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:
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 Data Collection Method and Distribution
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:
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?
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. The survey also includes self-reporting on program learning outcomes. 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 had been completing course evaluations on paper, which is then imported into a database. Aggregates were provided to each professor via OneDrive folders. 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 in December 2017, we transitioned to online course evaluations through Watermark (TK20). The course evaluations are send to student emails with a unique link by the project specialist using TK20. Students are given time in class to complete the evaluation on their digital device. This method streamlines both the administering of course evaluations and gives administrators immediate access to reports. These reports are especially important in the School of Education as some of our programs have quick turn-around on terms (five weeks), and any issues can be quickly identified. Also, faculty have access to aggregates and comments on course evaluations after the grading period has passed (14 days), instead of after the semester ends. Faculty can then make updates based on feedback.
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.
MALT 610 includes teaching credential students completing their master's degree. Both single and multiple subject teacher candidates take this course.
University of Redlands: School of Education Enrollment
|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|
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.