Standard 2: Exhibits

2.4.a - Description of the unit's assessment system including the requirements and key assessments used at transition points

• 2.4.a.1     Assessment Matrix
• 2.4.a.2     Assessment System Article - Ackerman & Hoover
• 2.4.a.3     Program Key Assessments
• 2.4.a.4     Entry Survey
• 2.4.a.5     MTLE Basic Skills Overview
• 2.4.a.6     Exit Survey
• 2.4.a.7     Summative Assessment of Student Teaching
• 2.4.a.8     edTPA Rubrics
• 2.4.a.9     edTPA alignment with Minnesota Standards of Effective Practice
• 2.4.a.10a  Data Use Forms
• 2.4.a.10b  Child and Family Studies Data Retreat - Spring 2011
• 2.4.a.10c  Social Studies Cooperating Teacher Data (2007-2010)
• 2.4.a.10d  Social Studies Data Retreat - January 2013
• 2.4.a.10e  Unit-Wide Data Retreat - April 2011
• 2.4.a.10f   Program Change Study - May 2014
• 2.4.a.10g  Closing the Feedback Loop 
• 2.4.a.11    Common Metrics Instruments Description
• 2.4.a.12    Common Metrics Alignment Matrix
• 2.4.a.13    Data Retreat Summary
• 2.4.a.14    Transition to Teaching Survey
• 2.4.a.15    Supervisor Survey
• 2.4.a.16    School Counseling Internship Rating Form
• 2.4.a.17    Situational Panel Assessment Rubric

2.4.b - Admission criteria and data from key assessments used for entry to programs

• 2.4.b.1      Program Admission Criteria Matrix
• 2.4.b.2      Teacher Education Admission Criteria
• 2.4.b.3      Admission Criteria Rationale
• 2.4.b.4      Entry Survey Data
• 2.4.b.5      Entry Report from Hezel
• 2.4.b.6      Entry Writeup 2011
• 2.4.b.7      MTLE Basic Skills passing by program 2012-13
• 2.4.b.8      MTLE Basic Skills passing by program 2013-14
• 2.4.b.9      TPI SCSU Mini Grants
• 2.4.b.10    Student Teaching Eligibility Appeal process 12-13
• 2.4.b.11    Employment Findings 2013
• 2.4.b.12    Employment Findings 2014
• 2.4.b.13    MTLE Content Passing Rates - All Takers
• 2.4.b.14    SCSU TTS Report from Hezel
• 2.4.b.15    Supervisor Survey Unit data

2.4.c - Policies, procedures, and practices for ensuring that key assessments of candidate performance and evaluations of program quality and unit operations are fair, accurate, consistent, and free of bias

• 2.4.c.1      Reliability-Validity Study of Leaver Survey
• 2.4.c.2      Reliability-Validity Study of Summative Assessment
• 2.4.c.3      Reliability-Validity Study of Cooperating Teacher Survey
• 2.4.c.4      Reliability Analysis Transition to Teaching Survey
• 2.4.c.5      Reliability Analysis Entry Survey
• 2.4.c.6      Reliability Analysis Exit Survey
• 2.4.c.7      Reliability Analysis Supervisor Survey
• 2.4.c.8      MTLE Correlations Study
• 2.4.c.9      edTPA vs. MTLE Writing
• 2.4.c.10    edTPA vs. Summative
• 2.4.c.11    edTPA Bias and Equity
• 2.4.c.12    Predicting MTLE Scores from the ACT

2.4.d - Policies, procedures, and practices for ensuring that data are regularly collected, compiled, aggregated, summarized, analyzed, and used for continuous improvement

• 2.4.d.1      Data-based Change
• 2.4.d.2      Assessment Matrix
• 2.4.d.3      Career Services Partnership

2.4.e - Policies, procedures and practices for managing candidate complaints

• 2.4.e.1      Student Complaint Policy
• 2.4.e.2      Student Code of Community Standards
• 2.4.e.3      Student Concern Process
• 2.4.e.4      Student Grade Appeals

2.4.g - Examples of significant changes made to courses, programs, and the unit in response to data gathered from the assessment system

• 2.4.g.1      Data-Based Change

2.4.h - Common Metrics information

• 2.4.h.1      Common Metrics - Bush Foundation