Assessment for Program Assessment for Program Assessment for - - PowerPoint PPT Presentation

Dual Language Dual Language Development Development Master’s Degree in Education Master’s Degree in Education California State University Long Beach California State University Long Beach College of Education College of Education

Assessment for Program Assessment for Program Assessment for Program Assessment for Program Improvement: Improvement: The Role of an Advisory The Role of an Advisory Board Board

Program Faculty Program Faculty

• Dr. John
• Dr. John Attinasi

Attinasi, Professor , Professor

• Dr.
• Dr. Trini

Trini Lewis, Associate Professor and DLD Program Lewis, Associate Professor and DLD Program Coordinator Coordinator Coordinator Coordinator

• Dr. Olga Rubio, Professor
• Dr. Olga Rubio, Professor
• Dr. Leslie Reese, Professor and Executive Director, CLMER
• Dr. Leslie Reese, Professor and Executive Director, CLMER

Advisory Board Advisory Board Members 2008 Members 2008-

• 2009

2009

Shireen Pavri (Ex Officio) Shireen Pavri (Ex Officio)

Associate Dean Associate Dean

Don Haviland (Ex Officio) Don Haviland (Ex Officio)

Assessment Coordinator & Assistant Professor Assessment Coordinator & Assistant Professor

Irma Corona Irma Corona-

• Nieto

Nieto Irma Corona Irma Corona-

• Nieto

Nieto

Educational Opportunity Program Financial Aid Educational Opportunity Program Financial Aid Counselor Counselor

Dan O’Connor Dan O’Connor

Chair, Liberal Studies & Associate Professor Chair, Liberal Studies & Associate Professor

Jose Moreno Jose Moreno

Associate Professor, Chicano & Latino Studies Associate Professor, Chicano & Latino Studies

Participants in the Participants in the Program Program… …

• Further their understanding of bilingualism and

Further their understanding of bilingualism and instruction of language minority students instruction of language minority students

• Investigate topics of interest in their own classrooms

Investigate topics of interest in their own classrooms

• Develop as professionals

Develop as professionals

• Contribute to improvements in the education of second

Contribute to improvements in the education of second language learners language learners

Dual Language Development Dual Language Development

• Research
• Research

What prompted us to include external stakeholders, such as What prompted us to include external stakeholders, such as

• ur advisory board members in our data assessment process?
• ur advisory board members in our data assessment process?
• Including advisory board members in reviewing program assessment data has

Including advisory board members in reviewing program assessment data has been a tradition in the DLD program. been a tradition in the DLD program.

• The first meeting was held off campus, at DeMille Middle School, where we were

The first meeting was held off campus, at DeMille Middle School, where we were holding our class sessions. Committee members included district administrators, holding our class sessions. Committee members included district administrators, former DLD students, as well as CED (non former DLD students, as well as CED (non-

• DLD) faculty.

DLD) faculty.

• Outcomes from that meeting were approval of the DLD’s program SLOs.

Outcomes from that meeting were approval of the DLD’s program SLOs.

• Outcomes from that meeting were approval of the DLD’s program SLOs.

Outcomes from that meeting were approval of the DLD’s program SLOs. Encouragement to increase a focus on advocacy for ELLs & recommendations for Encouragement to increase a focus on advocacy for ELLs & recommendations for the inclusion of advocacy in our course instruction and in our SLOs. the inclusion of advocacy in our course instruction and in our SLOs.

• Having the meeting off campus facilitated participation of non

Having the meeting off campus facilitated participation of non-

• university

university members members

• The advisory board members provided DLD program faculty with important

The advisory board members provided DLD program faculty with important insights about program issues concerning curriculum and instruction, as well insights about program issues concerning curriculum and instruction, as well as ideas for recruitment, so it was a natural progression for us to continue as ideas for recruitment, so it was a natural progression for us to continue including them in reviewing our assessment process. including them in reviewing our assessment process.

What was the benefit of our advisory board members What was the benefit of our advisory board members involvement in our program improvement review? involvement in our program improvement review?

• Sharing the data with the board members confirmed that the DLD

Sharing the data with the board members confirmed that the DLD program is a successful graduate program program is a successful graduate program— —our students are

• ur students are

performing well on their signature assignments, mastering our performing well on their signature assignments, mastering our standard learning objectives and our program goals. standard learning objectives and our program goals. Briefing the advisory board members about our data results helped Briefing the advisory board members about our data results helped

• Briefing the advisory board members about our data results helped

Briefing the advisory board members about our data results helped them to better understand our program strengths and challenge them to better understand our program strengths and challenge areas. areas.

• Given our success, we also learned that expanding our program to

Given our success, we also learned that expanding our program to

• ffer an advanced certificate in dual language development might
• ffer an advanced certificate in dual language development might

be helpful in future program improvement and for recruitment be helpful in future program improvement and for recruitment efforts. efforts.

What actions might we take as a result of our advisory What actions might we take as a result of our advisory board board members feedback? members feedback?

• Investigate the process for developing a dual language

Investigate the process for developing a dual language certificate program that could be offered within our certificate program that could be offered within our traditional and current program sequence for those traditional and current program sequence for those students who do not wish to complete course work for a students who do not wish to complete course work for a students who do not wish to complete course work for a students who do not wish to complete course work for a master’s degree. master’s degree.

What changes are we making as a result of What changes are we making as a result of analyzing our data results? analyzing our data results?

• Addition of

Addition of feedback criteria feedback criteria on our course analytic rubrics

• n our course analytic rubrics

where feedback is appropriate and relevant for succeeding on where feedback is appropriate and relevant for succeeding on

• assignments. The feedback criteria will be particularly helpful
• assignments. The feedback criteria will be particularly helpful

for students who are inconsistent with incorporating for students who are inconsistent with incorporating suggestions for revision. suggestions for revision. suggestions for revision. suggestions for revision.

• Incorporate

Incorporate components of the literature review components of the literature review earlier in our earlier in our course program sequence. course program sequence.

• Addition of

Addition of mini mini-

• research modules

research modules in our early program in our early program courses to properly scaffold research design well in advance courses to properly scaffold research design well in advance

• f course work on action research.
• f course work on action research.