| Summary: The unit's assessment system provides regular and comprehensive data on program quality, unit operations, and candidate performance at each stage of its programs, extending into the first years of completers’ practice. Assessment data from candidates, graduates, faculty, and other members of the professional community are based on multiple assessments from both internal and external sources that are systematically collected as candidates progress through programs. The unit has a system for disaggregating data by program and to regularly and systematically compile, aggregate, summarize, analyze, and reporte publicly for the purpose of improving candidate performance, program quality, and unit operations. The unit has a system for effectively maintaining records of formal candidate complaints and their resolution. The unit is developing and testing different information technologies to improve its assessment system. |
The unit assessment system utilizes multiple data sources that are systematically summarized and analyzed to improve program quality (Data Collection and Analysis Table). Various platforms of informational technologies are used to maintain data within the unit, including Blackboard™ at a course level by individual instructors and Access, Excel, and TaskStream™ at the unit level, managed by the data management coordinator. The university adopted the Banner Student Records System™ in Fall 2007, and the College of Education joined the university efforts for online admission process in Fall 2008. For example, at the unit level, the data management coordinator enters data collected from applicants at admission to the teacher education program, including GPA, grades in the prerequisite courses, and scores on philosophy rubric, PDI, and Diversity Questionnaire. As candidates progress through the program, their performances are evaluated regularly in various courses, including projects, in-class presentations, lesson plan construction, and tests.
During their clinical practice, data collected on candidates’ knowledge, skills, and dispositions are evaluated in K-12 settings by college supervisors and clinical supervisors. Data is also gathered from candidates’ self-assessments on the Classroom Performance Assessment (CPA), the Professional Practices Indicators (PPI), and the Professional Dispositions Indicators (PDI). The data management coordinator also aggregates the ratings on E-Folio rubrics by program and checkpoint for both initial and advanced candidates.
As Qatar University began discussion on SACS, a number of web-based data management tools were explored, and some had features for creating and maintaining electronic portfolios, such as TaskStream™, Weave Online™, TK 20™, and a locally developed program by a group of faculty and staff in the Computer Sciences Program in the College of Engineering. After several months of reviewing and testing these products, the unit selected TaskStream™ for the unit assessment purposes because it included tools to construct customized portfolio unique to the unit.
Disaggregation of Data
The unit only offers its programs on the main campus of Qatar University and does not operate off-campus, distance learning or alternate route programs.
Formal Candidate Complaints
Applicants who have complains about the admission requirements to a program or candidates with issues with program requirements will be advised to write and appeal letter to Associate Dean for Student Affairs. Appeal letters and their resolutions will be kept on file in the office of Associate Dean for Student Affairs. These files will be reviewed by the Teacher Education Council to ensure consistency in implementing the unit policies. The unit will implement this process beginning Fall 2010 (see Student Services Overview).