As a community of reflective, principled professional educators in the School of Education at California Lutheran University, we believe in meaningful, systematic, continuous assessment of curriculum development and delivery, program delivery, faculty performance, candidate learning and overall unit performance.
The Assessment System
A perspective of assessment at CLU’s School of Education is portrayed in the Assessment System diagram:
The Assessment System illustrates ways in which we:
- Gather purposeful data;
- Review, discuss, and reflect upon that data;
- Make informed decisions; and
- Enact meaningful change to continually improve what we do.
The System is based on the shared values reflected in the Conceptual Framework and links the performance of the CLU candidates to national, state, and professional standards.
We are committed to using our assessments to promote the professional growth of both our candidates and faculty; to limit candidates’ progression, when necessary, in professional education programs; and to revise our programs as appropriate.
Informed Decision Making
The Assessment System is a dynamic, multi-faceted endeavor that is based on a belief that learning and assessment are interrelated and that the results of assessment can inform decision-making.
The CLU School of Education Assessment Handbook describes the Assessment System design which identifies gives us information about the following:
• The performance of education candidates as they enter and progress through preparation programs and assume their positions in the field;
• The performance and productivity of faculty who contribute to the development of professional educators;
• The viability, performance, and impact of specific programs within the School of Education; and
• The overall performance of the School of Education as a unit.
All School of Education assessments are organized into an Individual Program Assessment Data Summary (IPADs) document. Assessment points are informed by the following sources:
• The Conceptual Framework developed and subscribed to by the School of Education candidates, faculty, graduates, and educational partners;
• State and National Standards, which include standards established by the California Commission on Teacher Credentialing for programs leading to a recommendation for a credential, also corresponding to National Standards; content standards for K-12 students; and Curriculum Frameworks adopted by the State Board of Education;
• Institutional Standards, or standards and expectations for the School of Education as an academic unit and for programs within the unit. These expectations include expectations for faculty and candidate performance that are aligned with institutional goals and learning outcomes;
• Program outcomes or broad goals that have been developed by faculty consensus to represent the key learning outcomes for each program. These program outcomes are derived from state and national standards and are consistent with the principles espoused in the Conceptual Framework;
• Student Learning Outcomes for our candidates that include: 1) university-wide student learning outcomes established by CLU faculty; 2) program-specific learning outcomes; and 3) individual course-specific learning outcomes specified in each course syllabus.