional Development Personal Portfolio containing their resume’, a cover letter, a letter of reference, transcripts and certificates of trainings completed.

Changes:

I will search for another text book with some Internet study helps and assessment capabilities. Some students need stronger computer/Internet skills, which could be enhanced. I will continue the Professional Development Personal Portfolio assignment with more direct instruction for the resume’ and cover letter. Instead of a mid term assessment and a final, I will use 5 section assessments and the child development theorist summary.

Continuance:

The text is easy to read and coordinates well with the lab assignments. I would like to continue with a similar format in texts, if possible. Meeting face to face was beneficial to students and to myself—lots of good ideas and frustrations were shared. Some videos were used to illustrate concepts; I have purchased additional CD’s and videos to illustrate concepts, as many of the students have never worked in a child care center and all concepts were new to them. The child development summary was helpful, as was the student presentations in a curriculum area for hands-on experiences.

Results of Prior Assessment:

This is the first time I have taught this course.

Date-Time:

12/14/2006 1:46:41 PM

Burns, S 07F TB


ECE-220-B20

Pre-Post, Portfolios

Analysis:

The scores on multiple choice assessments, as well as threaded discussion answers and responses improved as the semester progressed. Use of Blackboard practice quizzes and chapter quizzes has helped students with concepts and test taking skills. Meeting every other week F2F allowed the hands-on learning activities in music, sensory, cooking, outdoor, and math that has proved helpful in the past. Students reported learning from other student’s presentations, as well as from the discussions.

Results:

A total of 6 students were enrolled in their first hybrid class; therefore, we met F2F every other week for videos and student presentations, because both are vital to learning and applying the course content. Pre assessment scores ranged from 232-63. Post assessment scores ranged from 82-100. The students completed 4 threaded discussion questions and 4 responses for each chapter, compiled a portfolio of activity and units lesson plans, prop box, learning center activities & book evaluations and presented each in class. All students completed a portfolio of 1 child, including many observations and a Creative Curriculum summary, assessing development in all 4 domains and making recommendations for appropriate activities to enhance learning both in the preschool setting and at home.

Changes:

No changes-students and I were pleased with the format and the knowledge and skills gained.

Continuance:

I will continue to use the same texts with Blackboard, videos and portfolio components and the portfolio assignments to provide practical experience in various areas of curriculum development that students must be knowledgeable of to be effective in the work place.

Results of Prior Assessment:

This is the 5th time I’ve taught this course with 2 texts. I will continue using both & requiring the child observation/assessment.

Date-Time:

12/13/2006 4:35:36 PM

Burns, S 07F TB


ECE-289-200

pre-post, portfolio

Analysis:

All of the above methods are useful assessment tools.

Results:

A total of 7 students were enrolled in the course which covers information relating to practicum experiences in the classroom as a student teacher. Both pre and post assessment were given with scores ranging from 11 to 56, while post assessment scores, completed by all students, ranged from 115, a perfect score, to 98. A portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project is required.

Changes:

No changes will be made in assessment or texts. However, this course will be offered as a polycom course, as well as a hybrid on WebCT Vista, to deliver to students in the Trinidad area as well as here in the San Luis Valley. Students are becoming more sophisticated in the use of Internet based courses. I will require assistance to create the course in Vista, as this course does not have an epack. This course requires no test proctor, but will require TA from IT department to facilitate student’s access to polycom and WebCT and to facilitate my use of all polycom equipment. Students will post activity and lesson plans and discussion questions on Vista.

Continuance:

I will continue to require Early Childhood Building Blocks in Reading & Writing and in Math to be coded on lesson plans, as well as Quality Standards for Curriculum. Colorado’s K-2nd grade standards will be reviewed, as related to K-2 observations. I will continue to require the project to be planned and implemented at least one week earlier. I will continue to assign 2 activity plans, emphasizing the transition in and out activities and objectives. I will continue the project approach, documentation assigned, and the completed Project Journal.

Results of Prior Assessment:

The class meeting activity was successful and will be continued. Assignments are working well.

Date-Time:

12/13/2006 4:14:05 PM

Burns, S 07F TB


ECE-288-200

Pre-post, portfolio

Analysis:

All of the above methods are useful assessment tools.

Results:

A total of 7 students were enrolled in the course which covers information relating to classroom environment and management, implementing activities, lesson plans and the project approach the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required in child care and Kindergarten, 1st & 2nd grade observations. A pre and post assessment was given with scores ranging from 11 to 56 while post assessment scores, completed by all students, ranged from a perfect score of 115 to 98. A portfolio of activity and lesson plans, project approach plans guidance plans were implemented and evaluated by the student, the cooperating teacher and me. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my observation/evaluation and allowed to respond to questions and suggestions.

Changes:

I will not use of the text Art of Awareness, due to difficulty covering all the material. Other texts will remain the same.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the project approach and documentation assignments. The text will remain the same. I will continue the documentation panel that is required to be completed in the classroom as children and teachers pursue a topic of interest. The documentation panel is presented in class extending the knowledge of all students and facilitating my evaluation of classroom activities.

Results of Prior Assessment:

I will not return to the use of the Pathways to Play text or Art of Awareness text. Implementing class meetings was effective and will continue. The immediate feedback allowed by using a laptop and printer on site is effective and will be continued.

Date-Time:

12/13/2006 4:09:47 PM

Miller, P 06S TB


ECE-260-001

Observations/Case Study

Analysis:

All students were able to analyze and evaluate the information acquired from the text book, class participation, and their own observations in a manner that enabled them to apply their learnings in assessing the needs of children and making appropriate plans for their participation in an inclusive learning environment.

Results:

Five of twelve students did exemplary work and scored at the highest level possible. Three of the twelve scored slightly lower, but demonstrated above average knowledge and application skills based on their observations. The remaining four demonstrated adequate knowledge and application. All students completed the required observation hours.

Changes:

Work on making the presentation of the textbook a more interactive process.

Continuance:

Class presentations on specific disabilities by the students and encouraging them to invite a guest speaker as a part of their presentation. Continue to place an emphasis on the importance of observation and the skills that are related to successful observation. Several methods were used for students to share knowledge and experience with others.

Results of Prior Assessment:

More emphasis was placed on real world experiences and how the text can be used to support and inform individual observations.

Date-Time:

5/21/2006 5:05:47 PM

Carlisle, K 06S TB


ECE-205-050

Pre-Post-Test

Analysis:

Healthg Safety and Nutrition is an interesting course, because much of the material covers information that most of the students were somewhat aware of. They did learn more facts about nutrition. They also learned the vocabulary of the field.

Results:

The Average pre-test score was 47%--The lowest score was 28% and the highest score was 58%. The Average post-test score was 92% with the highest score being 100% and the lowest 75%. The average gain was 45 percent. The students apparently mastered the material on the pre-post-test.

Changes:

I would like to spend more time on nutrition. I would also like to enable all the students to recieve up-to-date CPR/First Aid training. This is not exactly the result of the assessment, although some of the areas of first aid were areas where the lower achieving students had problems.

Continuance:

The students were required to list the particular material that they were the most interested in learning about. We covered that material in more detail and spent less time on some of the aspects of the syllabus that they were not going to use in their teaching experiences. They liked this and were more involved in the material we covered. They also were encouraged to report on two different health problems or conditions that they were personally interested in and they also liked this.

Results of Prior Assessment:

This is the first time I have taught this class.

Date-Time:

5/16/2006 5:08:55 PM

Burns, S 06S TB


ECE-225-202

Pre-Post assessment, video, portfolio of listening & emergent literacy activities, and 5 language arts activity plans are used.

Analysis:

Multiple choice questions were used; students demonstrated ability to read and understand questions, as well as content of the questions. Two threaded discussion questions were answered and two responses were required for each chapter. In-depth discussions occurred, which students reported as being very helpful. All video assignments were successfully completed, allowing me to see students engaged with children. The lesson plan scores improved after the first one was completed and my expectations were clearly defined. Evidence of the application of necessary techniques was demonstrated in class presentations and in the video assignment.

Results:

Four students were enrolled. Pre assessment scores ranged from 50 to 64. Post assessment scores ranged from 70 to 84. We met F2 F every other week. Students completed a video lesson plan and self evaluation. Students in class provided feedback, and I evaluated the video, lesson plan and self-evaluation. Students were required to demonstrate in class a listening and an emergent literacy portfolio of activities. Students successfully planned, taught and presented 5 lesson plans for language activities.

Changes:

I will not change the text, as I have not found another one that is better for the objectives of this course.

Continuance:

I will keep the literacy and listening portfolios and the video assignments, as well as the Bb assessments and learning opportunities. I will continue to use Learning to Read and Write, not requiring each student to purchase it. I will continue to spend less time on the first 8 chapters of the text, allowing more time for literacy exploration at the end of the course.

Results of Prior Assessment:

This is my first time to teach this course as a hybrid. It was successful-for me and for students. More time spent on the literacy explorations at the end of the text improved literacy portfolio components, as did assigning points for each portfolio.

Date-Time:

5/12/2006 2:42:20 PM

Burns, S 06S TB


ECE-220-B20

More time spent on the literacy explorations at the end of the text improved literacy portfolio components, as did assigning points for each portfolio.

Analysis:

Multiple choice questions were used; students demonstrated ability to read and understand questions, as well as content of the questions. Two threaded discussion questions were answered and two responses were required for each chapter. In-depth discussions occurred, which students reported as being very helpful. All video assignments were successfully completed, allowing me to see students engaged with children. The lesson plan scores improved after the first one was completed and my expectations were clearly defined. Evidence of the application of necessary techniques was demonstrated in class presentations and in the video assignment.

Results:

Four students were enrolled. Pre assessment scores ranged from 50 to 64. Post assessment scores ranged from 70 to 84. We met F2 F every other week. Students completed a video lesson plan and self evaluation. Students in class provided feedback, and I evaluated the video, lesson plan and self-evaluation. Students were required to demonstrate in class a listening and an emergent literacy portfolio of activities. Students successfully planned, taught and presented 5 lesson plans for language activities.

Changes:

I will not change the text, as I have not found another one that is better for the objectives of this course.

Continuance:

I will keep the literacy and listening portfolios and the video assignments, as well as the Bb assessments and learning opportunities. I will continue to use Learning to Read and Write, not requiring each student to purchase it. I will continue to spend less time on the first 8 chapters of the text, allowing more time for literacy exploration at the end of the course.

Results of Prior Assessment:

This is my first time to teach this course as a hybrid. It was successful-for me and for students. More time spent on the literacy explorations at the end of the text improved literacy portfolio components, as did assigning points for each portfolio.

Date-Time:

5/12/2006 2:29:57 PM

Burns, S 06S TB


ECE-225-200

Pre-Post assessment, video, portfolio of listening & emergent literacy activities, and 5 language arts activity plans are used.

Analysis:

Multiple choice questions were used; students demonstrated ability to read and understand questions, as well as content of the questions. All video assignments were successfully completed, allowing me to see students engaged with children. The lesson plan scores improved after the first one was completed and my expectations were clearly defined. Evidence of the application of necessary techniques was demonstrated in class presentations and in the video assignment.

Results:

Twelve students were enrolled; 1 withdrew. Pre assessment scores ranged from 38 to 68. Post assessment scores ranged from 42 to 100. Students completed a video lesson plan and self evaluation. Students in class provided feedback, and I evaluated the video, lesson plan and self-evaluation. Students were required to demonstrate in class a listening and an emergent literacy portfolio of activities. Students successfully planned, taught and presented 5 lesson plans for language activities.

Changes:

I will not change the text, as I have not found another one that is better for the objectives of this course.

Continuance:

I will keep the literacy and listening portfolios and the video assignments, as well as the Bb assessments and learning opportunities. I will continue to use Learning to Read and Write, not requiring each student to purchase it. I will continue to spend less time on the first 8 chapters of the text, allowing more time for literacy exploration at the end of the course.

Results of Prior Assessment:

More time spent on the literacy explorations at the end of the text improved literacy portfolio components, as did assigning points for each portfolio.

Date-Time:

5/12/2006 2:16:29 PM

Burns, S 06S TB


ECE-220-202

Pre-Post assessments, threaded discussion, chapter quizzes, portfolio of unit lesson plans & activity plans, assessment of one child.

Analysis:

The scores on multiple choice assessments, as well as threaded discussion answers and responses improved as the semester progressed. Use of Blackboard practice quizzes and chapter quizzes has helped students with concepts and test taking skills. Meeting every other week F2F allowed the hands-on learning activities in music, sensory, cooking, outdoor, and math that has proved helpful in the past. Students reported learning from other student’s presentations, as well as from the discussions.

Results:

Three students were enrolled in my and their first hybrid class; therefore, we met F2F every other week for videos and student presentations, because both are vital to learning and applying the course content. Pre assessment scores ranged from 36 to 39. Post assessment scores ranged from 70 to 94. The students completed 4 threaded discussion questions and 4 responses for each chapter, compiled a portfolio of activity and units lesson plans, prop box, learning center activities & book evaluations and presented each in class. All students completed an observation and summary on one child, assessing development in all 4 domains and making recommendations for appropriate activities to enhance learning both in the preschool setting and at home.

Changes:

No changes-students and I were pleased with the format and the knowledge and skills gained.

Continuance:

I will continue to use the same texts with Blackboard, videos and portfolio components and the portfolio assignments to provide practical experience in various areas of curriculum development that students must be knowledgeable of to be effective in the work place.

Results of Prior Assessment:

This is the 4th time I’ve taught this course with 2 texts. I will continue using both & requiring the child observation/assessment.

Date-Time:

5/12/2006 12:38:23 PM

Burns, S 06S TB


ECE-205-250

Pre-Post test, chapter quizzes, video &projects

Analysis:

The questions chosen seemed to be appropriate and will remain the same. The format seems adequate to capture knowledge gained. Each student’s video was evaluated by the student, the class and by myself. Students wrote objectives for their video and evaluated their objectives. The class learned from each video, offering constructive feedback to each student.

Results:

This course focuses on nutrition, health and safety as key factors for optimal growth and development of young children. A total of 17 students were enrolled in this course; 15 students completed with 2 withdrawing. The pre-assessment scores ranged from 36 to 64 and from 64 to 100 on the post assessment. Chapter quizzes were utilized. A video showcasing the student’s understanding of the concepts of family style dining, appropriate interactions and language was assigned.

Changes:

The only changes will be a new textbook with My Pyramid information will be used.

Continuance:

I will continue to teach the nutrition section first, allowing more time to complete the units and the video; it takes time to evaluate each video in class. I believe learning was better of nutrition facts when completed earlier in the semester with more time and fewer projects to complete at the end of the semester for other courses competing with student’s time and attention. I will continue the Blackboard testing and practice tests that are available to students. One nutrition and one safety activity presented and taught in the classroom seems adequate, and will be continued.

Results of Prior Assessment:

Average post assessment scores were better than the last time I taught this course; therefore, I will continue spending more time on nutrition at the beginning of the course and utilizing practice quizzes on Blackboard.

Date-Time:

5/12/2006 11:30:58 AM

Burns, S 06S TB


ECE-103-250

Pre-Post and chapter assessments, portfolio of teaching posters, group and individual teaching plans.

Analysis:

The portfolio, lesson plans and class activities are beneficial to understanding and implementing concepts into practice in the workplace. I need to continue to teach test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student’s ability to understand not, except, but, least, etc. in the questions.

Results:

A total of 19 students were enrolled in the course. A pre and post assessment was given, utilizing Blackboard with questions from only 1 text. Pretest scores ranged from 42 to 63, while post test scores, completed by 17 students, ranged from 63 to 100. Two students withdrew. A portfolio of 5 ECE CARES posters were prepared to utilize in class by all students who completed the class. A total of 100% of the students who enrolled prepared and demonstrated appropriate use of all 5 CARES posters compared to 23% of students who even knew what the posters were at the beginning of the course. The appropriate design and use of a cozy corner increased from 22% to 100%. Of those completing the class, 100% completed 3 other assignments, including the prosocial activity, the rituals and lesson plans for class meetings, that were demonstrated in class.

Changes:

I will not continue using the text There’s Gotta Be a Better Way, but I will introduce concepts in lecture.

Continuance:

I will continue: • to make due dates for posters earlier, as each is covered in the text, allowing students to utilize posters in their classrooms during the semester; • to introduce the teaching and practice videos earlier, utilizing Power Point presentations accompanied by small group discussion of application problems for each chapter of the text; • to use the text book with Blackboard support for chapter quizzes; • to present and review information in the text Positive Child Guidance, utilizing power point, and assigning written observations of the guidance skill utilized in the chapter; • to use the text Promoting Positive Behavior to increase student’s understanding of and appropriate use of ECE CARES strategies. • to teach activities from I Love You Rituals and Kindness Curriculum, providing interactive, student led relationship building and prosocial curriculum examples for students.

Results of Prior Assessment:

I have discontinue use of two texts. Utilizing I Love You Rituals and Kindness Curriculum activities in class has increased understanding of what prosocial activities are and how to implement them in the curriculum. Earlier due dates have resulted in more use of posters during the semester.

Date-Time:

5/11/2006 5:58:39 PM

Burns, S 06S TB


ECE-241-200

A pre-post assessment, mid-term, and individual and a group project was researched and presented to the class.

Analysis:

I need to continue teaching test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student’s ability to understand not, except, but, least, etc. in the questions. Student research presentations were effective learning methods, as was the group documentation panel and discussion.

Results:

A total of 14 students were enrolled in the course. A pre and post assessment was given, utilizing Blackboard with questions from Developing and Administering a Child Care Center and Becoming a Person of Influence. Pretest scores ranged from 40-76 while post test scores, completed by 14 students, ranged from 61-100. All students completed a presentation, completing research, citing 5 sources and providing a handout with information summarizing their research about a relevant topic. Group documentation projects were completed by each group, as assigned.

Changes:

I will drop the notebook requirement.

Continuance:

I will continue to use blackboard quizzes, power point presentations, group documentation projects and student research/presentations for this course. I will continue using the text.

Results of Prior Assessment:

This is the second formal assessment of this course. Continued diligence in teaching reading comprehension and test taking skills was helpful, and needs to be continued.

Date-Time:

5/11/2006 5:33:07 PM

Burns, S 06S TB


ECE-289-200

Assessment includes pre-post tests and portfolio, described below.

Analysis:

All of the above methods are useful assessment tools.

Results:

A total of 2 students were enrolled in the course which covers information relating to practicum experiences in the classroom as a student teacher. A pre and post assessment was given with scores ranging from 10 to 35, while post assessment scores, completed by both students, were both 95. A portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project is required.

Changes:

No changes will be made in assessment or texts.

Continuance:

I will continue to require Early Childhood Building Blocks in Reading & Writing and in Math to be coded on lesson plans, as well as Quality Standards for Curriculum. Colorado’s K-2nd grade standards will be reviewed, as related to K-2 observations. I will continue to require the project to be planned and implemented at least one week earlier. I will continue to assign 2 activity plans, emphasizing the transition in and out activities and objectives. I will continue the project approach, documentation assigned, and the completed Project Journal.

Results of Prior Assessment:

The class meeting activity was successful and will be continued. Assignments are working well.

Date-Time:

5/11/2006 5:11:55 PM

Burns, S 06S TB


ECE-288-200

Assessment includes pre-post tests and portfolio, described below.

Analysis:

All of the above methods are useful assessment tools.

Results:

A total of 2 students were enrolled in the course which covers information relating to classroom environment and management, implementing activities, lesson plans and the project approach the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required in child care and Kindergarten, 1st & 2nd grade observations. A pre and post assessment was given with scores ranging from 10 to 35, while post assessment scores, completed by both students, were both 95. A portfolio of activity and lesson plans, project approach plans and guidance plans were implemented and evaluated by the student, the cooperating teacher and myself. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my observation/evaluation and allowed to respond to questions and suggestions.

Changes:

I will discontinue use of the text Art of Awareness, due to difficulty covering all the material. Other texts will remain the same. All of the above methods are useful assessment tools.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the project approach and documentation assigned. The text will remain the same. I will continue the documentation panel that is required to be completed in the classroom as children and teachers pursue a topic of interest. The documentation panel is presented in class extending the knowledge of all students and facilitating my evaluation of classroom activities.

Results of Prior Assessment:

I will not return to the use of the Pathways to Play text. Implementing class meetings was effective and will continue. The immediate feedback is effective and will be continued.

Date-Time:

5/11/2006 4:57:50 PM

Newman, P 06F TB


ECE-102-200

Child Portfolio, Pre & Post test

Analysis:

Students enjoy the portfolio, this work helps them apply what they are learning.

Results:

All methods demonstrate significant learning by the students.

Changes:

None

Continuance:

See previous statement

Results of Prior Assessment:


Date-Time:

12/20/2005 3:26:30 PM

Newman, P 06F TB


ECE-101-200

Essay exam, Pre & Post test, Personal Professional Portfolio

Analysis:

In general the course meets its objectives

Results:

All methods demonstrated growth in the students knowledge base and application.

Changes:

None

Continuance:

Using small group work to apply knowledge appears to be effective.

Results of Prior Assessment:

No changes

Date-Time:

12/20/2005 3:23:47 PM

Miller, P 06F TB


ECE-238-001

post-test

Analysis:

Not enough progress was made on the students ability to score better on this test. There was too wide a range in scores (32-98) with too many low scores.

Results:

Average of 55% compared to 40% on the pre-test

Changes:

Consideration needs to be given to the make-up of the pre and post-test. A new text was used for the course and changes need to be made to how the information is presented without teaching to the test. Section tests were given rather than a mid-term and this probably needs to be changed. More small group work will be used in the future.

Continuance:

Small group work and class discussion. The next text is very good. It provides background information and makes this concrete with many practical ideas and activities.

Results of Prior Assessment:


Date-Time:

12/17/2005 11:24:43 AM

Carlisle, K 06F TB


ECE-226-050

Pre-Post and Essay Defining Creativity

Analysis:

The students were successful in mastering the vocbulary, but some were not successfull in applying the vocabulary appropriately. All students were successful in defining and explaining creativity.

Results:

The average score of the pretest was 32%. The average score on the post-test was 91%. A major component in the pre/post test was vocabulary as well as becoming familiar with using artisitic terms in terms of evaluating student`s art. Most students seemed to master the vocabulary, but there were some students who were still not comfortable with using artistic terms for evaluation. ( 4 out of 9). All students completed the essay with a score of 90% or better. They all achieved a 4 on the Rubric for that essay.

Changes:

I will provide more hands-on opportunities for students to evaluate actual children`s art using artistic terms.

Continuance:

I will continue the use of Blackboard as a support and a place to put the power points for each lecture. I will continue the practice of having students actually complete art projects.

Results of Prior Assessment:

I wanted to get the students more comfortable with the vocabulary and I was successful in this. I will continue to utilize class time to work with vcabulary in applied situations.

Date-Time:

12/16/2005 1:30:56 PM

Carlisle, K 06F TB


ECE-101-050

Pre/post

Analysis:

My benchmark was that all the students would pass the post test with a score of at least 75% which they all did. However the questions dealing with universal precautions were missed more frequently than any other question. We had a snow day on the day that I would have covered that and it is obvious to me, that the students did not get it by just reading the text. I will make an extra effort to go over that next time. Universal precautions are important for all ECE professionals to understand

Results:

The average score on the pretests was 25%--one student scored a high of 45% and the low score was 14%. The average score on the post-test was 93%. Two students got 100% and the low score was 80%.

Changes:

I will spend more time covering Universal Precautions

Continuance:

The practice of breaking the students up into small groups and having them come up with definitions in their own words as well as examples of the concepts has proven to be quite helpful to the class and will be continued.

Results of Prior Assessment:

I have continued reinforcing the lecture with powerpoints on blackboard.

Date-Time:

12/16/2005 1:20:49 PM

Burns, S 06F TB


ECE-125-250

Pre-Post-Test, Math Assessment of 1 Child Portfolio and Science Activity Documentation Panel

Analysis:

The math assessment of one child allows students to understand the concepts and activities to teach each concept. It also allows students to process the information about the child, and then write their findings in the format of a teacher-parent conference. The documentation panel of the science activity allows students the opportunity to plan and teach a science concept/activity and then choose the words, pictures and representation items to tell the story of what was learned in a way that parents and children can review on the documentation panel.

Results:

Pre assessment scores ranged from 4 to 82. Post assessment scores ranged from 64 to 100. All students completed a math assessment of one child, utilizing the interview method for 16 math concepts. Results were recorded and summarized. Then students completed a written report of results listing the child’s strengths and needs as a math learner. A science documentation board was completed by each student of the science activity planned and taught to a small group of children.

Changes:

I will keep the math text. The science text has fewer science activities than those used in the past, and it repeats much of the math theory. I will choose a science text that has more activities.

Continuance:

This course has always taught math and science concepts through the utilization of student participation and student demonstrations of activities, materials, and books relevant to the assigned concepts. This active participation by students and the demonstration of a wide variety of materials will continue.

Results of Prior Assessment:

This course has not been formally assessed before.

Date-Time:

12/14/2005 6:11:57 PM

Burns, S 06F TB


ECE-125-200

Pre-Post-Test and 1 Child Assesment/Portfolio and Science Documentation Pane

Analysis:

The math assessment of one child allows students to understand the concepts and activities to teach each concept. It also allows students to process the information about the child, and then write their findings in the format of a teacher-parent conference. The documentation panel of the science activity allows students the opportunity to plan and teach a science concept/activity and then choose the words, pictures and representation items to tell the story of what was learned in a way that parents and children can review on the documentation panel.

Results:

Pre assessment scores ranged from 42 to 64. Post assessment scores ranged from 44 to 100. All students completed a math assessment of one child, utilizing the interview method for 16 math concepts. Results were recorded and summarized. Then students completed a written report of results listing the child’s strengths and needs as a math learner. A science documentation board was completed by each student of the science activity planned and taught to a small group of children.

Changes:

I will keep the math text. The science text has fewer science activities than those used in the past, and it repeats much of the math theory. I will choose a science text that has more activities.

Continuance:

This course has always taught math and science concepts through the utilization of student participation and student demonstrations of activities, materials, and books relevant to the assigned concepts. This active participation by students and the demonstration of a wide variety of materials will continue.

Results of Prior Assessment:

This course has not been formally assessed before.

Date-Time:

12/14/2005 6:03:24 PM

Burns, S 06F TB


ECE-289-200

Pre-Post-Test, and Portfolio

Analysis:

All of the above methods are useful assessment tools.

Results:

A total of 4 students were enrolled in the course which covers information relating to practicum experiences in the classroom as a student teacher.. A pre and post assessment was given with scores ranging from 18 to 28, while post assessment scores, completed by all 10 students, ranged from 85 to 100. A portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project is required.

Changes:

No changes will be made in assessment. I will require Early Childhood Building Blocks in Reading & Writing and in Math to be coded on lesson plans, as well as Quality Standards for Curriculum. Colorado’s K-2nd grade standards will be reviewed, as related to K-2 observations.

Continuance:

I required the project to be planned and implemented at least one week earlier; this worked well for my students and for me. I will continue this plan. I assigned 2 activity plans, emphasizing the transition in and out activities and objectives; this worked well. I will continue the project approach and documentation assigned. The text will remain the same. I will continue to use the Project Journal as a guide for students to plan and implement their project. The journal is helpful to me in evaluating the student’s planning and execution of the project, as well as in evaluating their reflection about the process and how children and teachers learn from a project.

Results of Prior Assessment:

The class meeting activity was successful and will be continued. Texts and assignments are working well.

Date-Time:

12/14/2005 5:52:19 PM

Burns, S 06F TB


ECE-288-200

Pre-Post-Test and Porftfolio and Observation

Analysis:

All of the above methods are useful assessment tools.

Results:

A total of 4 students were enrolled in the course which covers information relating to classroom environment and management, implementing activities, lesson plans and the project approach the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required in child care and Kindergarten, 1st & 2nd grade observations. A pre and post assessment was given with scores ranging from 18 to 28, while post assessment scores, completed by all 10 students, ranged from 85 to 100. A portfolio of activity and lesson plans, project approach plans and guidance plans were implemented and evaluated by the student, the cooperating teacher and myself. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my observation/evaluation and allowed to respond to questions and suggestions.

Changes:

All of the above methods are useful assessment tools.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the project approach and documentation assigned. The text will remain the same. I will continue the documentation panel that is required to be completed in the classroom as children and teachers pursue a topic of interest. The documentation panel is presented in class extending the knowledge of all students and facilitating my evaluation of classroom activities.

Results of Prior Assessment:

I will not return to the use of the Pathways to Play text that was discontinued this semester. Implementing class meetings was effective and will continue. The immediate feedback is effective and will be continued.

Date-Time:

12/14/2005 5:39:00 PM

Burns, S 06F TB


ECE-220-250

Pre-Post-Test, portfolio

Analysis:

The scores on multiple choice questions on the pre/post assessment improved. Use of Blackboard practice quizzes and chapter quizzes has helped students with concepts and test taking skills. More hands-on learning activities in some areas-such as music, sensory, cooking, outdoor, and math did enhance learning; students reported learning from other student’s presentations.

Results:

Pre assessment scores ranged from 37 to 77. Post assessment scores ranged from 53 to 95. All Students compiled a portfolio of activity and lesson plans, prop box, learning center activities & book evaluations and presented each in class. All students also completed an observation and summary on one child, assessing development in all areas of development and making recommendations for appropriate activities to enhance learning both in the preschool setting and at home.

Changes:

I will make better use of the video clips for centers and have students bring items for each center, rather than having a presentation on one center. I will develop new forms for recording observation goals, using some I made this semester and creating some new ones.

Continuance:

I will continue to use the texts I used this semester with Blackboard components in both. I will also continue the portfolio assignments to provide practical experience in various areas of curriculum development that students must be knowledgeable of to be effective in the work place. Blackboard practice quizzes and graded quizzes helped students with test taking skills and concepts. I will continue both, adding more points to the in-class quizzes and offering extra credit for the practice quizzes students do outside of class. A video accompanying one text was useful in making different centers in a classroom real to the students with little classroom experience. I will continue using that video.

Results of Prior Assessment:

In teaching this course for the 3rd time, I learned that students benefit from the 2 texts I chose and I will continue using both. Adding the student observation portfolio has enhanced student understanding of Creative Curriculum’s format for observation, and I will continue to require that observation portfolio.

Date-Time:

12/14/2005 12:18:11 PM

Burns, S 06F TB


ECE-226-200

Pre-Post-Test, Portfolio, Video

Analysis:

Students gained knowledge of developmentally appropriate practices related to creative, open ended art activities for young children, as well as increasing their ability to answer multiple choice application questions. Blackboard chapter quizzes and pre/post assessments were utilized, increasing technology proficiency and test taking skills. The videos enable me to assess how students plan and conduct developmentally activities with children, with special emphasis on the language used as children participate in a sensory activity, as well as how students handle problems that arise.

Results:

A pre and post assessment was given. Results of the pre assessment ranged from 37 to 66, while the post assessment results ranged from 52 to 100. A video of the student planning and conducting a sensory activity with a group of children was evaluated by the student, other students in the course and me.

Changes:

I will keep the new text, which has Blackboard components which enhance student test taking and technology skill. I will assign a participation activity for each chapter to demonstrate more creative materials and activities.

Continuance:

I will keep the video assignment. I will continue to provide experiences with different art media in 75% of the class sessions, allowing students to experience first hand the different media.

Results of Prior Assessment:

This is the 2nd formal assessment that has been completed. Continued use of the video assignment and incorporating chapter quizzes are changes I made after teaching the course the first time; I will continue these changes..

Date-Time:

12/12/2005 5:23:10 PM

Carlisle, K 05S TB


ECE-220-050

capstone

Analysis:

The students that completed their capstone project all demonstrated competency in the required areas.

Results:

All students successfully completed their capstone project which consisted of a philosopohy of education and curriculum development as well as the creation of a classroom, supplies, and lesson plans for an integrated unit of study.

Changes:

The students this year were successful and I will probably keep the class the same as it is, but I will bring in more current research and articles on education.

Continuance:

THe hands on aspect of this class, where students design activities and present them to the class along with their rational on their activities is successful and student seem to learn from eachother and their activities. All students acknowledged that this class helped them bring together what they had been learning in all their other classes.

Results of Prior Assessment:

In student feedback from the previous year, students indicatged that they wanted more experience with planning lessons and themes. We did that this year and they were all quite pleased with the results and felt that they were better prepared to go out and teach in this field.

Date-Time:

5/16/2005 11:34:31 AM

Carlisle, K 05S TB


ECE-225-050

Pre/Post--

Analysis:

While they mastered the vocabulary of the field, I was not happy with the quality of the essays. The students who did poorly on the essays did not seem able to summarize and apply their knowledge.

Results:

I changed my post test intstrument, so the data is as valid as it might be. GIven that, 13 out of 15 students exhibited excellent grasp of the vocbulary of the field and 10 out of 15 were able to write satisfactory essays explaining the teaching of language, literacy and cognition to young children.

Changes:

I will work more having students summarize their learning. I will develop a rubric for the essays so that they know what I am looking for.

Continuance:

Discussions, reading of research in the field and bringing in current articles, and using case studies and having students write reactions to these have been successful.

Results of Prior Assessment:

I used more current research and current events and more case studies as a result of data from previous assessments. Students did grasp the concept of the influence of culture on the use of language and thinking skills. This was an improvement over last year.

Date-Time:

5/16/2005 11:28:56 AM

Carlisle, K 05S TB


ECE-111-050

Pre-Post Test

Analysis:

Students have generally done well with this material. The one area that I would like to have observed better understanding was the importance of language in early interactions with infants and toddlers.

Results:

All students achieved at least 90% on the post test and exhibited significant gains from the pre-test. Students successfully mastered the desired competencies.

Changes:

I will use more case studies and try and make use of better lab facilities. We need more observations done by the whole class where we can then discuss what we see. So far, we lack facilities here in Trinidad to do that.

Continuance:

Case Studies and discussions about interactions during observations are very important.

Results of Prior Assessment:

We did more case studies this year and I think it was helpful.

Date-Time:

5/16/2005 10:56:46 AM

Carlisle, K 05S TB


ECE-103-B50

pre-post test

Analysis:

The student mastered the core content in the class and passed the post-test with scores of 86% and higher.

Results:

All of the students exhibited gains of at least 50% fromt he pre-test to the post-test.

Changes:

I am probably going to change the assessment instrument for this class to an essay on philosophy of guidance and create a rubric or at least include this with a pre/post test. I had the student write a philosophy of guidance and this essay indicated to me that some of the students either didn`t get the essential points I wanted or else,they were unable to state their beliefs adequately.

Continuance:

I think the successful learning was greatly enhanced through the use of role-playing and case studies. The students enjoyed the hands-on component and related well to it.

Results of Prior Assessment:

I increased the hands-on component as well as the role playing as a result of previous assessments. I think this was successful. I will do more next year to help them be able to develop and state a more professional philosophy of guidance.

Date-Time:

5/16/2005 10:22:50 AM

Newman, P 05S TB


ECE-240-250

Pre & Post, multiple projects and survey

Analysis:

No change is needed in course.

Results:

Students mastered competancies for the course.

Changes:

N/A

Continuance:

Students felt the text & group projects were fun learning experiences. While they did not enjoy it, they know they need the information in their business plan & budget project.

Results of Prior Assessment:

N/A

Date-Time:

5/13/2005 12:19:44 PM

Newman, P 05S TB


ECE-102-200

Pre & post, porfolio & survey

Analysis:

Some new students requested more instructor assistance with meeting course practicum requirements.

Results:

Students mastered the majority of competencies.

Changes:

Instructor will work with individual students who need assistance completing practicum assignments. (Students wanted more structure on this requirement)

Continuance:

Students enjoy the portfolio assignment and it reflects appropriately their learning about children.

Results of Prior Assessment:


Date-Time:

5/13/2005 12:16:46 PM

Newman, P 05S TB


ECE-101-200

Pre & post, essay and survey

Analysis:

Students are in general mastering the outcomes for the course.

Results:

Student did increase their knowledge about the field. They also mastered the outcome of deciding whether the field was appropriate for them (true for all but 1)

Changes:

The prior experience of students entering this course is decreasing. I will modify next semester`s course to take this into consideration with more review and direct instruction.

Continuance:

Students like text, like instruction in general and group work.

Results of Prior Assessment:


Date-Time:

5/13/2005 12:10:49 PM

Burns, S 05S TB


ECE-288-200

pre-post assessment, project approach portfolio

Analysis:

All of the above methods are useful assessment tools.

Results:

A total of 10 students were enrolled in the course which covers information relating to classroom environment and management, the project approach and experiences in the classroom as a student teacher, with 76 hours required in a preschool classroom and 14 hours required.. A pre and post assessment was given with scores ranging from 18 to 28, while post assessment scores, completed by all 10 students, ranged from 92 to 100. A portfolio of activity and lesson plans, project approach plans and guidance plans for 2 children were implemented and evaluated by the student, the cooperating teacher and myself. Students are observed by me and evaluated using a rating scale that is also provided for self evaluation by the student and by the cooperating teacher. Students are provided with a copy of my evaluation and allowed to respond to questions and suggestions.

Changes:

I will discontinue the use of the guidance plans for 2 children and implement class meeting assignments and demonstrations instead. Due to the recent purchase of new equipment, I will provide immediate feedback to students on the day I observe them. Then they will have a better recollection of what happened while I was observing and can respond to my questions and comments more effectively.

Continuance:

Requiring the project approach to be implemented and completed 1 week earlier will be continued. I will continue the project approach and documentation assigned. The text will remain the same.

Results of Prior Assessment:

I will continue the documentation panel that is required to be completed in the classroom as children and teachers pursue a topic of interest. The documentation panel is presented in class extending the knowledge of all students and facilitating my evaluation of classroom activities.

Date-Time:

5/10/2005 8:22:41 PM

Burns, S 05S TB


ECE-289-200

pre-post assessment, portfolio

Analysis:

All of the above methods are useful assessment tools.

Results:

A total of 10 students were enrolled in the course which covers information relating to classroom environment and management, the project approach and experiences in the classroom as a student teacher.. A pre and post assessment was given with scores ranging from 18 to 28, while post assessment scores, completed by all 10 students, ranged from 92 to 100. A portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project is required.

Changes:

I will discontinue the use of the guidance plans for 2 children and implement class meeting assignments and demonstrations instead.

Continuance:

I required the project to be planned and implemented at least one week earlier; this worked well for my students and for me. I will continue this plan. I assigned 2 activity plans, emphasizing the transition in and out activities and objectives; this worked well. I will continue the project approach and documentation assigned. The text will remain the same.

Results of Prior Assessment:

For the past 4 semesters I have utilized the Project Journal as a comprehensive guide to the 3 phases of planning and implementing a project. The journal is helpful, according to students, in understanding what is expected in each of the 3 phases. The journal is helpful to me in evaluating the student’s planning and execution of the project, as well as in evaluating their reflection about the process and how children and teachers learn from a project.

Date-Time:

5/10/2005 7:55:36 PM

Burns, S 05S TB


ECE-112-250

pre-post assessments, portfolio of Learning Basket materials,

Analysis:

I will teach essay test taking skills in an attempt to increase essay test taking skills and reduce stress. The ITERS , practice quizzes and portfolio of teaching materials for a unit will be utilized again-students were able to do the work thoughtfully and the demonstrations in class were helpful to all students.

Results:

A total of 11 students were enrolled in the course which covers information relating the attachment theory, brain development and development in the 4 domains-cognitive, physical, social and emotional development, with the opportunity for students to observe Infant/Toddler classrooms for 60 clock hours, completing many observation assignments, writing anecdotal records, as they interact with parents, teachers and babies in the child care classrooms. A pre and post assessment was given, utilizing 5 essay questions on Blackboard. Pre-assessment scores ranged from 12 to 29, while post assessment scores, completed by 10 students, were all scores of 100. One student withdrew. A portfolio of teaching materials was collected by each student and presented in class to demonstrate the materials and methods used to teach “Learning Basket” curriculum for Infants or Toddlers. Students also summarized answers to questions about special needs children from their text; their summaries were discussed in class. Discussions comparing and contrasting the ITERS rating scale and other rating scales occurred.

Changes:

Some checklists and quality ratings will be discussed in class, allowing students more time to complete their activity plan teaching, teaching of learning basket items, and comparisons of the ITERS rating scale.

Continuance:

I will continue to use power point presentations and the interactive videos to complement the text information. I will also continue the summary and discussion of the special needs information provided in the text.

Results of Prior Assessment:

This is the first formal assessment completed for this course. However, I did change the text for this course this semester. Students recommended keeping this text, and I found it to contain useful information with effective presentation requiring only a small amount of supplementation from other sources.

Date-Time:

5/10/2005 7:27:17 PM

Burns, S 05S TB


ECE-111-200

pre-post assessment, portfolio, rating scale, quizzes

Analysis:

I will teach test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student’s ability to understand not, except, but, least, etc. in the questions. The ITERS, practice quizzes and portfolio of teaching materials for a unit will be utilized again-students were able to do the work thoughtfully and the demonstrations in class were helpful to all students.

Results:

A total of 11 students were enrolled in the course which covers information relating the attachment theory, brain development and development in the 4 domains-cognitive, physical, social and emotional development. A pre and post assessment was given, utilizing Blackboard. Pre-assessment scores ranged from 50 to 82, while post assessment scores, completed by 10 students, ranged from 66 to 100. One student withdrew. A portfolio of teaching materials was collected by each student and presented in class to demonstrate the materials and methods used to teach a unit for Infants or Toddlers. Students were required to complete practice quizzes for each chapter of the text. Students also summarized answers to questions about observation; their summaries were discussed in class. Students also completed an ITERS rating scale.

Changes:

I will require a Possibilities Plan to be completed by each student for their unit. I will copy these for each student in the class to keep in a resource file.

Continuance:

I will continue to use power point presentations and the interactive videos to complement the text information. I will also continue the summary and discussion of the observation text in the first 7 weeks of the course.

Results of Prior Assessment:

This is the first formal assessment completed for this course. However, I did change the text for this course this semester. Students recommended keeping this text, and I found it to contain useful information with effective presentation.

Date-Time:

5/10/2005 7:10:38 PM

Burns, S 05S TB


ECE-205-250

pre-post, video

Analysis:

The questions chosen seemed to be appropriate and will remain the same. The format seems adequate to capture knowledge gained. Each student’s video was evaluated by the student, the class and by myself. Students wrote objectives for their video and evaluated their objectives. The class learned from each video, offering constructive feedback to each student.

Results:

This course focuses on nutrition, health and safety as key factors for optimal growth and development of young children. A total of 18 students were enrolled in this course; 16 students completed with 2 withdrawing.. Utilizing Blackboard I chose 50 question multiple-choice questions from the Blackboard question pool. The scores ranged from 44 to 73 on the pre-assessment and from 85 to 100 on the post assessment. A video showcasing the student’s understanding of the concepts of family style dining, appropriate interactions and language was assigned

Changes:

The textbook currently being used meets our needs well; a new edition will be available for the next class. No other changes are planned.

Continuance:

I will continue to teach the nutrition section first, allowing more time to complete the units and the video; it takes time to evaluate each video in class. I believe learning was better of nutrition facts when completed earlier in the semester with more time and fewer projects to complete at the end of the semester for other courses competing with student’s time and attention. I will continue the Blackboard testing and practice tests that are available to students. One nutrition and one safety activity presented and taught in the classroom seems adequate.

Results of Prior Assessment:

Average post assessment scores were better than the last time I taught this course; therefore, I will continue spending more time on nutrition at the beginning of the course and utilizing practice quizzes on Blackboard.

Date-Time:

5/10/2005 6:39:44 PM

Burns, S 05S TB


ECE-103-200

Pre-post-assessment, portfolio

Analysis:

I will teach test taking skills and readings skills with each chapter in an attempt to increase test taking skills and reduce stress. I will review each test question after the chapter quizzes for at least 3 chapters to increase student’s ability to understand not, except, but, least, etc. in the questions.

Results:

A total of 9 students were enrolled in the course. A pre and post assessment was given, utilizing Blackboard with different questions than previously used in this course. Pretest scores ranged from 30 to 47, while post test scores, completed by 8 students, ranged from 86 to 100. One student withdrew. A portfolio of 4 ECE CARES posters were prepared to utilize in class by all students who completed the class. A total of 100% of the students who enrolled prepared and demonstrated appropriate use of all 4 CARES posters compared to 35% of students who even knew what the poster were at the beginning of the course. The appropriate design and use of a cozy corner increased from 0.25% to 100%. Pathways to Play behavior strategies improved from 0% to 85%, due to the withdrawals and 1 student who completed only one-half of the project. Of those completing the class, 100% completed 3 other assignments, including the prosocial activity, the rituals and lesson plan for emotions, that were demonstrated in class.

Changes:

I will continue to make due dates for posters earlier, as each is covered in the text, allowing students to utilize posters in their classrooms during the semester. I will continue to introduce the teaching and practice videos earlier, utilizing Power Point presentations accompanied by small group discussion of application problems for each chapter of the text. I will continue to use the text book with Blackboard support. I want to increase student test taking skills and hold students more responsible for careful reading of the text. For each chapter of Positive Child Guidance students took 1 multiple choice quiz in class for 10% of their final grade. In the future, I will give positive reinforcement points for taking practice quizzes as extra credit. I will continue this. I will assign a larger percentage to the quizzes taken in class. I will present and review information in the text Positive Child Guidance, assigning written observations of the guidance skill utilized in the chapter. I will continue these techniques, also.

Continuance:

I will continue to use power point presentations and the interactive videos to complement the text information. I will continue to use the text Promoting Positive Behavior to increase student’s understanding of and appropriate use of ECE CARES strategies which are being implemented in most child care centers and head start programs here in the San Luis Valley. I will continue teaching I Love You rituals and prosocial behaviors through the use of the 2 activity books, I Love You Rituals and Kindness Curriculum, providing interactive, student led relationship building and prosocial curriculum examples for students.

Results of Prior Assessment:

I will discontinue use of the text Pathways to Play, as students have not found the assignments helpful. Utilizing I Love You Rituals and Kindness Curriculum activities in class has increased understanding of what prosocial activities are and how to implement them in the curriculum.

Date-Time:

5/10/2005 9:24:59 AM

Miller, P 05S TB


ECE-260-001

pre-post-test

Analysis:

The information and opportunities for learning were there as evidenced by the relatively high improvement on the post test for one third of the students. However, the needs of some learners may not have been met as evidenced by their minimal ability to demonstrate improved knowledge about the course as measured by the post test.

Results:

16 students took the pre and post tests. The percentage of improvement from pre to post test ranged from 4% to 45.6%. The average improvement for the class was 15%.

Changes:

Make myself more aware of individual learner`s needs and to be more specific about course requirements with those students who show lack of understanding and to do this frequently. Use more class time discussing the text, since the pre/post tests are based on this information.

Continuance:

The attempt to develop a learning community by creating a risk free environment that encourages students to share their knowledge. Continue to invite guest speakers who share information about their arena of expertise. Finally, continue to ask students to research and present information about relevant topics and to do observations.

Results of Prior Assessment:

No previous assessments.

Date-Time:

5/7/2005 7:30:41 PM

Miller, P 05S TB


ECE-260-001

pre-post-

Analysis:


Results:


Changes:


Continuance:


Results of Prior Assessment:


Date-Time:

5/7/2005 7:22:06 PM

Carlisle, K 05F TB


ECE-103-B02

Pre-post test/Essay

Analysis:

This group of students did very well with the course material and the demonstrated an excellent grasp of the required competencies.

Results:

Pre/post test: All students received a score of 92% or higher on the post/test and all completed the essay successfully with scores of 90% or higher.

Changes:

I am quite pleased with this group of students. They were highly motivated and they all performed very well. Based on their performance, there are no changes that I need to make. I do however, realize that this was an exceptional group of students.

Continuance:

The students really enjoyed the hypbrid aspects of this class and participated better in the online discussions than they did in face-to-face discussions. I will keep the online discussions.

Results of Prior Assessment:

I added the required essay at the end of the class and I will keep that essay and have it become a statement on their philosophy of guidance.

Date-Time:

12/20/2004 11:27:12 AM

Carlisle, K 05F TB


ECE-225-B50

Pre-Post/Essay

Analysis:

Most students mastered the competencies in this class successfully. Of the four who had trouble, one failed, and one received an incomplete. The other two students failed to turn in homework and complete online quizzes. I am always frustrated when students simply do not do the work. Two of the students who struggled were capable students, but just didn`t seem to understand or care about the consequences of not doing their work. Only one student seemed to genuinely not get the concepts and she was a non-traditional student who also did not do most of her homework. She was the only student who received an F

Results:

On the pre/post test: 10 of 15 student achieved 90% or higher on the post test. The average pretest score was 28% The average post-test score was 87.7% There were four students who did not achieve 87% or higher. Of these four, one failed the class and one received an incomplete. On the Essay: All but three students demonstrated understanding of the major points desired in the essay. Two students failed to turn in the essay and one student received an incomplete.

Changes:

I will be more demanding of students turning in their work on time and finishing the online quizzes in a timely fashion.

Continuance:

The students love the hands-on portion of this class as well as the personal learning project and I will certainly continue these. The students also enjoyed the group projects. In addition, they felt the online blackboard quizzes were helpful.

Results of Prior Assessment:

I have added more on-line learning projects and these were well received.

Date-Time:

12/20/2004 10:34:28 AM

Burns, S 05F TB


ECE-225-200

Pre-post, portfolio and video

Analysis:

Multiple choice questions were used; students demonstrated ability to read and understand questions, as well as content of the questions.

Student video assignment scores ranged from 90 to 100. All were successful in completing a language activity with an introduction and transition out activity included. Language used by students was appropriate—including descriptive statements and open-ended questions. Appropriate goals were written and evaluated for each type of language activity, whether it was a puppet, storytelling, shared reading, flannel board story or problem solving activity.

The lesson plan scores improved after the first one was completed and my expectations were clearly defined. Evidence of the application of necessary techniques was demonstrated in class presentations and in the video assignment.


Results:

Pre assessment scores ranged from 30 to 60. Post assessment scores ranged from 72 to 100.

A video was made of a language activity in a preschool classroom. All students completed a video lesson plan and self evaluation. Students in class provided feedback, and I evaluated the video, lesson plan and self-evaluation.

Students were required to demonstrate in class a listening and an emergent literacy portfolio of activities. All students completed the portfolios—ranged from 60% to 100% of expectations for quality and number and variety of activities.

They were also required to plan, teach and present 4 lesson plans for language activities. The first lesson plan’s scores ranged from 27 to the maximum of 50. The next 3 lesson plan’s scores ranged from 45 to 50.


Changes:

I will continue to use Blackboard exams and quizzes, and other learning components. I will incorporate unit exams instead of a mid term and final assessment. I will continue t use chapter quizzes and offer extra credit for practice quizzes taken in Blackboard.

I will add the booklet Learning to Read and Write, from NAEYC to enhance classroom examples of developmentally appropriate emergent literacy environments and activities.

I will search for another text with Bb components that has an easier reading level that the text I currently use. OR I will spend less time on the first 8 chapters of the text, allowing more time for literacy exploration at the end of the course.

I will revert back to assigning points for the literacy and listening portfolios, rather than having this part of the participation score. I had better quality and number of items in portfolios when points were directly attached to the assignments.


Continuance:

p> I will keep the literacy and listening portfolios and the video assignments. I will also keep the Bb quizzes and assessments.


Results of Prior Assessment:

None, I have taught this course several times, but have not formally assessed it.


Date-Time:

12/17/2004 3:38:54 PM

Newman, P 05F TB


ECE-102-200

Pre & post test plus portfolio

Analysis:

Student`s application in the portfolio usually exceeds the knowledge they doemonstrate in their written tests. Our students are oriented to real-life situations.

Results:

Pre & post tests indicate growth in knowledge. Portfolio deomonstrates application of kowledge with a real child.

Changes:

No change needed. Grade in this class is based primarily on their portfolio.

Continuance:

The portfolio assignment allows the student to develop a relationship with a child and apply knowledge learned in a real-life situation.

Results of Prior Assessment:


Date-Time:

12/17/2004 3:02:17 PM

Miller, P 05F TB


ECE-238-200

Pre-post, case study

Analysis:

Pre-post assessment gains made as evidence by the post test scores, student’s ability to list and describe theories/theorists of child development. Completion and essay are most difficult types of questions.

Case study—All students completed the case study, using 8-10 different variety of assessment methods. All students completed objective observations, rather than subjective.


Results:

Pre and Post Assessment were given. The post scores ranged from 43 to 89. Case Study required 15 hours of observation, a variety of assessment methods (running records, anecdotal records, checklists, program specific assessment forms) of observation to collect data related to all developmental domains. Of the 18 students enrolled, 9 different variations of assessment methods were returned.

A complete description of the child, interpretation of all assessment notes, summary of what was learned and a next plan of action for this specific child were completed.


Changes:

Include more role play and written examples of abstract ideas, such as stages of development and object permanence as they interact with children each day. More instructional time would be spent on observation, breaking the concepts and assignments into smaller tasks, with practice time between tasks--types of observation methods, evaluation of notes, and them summary and plan of action.

Case Study –spend more time and more practice in interpretation of notes to enhance student understanding of child development principles exemplified.

Eliminate Developmentally Appropriate Practice text.

Keep attendance/participation points as they.

Do unit chapters, rather than only a mid-term and a final assessment.


Continuance:

Continue the reflective practice journals, reflecting on own experiences in life and in work situations.

Case Study points remain the same.


Results of Prior Assessment:

No previous assessments have been completed. This is the first time this instructor has taught this course.

Date-Time:

12/17/2004 2:59:52 PM

Newman, P 05F TB


ECE-101-200

Pre & Post test, Final essay exam

Analysis:

Students have the most difficulty with applying knowledge to test and/or work situations. I have tried increasing the number of application scenarios we work on in class.

Results:

Students show growth in knowledge and application

Changes:

Continue to work on application.

Continuance:

Use of new text on basic theories. Continued emphasis on applying observations from ECE 102 to theories in ECE 101.

Results of Prior Assessment:


Date-Time:

12/17/2004 2:47:07 PM

Harris, M 05F TB


ECE-100-200

Pre & Post assessments

Analysis:

The students had a thorough understanding of the concepts they needed to know through the handouts, video tapes, guest speakers, and our review of concepts during discussions.

Results:

A pretest was given at the beginning of class. Out of the 8 questions given, 5 out of 5 students did not know the answers to any of the questions.The same questions were given for the Final and they were all able to answer the questions correctly.

Changes:

Test question #2 to be “List at least 3 characteristics of each stage of development”

Continuance:

The viewing of video tapes, guest speakers as experts on the subject, handouts, and question and answer periods during discussion and review lead to the students understanding of the concepts.

Results of Prior Assessment:

None

Date-Time:

12/17/2004 1:03:19 PM

Carlisle, K 05F TB


ECE-101-B50

Pre-post test

Analysis:

Although the data would indicate that good progress was made in mastering certain competencies as tested by the pre/post test, my overall satisfaction with the results of the final exam left me feeling as though some of the students just had not mastered certain concepts to the extent that they usually do.

Results:

Out of 10 students, 7 students made a positive gain of at least 60 percentage points on the pre/post test. Out of the remaining three, one student, who is identified as special populations made only a 15% gain and the other two students had such a high scores on the pre-test that they only gained 50 percentage points each.

Changes:

As a result of my evaluation of the final exam, I am going to use more case studies throughout my course, instead of just instroducing them at the end. It is frustrating to me to have students who can say the right thing on tests, but do not apply the knowledge as well as I would like them to. I also am going to put a case study into the pre/post test.

Continuance:

Discussions, power-point presentations and the blackboard quizzes will be kept in this class.

Results of Prior Assessment:

There were no real changes in the class this semester from last semester except the modifications of some power-point presentations and a modification of the pre/post test.

Date-Time:

12/17/2004 9:25:46 AM

Burns, S 05F TB


ECE-220-200

Pre-post assessments, portfolio, survey

Analysis:

The scores on multiple choice questions on the pre/post assessment improved dramatically. Use of Blackboard practice quizzes and chapter quizzes has helped students with concepts and test taking skills. I need more hands-on learning activities in some areas-such as music, sensory, cooking, outdoor, and math. Making these areas more concrete will enhance learning.

Results:

Pre assessment scores ranged from 50 to 75. Post assessment scores ranged from 87 to 97. All Students compiled a portfolio of activity and lesson plans, prop box, puppet activities & book evaluations and presented each in class and in written form. All students also completed an observation and summary on one child, assessing development in all areas of development and making recommendations for appropriate activities to enhance learning both in the preschool setting and at home.

Changes:

I will continue to use the texts I used this semester with Blackboard components in both. I will also continue the portfolio assignments to provide practical experience in various areas of curriculum development that students must be knowledgeable of to be effective in the work place.

Continuance:

Blackboard practice quizzes and quizzes for a grade helped students with test taking skills and concepts. I will continue both, adding more points to the in-class quizzes and offering extra credit for the practice quizzes students do outside of class. A video accompanying one text was useful in making different centers in a classroom real to the students with little classroom experience. I will continue using that video.

Results of Prior Assessment:

This is the second time I have taught this course. I chose 2 new text books this time, and I will continue to use them.

Date-Time:

12/16/2004 7:52:54 PM

Burns, S 05F TB


ECE-226-250

Pre-post assessment, video,

Analysis:

Students gained knowledge of developmentally appropriate practices related to creative, open ended art activities for young children, as well as increasing their ability to answer multiple choice application questions. Blackboard chapter quizzes, mid term, and pre/post assessments were utilized, increasing technology proficiency and test taking skills. The videos enable me to assess how students plan and conduct activities with children, with special emphasis on the language used as children participate in a sensory activity, as well as how students handle problems that arise.

Results:

A pre and post assessment was given. Results of the pre assessment ranged from 34 to 60, while the post assessment results ranged from 83 to 98. A video of the student planning and conducting a sensory activity with a group of children was evaluated by the student, other students in the course and myself.

Changes:

I will utilize a different text in the future, which has Bb components, allowing my students to have access to practice quizzes.

Continuance:

I will keep the video assignment. I will continue to provide experiences with different art media in 75% of the class sessions, allowing students to experience first hand the different media.

Results of Prior Assessment:

No formal previous assessments have been completed. Continued use of the video assignment and incorporating chapter quizzes and a mid term assessment are changes I made after teaching the course the first time.

Date-Time:

12/16/2004 2:14:35 PM

Burns, S 05F TB


ECE-288-200

Portfolio & Capstone project

Analysis:

Each student completed 76 or more hours of practicum experience in a preschool setting. Three of eight students completed the required 90 hours of practicum experience. Each completed self evaluations and was evaluated by their supervisor, as well as by me when I observed them. Feedback was provided to enhance their curriculum planning and implementation, language skills, guidance strategies, and environment provided-both social and physical. I interviewed students regarding the significant improvements shown in the above mentioned areas, as well as in observation skills and providing a child centered curriculum. Use of the ECERS rating scale, classroom instruction and texts utilized accounted for this improvement. Student observations in public schools included Kindergarten, 1st and 2nd grades. All students completed these observations, and interviews were conducted to assess their observation of curriculum, environment, interaction skills and guidance strategies utilized in each classroom. All students were required to complete the Department of Human Services, Division of Child Care Application of Director of a child care center, and all successfully completed this application. All students implemented 2 specific strategies to improve behavior in their classrooms.

Results:

Each student completed 76 or more hours of practicum experience in a preschool setting. Three of eight students completed the required 90 hours of practicum experience. Each completed self evaluations and was evaluated by their supervisor, as well as by me when I observed them. Feedback was provided to enhance their curriculum planning and implementation, language skills, guidance strategies, and environment provided-both social and physical. I interviewed students regarding the significant improvements shown in the above mentioned areas, as well as in observation skills and providing a child centered curriculum. Use of the ECERS rating scale, classroom instruction and texts utilized accounted for this improvement. Student observations in public schools included Kindergarten, 1st and 2nd grades. All students completed these observations, and interviews were conducted to assess their observation of curriculum, environment, interaction skills and guidance strategies utilized in each classroom. All students were required to complete the Department of Human Services, Division of Child Care Application of Director of a child care center, and all successfully completed this application. All students implemented 2 specific strategies to improve behavior in their classrooms.

Changes:

None

Continuance:

Based on the number of times I have taught this course and refined assignments for the practicum experience, as well as on feedback from students, I will not change the texts or assignments required. I have maximized the lab hours required in the preschool setting and will leave those hours at 76, with 9 hours required in the public schools, grades K-2, and 15 hours at Children’s Garden in the Child Care room and Infant/Toddler rooms to complete the 90 hours required.

Results of Prior Assessment:

The text, Art of Awareness, was added 4 semesters ago; based on feedback from students subsequent to that addition, this text will be retained. Implementing the ECERS and Project Approach will be retained, as will observations at Children’s Garden and K-2 in public schools.

Date-Time:

12/16/2004 12:19:10 PM

Burns, S 05F TB


ECE-289-200

Pre-Post Assessment, portfolio and capstone project

Analysis:

The portfolio items are relevant to today`s preschool requirements and will be continued. I will provide more samples of project documentation panels for students, in addition to the text I loan for guidance in completing the documentation panel. Hopefully, this will increase their competency in this area. The pre-post assessment is valid for my purposes of measuring understanding of the concepts relevant to this course.

Results:

A pre and post assessment was given. Pretest scores ranged from 11 to 46, while post test scores ranged from 86 to 97. A portfolio of activity and lesson plans, guidance strategies for 2 children, a diary/journal of teaching experiences when the student is responsible for all lesson planning and all aspects of maintaining the classroom for 8 days, webs created with the children, planning and implementing a project over a period of 3-4 weeks, 2 documentation panels and a presentation to the class regarding their project is required. All students completed the above portfolio and evaluated their performance. I also evaluated each article required; all students completed the portfolio with 90% or above proficiency, except for 1 student with 1 item which was 75%.

Changes:

I will require the project to be planned and implemented at least one week earlier. I will reduce the number of activity plans from 4 to 1 and increase my focus on the individual aspects of a good activity plan, including the introduction and transition out pieces and the reflection/evaluation of the total activity from the teacher’s perspective and from the child’s grasp of objectives planned.

Continuance:

All texts will remain as is. I have purchased 2 videos in the past that illustrate the project approach, as well as 2 journal articles that are used with students to understand the project approach. For the past 4 semesters I have utilized the Project Journal as a comprehensive guide to the 3 phases of planning and implementing a project. The journal is helpful, according to students, in understanding what is expected in each of the 3 phases. The journal is helpful to me in evaluating the student’s planning and execution of the project, as well as in evaluating their reflection about the process and how children and teachers learn from a project.

Results of Prior Assessment:

The pre and post questons have remained the same for the past 3 semesters. The texts have remained the same, also.

Date-Time:

12/16/2004 11:55:44 AM
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