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College of Education Acrobat .pdf documents require This web page is maintained by: Zafer Unal.
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Outcomes Assessment Process The College of Education at USF St. Petersburg identifies expected outcomes for its educational programs; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results. From AY 2001 until 2005, the mechanism used to complete these processes was the Outcomes Assessment Process. Faculty from each program area developed measures and administered assessments each year and incorporated the information to make changes in curricula where necessary. Links to the plans, reports and summaries can be found below. Assessment Plan - includes departmental goals, measurements, and criteria of success for the current year. As of Academic Year 2005-2006.the Florida Board of Governors resolved that universities would develop an implement Academic Learning Compacts to ensure student achievement in baccalaureate degree programs in the State University System. USFSP initiated Academic Learning Compacts in 2005 as its primary academic assessment mechanism to be used for all degree programs at USFSP. http://wwwstpt.usf.edu/fsc/assessments_development/Academic_Learning_Compacts.htm. As of fall 2005, Academic Learning Compacts replace the prior Outcomes Assessment Plans, Reports, and Summaries. Florida Department of Education Program Approval and National Accreditation The College of Education, in conjunction with the Florida Department of Education, Barry University and Stetson University, has also developed an e-portfolio assessment system, the Collaborative Digital Network-ePortfolio, designed to assess student learning through each of its programs and to provide data for continuous program improvement. This system meets Florida Department of Education Program Approval Standard 4 and National Council for the Accreditation of Teacher Education (NCATE) Standards 1 and 2. The system uses standard rubrics correlated with the 12 Florida Educator Accomplished Practices and the Student Learning Outcomes from the College’s Conceptual Framework, developed for its pre-conditions for its application for separate NCATE accreditation, which will be submitted in the Fall of 2006. This system was piloted by a group of 35 students during the Fall 2005 semester and will add an additional 150 students during the spring.
Assessment Plans, Reports, and Summaries
*** All of the following links are to Word documents COLLEGE SUMMARIES
ASSESSMENT PLANS AND REPORTS Early Childhood Education Bachelor's in Early Childhood Education
Educational Leadership Master of Education in Educational Leadership
Elementary Education Bachelor's in Elementary Education
Master of Arts in Elementary Education: Dual Track (K-6)
Master of Arts in Elementary: Literacy Emphasis
Master of Arts in Elementary Education: Math/Science Emphasis
English Education Bachelor's in English Education
Master of Arts in English Education
Master of Teaching in English Education
Reading Education Master of Arts in Reading Education
Special Education Bachelor's in Special Education
Master of Arts in Special Education
Master of Arts in Teaching Special Education
Teacher for All Children Master of Arts in Special Education with Bachelor's in Elementary Education
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