Graduate Program Assessment System

Assessment:

Teacher Education Program graduate programs all participate in a unit-wide assessment system.

If you are enrolled in any concentration of the Master of Arts in Teaching (6-9 or 9-12), or the Licensure Concentration of the Master of Arts in English Education, you must participate in this system. If you are enrolled in the Thesis Concentration of the Master of Arts in English Education, your work will primarily be assessed through your course grades and your thesis.

Note also that the Leadership Project in English Education combines the Leadership Project and Action Research Projects in other programs; this necessitates some flexibility, as portions of this project must be uploaded in several different places in Taskstream.

Components:

The assessment system is grouped into several checkpoints, as follows:

Ongoing assessments:

  • GPA: Remember that all graduate students are required to maintain a 3.0 GPA.
  • Low grades: Note also that graduate students are dismissed after the third C or first F. 
  • Faculty concerns: It is regular practice for faculty to bring concerns about candidate performance to the Program Director in an ongoing manner.
  • Advising: Though advising may be mediated electronically rather than taking place face to face, it is important to check in with your advisor regularly. This also provides an opportunity to discuss any concerns which have developed either on the part of faculty or of the candidate. 

Signature Assignments:

There are a number of assignments that are shared broadly across all graduate Teacher Education Programs, and which are evaluated with common rubrics. These are embedded in a variety of courses, and in many cases they overlap with the Capstone Portfolio required by our programs. You are strongly encouraged to submit course-embedded Signature Assignments to Taskstream as you complete them; this will allow for feedback from the Program Director before you resubmit them in the Capstone Portfolio for evaluation with more program-specific rubrics. Taskstream will also allow you to resubmit if you find that a later assignment better shows your quality of work.

  • Technology Assignment: Assignments that fit this description will be embedded in EED 5510 and EED 5520 from Spring 2019; program candidates who have already taken these courses are encouraged to examine the rubrics in Taskstream and make a determination about what coursework you have done would fit those rubrics.
  • Diversity Assignment:  Assignments that fit this description will be embedded in EED 5510 and EED 5520 from Spring 2019; program candidates who have already taken these courses are encouraged to examine the rubrics in Taskstream and make a determination about what coursework you have done would fit those rubrics. Cultural Diversity being a core value in our discipline, you should have choices; the Exceptionality Bibliographies required in EED 5510, EED 5520, and ENG 5000 should help document other forms of diversity. If you include the CCASE Bibliographies, they may also be used in your Capstone Portfolio.
  • Depth of Pedagogical Knowledge Assignment: Unit plans in either EED 5510 or EED 5520 should fit here; you may choose which you think most demonstrates your competence. The same assignment may also be used in your Capstone Portfolio.
  • Depth of Content Knowledge Assignment: The seminar paper in any content course or the Portfolio from ENG 5300 should fit here; you may choose which you think most demonstrates your competence. The same assignment may also be used in your Capstone Portfolio. Note also that the paper from ENG 5300 is required in the Phase I portfolio for the MAT program.

Initial assessment:

Your application materials formed the bulk of your initial assessment, but there are a few other components:

  • Dispositions Self-Assessment: As soon as possible during the first enrolled semester, you should complete the Self-Assessment in Taskstream. This will ask you to go through a list of behaviors and possible behaviors, and assess your overall general disposition do act in a way that is appropriate for a person working toward or extending teacher licensure. This is not an admission instrument, and the expectation is that you will grow in these areas over your time in graduate school. Choose the assessment instrument that matches your degree program (MA or MAT).
  • Taskstream Enrollment: In order to complete this self-assessment, you will need to be enrolled in Taskstream immediately upon enrollment in any licensure program. This web-based portfolio management software system is a requirement for all education licensure candidates at UNC Pembroke, as we use it to manage a number of assessment portfolios. Beginning in Fall 2018, student fees should provide access to Taskstream, but as of Summer 2018 that process remains to be established. In the meantime, you can buy enrollment codes in the university bookstore, but you can also subscribe directly through Taskstream.com. The subscriptions have different per-year rates depending on how long a subscription you purchase, so the most cost-effective method is to register for the entire time you expect to take in graduate school, rather than paying for a series of costly extensions. That being said, you should put some thought into how long you expect to take before you enroll. Once you're enrolled, you have to then enroll in a series of Directed Response Folios (DRFs), which include the various assessments required. They are as follows:
    • Unit Wide Graduate Assessment Requirements: The enrollment code for this DRF is UWgrad2016. All licensure candidates should enroll in this DRF.
    • MAT ePortfolio -- English Education. The enrollment code for this DRF is MATENGLISH. MAT candidates should enroll in this DRF.
    • MAT Phase II / MA Capstone - English. The enrollment code for this DRF is PHASEII. Both MA and MAT candidates should enroll in this DRF.

Midpoint assessment

You should complete this assessment as close to the 18-hour mark as you can, though differing paces through the program can make this more challenging to schedule. It includes these components:

  • Dispositions Self-Assessment: As soon as possible upon the completion of 18 hours, you should complete this Self-Assessment in Taskstream. It will be largely similar to the one you completed initially, but ideally should reflect some growth on your part. 
  • Midpoint Conference: You and your advisor should meet soon after your self-assessment, in order to discuss your progress in the program, and in particular to assess your progress on the major exit assessments, the Capstone portfolio and the Leadership Project. There is a form on Taskstream which your advisor would then fill out to record this conference.
  • Midpoint followup conference: If issues arise during the conference, a followup conference could be necessary, and Taskstream has a place to record the outcome.

MAT Phase I Portfolio

If you complete Phase I of MAT Program in the first 18 hours of enrollment, this portfolio can coincide with the Midpoint Conference. It has a separate DRF from the assessment system overall, however, and may be completed relatively late in the program, when candidates do not finish all of the Phase I courses early on. Note that MA candidates do not complete this assessment.

The Capstone

This exit assessment is required in both MAT and MA programs; some of the program-specific requirements overlap with unit-level assignments, and so you will have some items that are submitted in multiple DRFs. It must be completed during the semester in which candidates expect to graduate, and it is a degree requirement. It has its own DRF, though one component, the Leadership Project, combines the requirements of the Action Research Project and Leadership Project in the Graduate Assessment Requirements DRF.

Exit assessment

The final section of the Graduate Assessment Requirements that candidates should complete is labeled Exit Assessments. This should be completed before the final Capstone presentation, though candidates are encouraged to submit the proposal for the Leadership Project for the Capstone under the areas for both the Leadership Project and the Action Research Project in the Exit section of the Graduate Assessment Requirements DRF soon after the Midpoint Conference. The exit Assessments include:

  • Dispositions self-assessment. This instrument will by this time be very familiar, though both MA and MAT candidates will complete the same form by the exit point.
  • Action Research Project Proposal: As the Action Research Project and Leadership Project are combined in English/Language Arts programs, this will be the same proposal as the one for the Leadership Project.
  • Action Research Project: This is the same material you submit as the Leadership Project in the Capstone.
  • Leadership Project Proposal: This should lay out your plans for the Leadership Project prior to completion of that project. You can submit it right after the Midpoint Conference.
  • Leadership Project: This is the the same material you submit as the Leadership Project in the Capstone.
  • Exit Progress Checksheet: Your advisor will complete this to record your conference following the Capstone Presentation.
  • Exit Surveys: These may change over time, but you should complete any surveys in the exit section of the Graduate Assessment Requirements DRF at the time you are completing your Capstone.

Nota bene:

The graduate assessment system, which is a requirement for accreditation for the Teacher Education Program as a unit, is in the process of developing as of 2018-19. New assessments may continue to be introduced during that time, and this portion of your program handbook is subject to change, as well. You should contact your advisor at any point if you notice an unfamiliar assessment either here or in Taskstream.