Assessment

Inside This Section

Show All

 

 Assessment System

The School of Education officially began implementing an updated school-wide assessment system in July of 2015. Dean Wall vetted the system through the  School of Education Faculty Assembly, Curriculum Committee and the University Educational Assessment Committee. Now in full implementation, the system includes the gathering of data related to (1) overall school performance, (2) indirect measures of student experience, (3) indirect measures of student learning, and (4) direct measures of student learning.

The assessment system is coordinated by the project specialist in the Dean's Office and reports directly to Dean Wall. The project specialist provides support as it related to:

  • Developing an annual assessment cycle implementation plan;
  • Working directly with faculty to update indirect and direct learning assessment tools;
  • Facilitate data collection, aggregation analysis, and reporting back to faculty and staff.

Below are grids that document aspects of our assessment cycles, activities, and distribution. Click on the pictures to open a PDF version of each grid. 

Annual Assessment Cycle

  

 

 

 

 

 

 

 

 

 

 

Direct and Indirect Assessment Activities

Assessment Activities

 

 

 

 

 

 

 

 

 

 

Assessment Data Collection Method and Distribution

School-wide Retreats

The School of Education holds biannual retreats to discuss vision, strategic planning, and assessment. In attendance are School faculty, staff, administrators, and enrollment personnel. During each retreat, the project specialist presents on overall School data trends. September retreat presentations focus on indirect-learning assessment. January retreats focus more on direct-learning assessment. Below are links to several presentations:

September 2017 retreat assessment presentation

September 2016 retreat assessment presentation

January 2016 retreat assessment presentation

After the assessment presentation, faculty and staff break into program/team groups to work on projects. The retreat allows a unique opportunity for all of the School to work together to close the loop by examining assessment and planning necessary changes. Below is a selection of activities from assessment retreats:

Examination of assessment reports to guide curriculum and common rubric changes (faculty); guide process and personnel structure (staff). 

Update or creation of program or team outcomes and updating current assessment to make outcomes actionable. 

Examination of curriculum and assignments and mapping to outcomes. 

Review of questions on indirect assessment measures and asking: does it give me the information I need? 

Indirect Learning Assessment Reports

Below are links to selected data points from overall School assessment from the 2016-17 academic year. Complete survey reports (aggregate data only) are located on the Institutional Research SharePoint. 

Student Satisfaction Survey - This survey is sent by email to all current students during Spring Semester of each year. 

Alumni Survey - This survey is sent by email during Spring Semester to alumni one and three years after graduation.  

End of Program Survey - This survey is sent by email to students exiting their programs. It includes a common set of questions across programs, which are included in the link. We encountered low participation on the survey this year and have made plans for improving for the 17-18 academic year.

Course evaluations are completed with the ending of each course at all campuses. Over the past two years we have been completing course evaluations on paper, which is then imported into a database. Aggregates are provided to each professor via OneDrive folders, which is also accessible by chairs and appropriate administrators. Click for an example of the previous year's overall feedback for Graduate Department of Leadership and Counseling and Department of Teaching and Learning.

Starting this October, we will be transitioning to online course evaluations through Taskstream-TK20. This method will streamline the process by giving administrators immediate access to reports and more timely information to professors as they look towards improving their teaching for each class.   

Direct Learning Assessment

There are direct learning assessments in every program. Below you will find two examples of courses that cross programs. Each section of these classes contain a common rubric by which we measure students performance. Data is collected using Taskstream-TK20.

EDUC 637 includes students in the following master's degree programs: Curriculum and Instruction, Educational Administration, School Counseling, and Higher Education. 

EDUC 637 Common Rubric 

MALT 610 includes teaching credential students completing their master's degree. Both single and multiple subject teacher candidates take this course.

MALT 610 Common Rubric

Enrollment

University of Redlands: School of Education Enrollment

2016-2017

  Fall Semester Spring Semester
 Credential only - Multiple Subject Teaching    20     19
  Credential only - Single Subject Teaching    24    39
  Credential only - Education Specialist    26    6
  MA Educational Administration    41    42
  MA Higher Education    35    32
  MA Curriculum & Instruction    37    27
  MA School Counseling     151    167
  MA Clinical Mental Health Counseling    28    33
  MA Learning & Teaching    400    606
  Credential only - Administrative Services    0    12
  EDD - Leadership for Educational Justice    61    72
  TOTAL     823    1055

Program Specific Assessment

The School of Education collects data in such a way that it may be broken out by program and campus. In the next section you will find a selection of data from our assessment broken out by department. 

The University of Redlands overall assessment system includes the Educational Assessment Committee. All departments are asked to yearly submit assessment plans and reports. Assessment reports are completed in October and include a narrative written by the chair responding to the assessment results of the past year. As these reports are completed by program, they will be posted to this page. 

Multiple & Single Subject Teaching

Education Specialist Teaching

Curriculum & Instruction

Clinical Mental Health Counseling

School Counseling

Educational Administration

Higher Education

Doctorate in Leadership for Educational Justice