ASSESSMENT PLAN
Students who are working toward a teaching endorsement for an education degree are
systematically evaluated during their academic careers in the required professional
education courses. The final evaluation comes through the practice teaching experience
which is evaluated by their cooperating teachers and the UNK College of Education.
Although the department receives no formal feedback from the experience, supervising
teachers do report informally to the department. |
1999-2000 ASSESSMENT
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1998-99 ASSESSMENT
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1997-98 ASSESSMENT
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1996-97 ASSESSMENT
No report was received from PTE. |
1995-96 ASSESSMENT
For the academic year 1995-96, student teachers completing their semester of student
teaching in the social sciences earned high marks from university supervisors and
cooperating teachers for demonstrating good professional practices and following the
curricula of the schools to which they were assigned. A need for improvement was noted in
some students' background knowledge of the academic areas, not just in social science, but
in oral and written expression in general, as well as in using a wider variety of methods
to deliver instruction and responding effectively to their students' exceptionalities. The
latter is common theme in the evaluations of veteran teachers as well and reflects some
struggles on the part of teachers with responding to the national movement toward full
inclusion of students with handicapping conditions. The Center for Cultural Diversity (newly created) was to be
consulted for assistance in diversity training for students in the teacher education
program, especially with how best to incorporate such instruction in existing courses in
the professional sequence offered by PTE. |
1994-95
ASSESSMENT
For the academic year 1994-95, social science student teachers completing their 10 weeks
of student teaching were commended by both cooperating teachers and university supervisors
for academic content knowledge (including the ability to seek information not previously
known when necessary) and for professional practices. The later includes responding to
constructive criticism, demonstrating equitable treatment of students and communicating
effectively with students and colleagues. Areas where some improvement was needed included
responding to students with exceptionalities and varying the methods used to deliver
content. |
1993-94
ASSESSMENT
The academic content survey given to exiting student teachers will next be carried out in
academic year 1995-96 in conjunction with the Education Department. |
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assessment
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17 May 2005
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