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Assessment 1: Curriculum and Instruction Content Knowledge Description: This assessment is the grades in curriculum and instruction required coursework It demonstrates foundational knowledge in Curriculum and Instruction and alignment with the National Board for Professional Teaching Standards Principles Alignment: Alignment with NBPTS and University of Cincinnati outcomes is presented in this table: NBPTS Principles University of Cincinnati Course Title and Description Candidates of the University of Cincinnati are committed, caring, competent educators who are able to address issues of diversity with equity CI7003 Teaching and Learning in Diverse Classrooms- Research and bibliographic methods in curriculum and instruction; analytic, evaluative writing about research; use of research facilities Teachers know the subjects they teach and how to teach those subjects to students Candidates of the University of Cincinnati are committed, caring, competent educators with content knowledge, able to articulate the central concepts, tools of inquiry, and the structures of their discipline CI7001 Educational Research for Masters’ Students -Research and bibliographic methods in curriculum and instruction; analytic, evaluative writing about research; use of research facilities 18CI702 Inquiry into Learning -Explores various modes, formal and informal, for posing and pursuing questions about teaching and learning Emphasizes the individual pursuit of research relevant to one's professional lives as teachers Teachers are responsible for managing and monitoring student learning Candidates of the University of Cincinnati are committed, caring, competent educators who use assessment and research to inform their efforts Action Research Project Teachers think systematically about their practice and learn from experience Candidates of the University of Cincinnati are committed, caring, competent educators who successfully collaborate, demonstrate leadership, and positive systems change Teachers are committed to students and their learning Candidates of the University of Cincinnati are committed, caring, competent educators who successfully collaborate, demonstrate leadership, and positive systems change Teachers are members of learning communities Candidates of the University of Cincinnati are committed, caring, competent educators with foundation knowledge, including knowledge of how individuals learn and develop Candidates of the University of Cincinnati are committed, caring, competent educators who are able to use technology to support their practice CI7001 Educational Research for Masters’ Students-Explores various modes, formal and informal, for posing and pursuing questions about teaching and learning Emphasizes the individual pursuit of research relevant to one's professional lives as teachers CI7004 Role of Teachers in a Democratic Society -Builds on the theoretical, philosophical, and practical foundations of what it means to be a teacher in a democratic society, with applications to student's personal and professional lives as teachers CI7002 Curriculum and Instruction: Theories and Trends -Examines philosophical, historical, political/ legislative, and socio-cultural forces shaping school curricula, past and present Provides multiple perspectives for indentifying and evaluating the consequences of curricular choices 18CI776 (or other technology course to meet requirement) Interpretation of Data: The C&I program has experienced a series of new faculty hires and concurrent retirements of faculty who had been with the program a number of years It is fair to say the higher expectations and increased rigor of the program have resulted in grading of coursework that is more reflective of actual student performance now Data: Data are summarized in charts; the same individual data is presented at the end of the document Data are also presented on the following pages Curriculum and Assessment Assessment Data Course Masters Seminar Inquiry into Learning Role of Teachers in a Democra tic Society Forces Shaping the Curriculu m Addressi ng Diversity in Educatio n 2007 2008 A 17 48.6 % 18 100 % A6 17.1 % B+ 17.1 % B 8.6 % 2008 2009 B2 5.8 % F 2.9 % A 11 39.3 % 18 69.2 % A6 21.4 % 23.1 % B+ 10.8 % B 3.6 % 6.3 % 2009 2010 B1 3.6 % 6.3 % C+ 14.3 % 21 100 % Classes not yet offered 17 70.8 % 25.0 % 16 64% 24% 4.2 % 4% 4% 4% C 7.1 % A A- 13 43% 20% 19 73.1 % 23.1 % 30 96.7 % 3.2% 18 72% 24% 22 62.9 % 20.6 % B+ 10 % 3.8 % B 3.3 % 2010 2011 B1 3.3 % C+ 13.3 % C 6.6 % 4% 5.9 % 5.9 % 2.9 % A 56 81.2 % 14 3.18 % A6 8.7% 4.5% B+ 4.3 % 6.8 % B B- C+ C 4.3% 1.4% 18 40.9 % 4.5% 2.3 % 9.1% 1.3 % 63 78.8 % 11 14.1 % 2.5 % 2.5% 1.25 % 39 60% 20 30.8 % 3.1 % 3.1% 15.4 % 27 61.4 % 11 24.4 % 6.7 % 4.5% 2.2% 15.4 % Curriculum and Assessment Assessment Data Course Masters Seminar Inquiry into Learning Role of Teachers in a Democratic Society Forces Shaping the Curriculum Addressing Diversity in Education 2011-2012 A A- B+ B B- C+ 67 51.5% 33 25.4% 4.6% 4.6% 0.8% 0.8% 109 81.9% 4.5% 4.5 % 3.8% 0.8% 83 74.8% 17 15.3% 2.7 % 1.8% 2.7 % 0.9% 151 87.8% 4.1% 0.6% 0.6% 0.6% 0.6% 120 85.4% 2.1% 2.1 % 3.5 % 1.4 % C F 3.1% 0.8% 0.8% I 10 7.7 % 1.5 % W 1.5 % 1.5 % X NG 0.6% 0.6% 1.8% 0.6% 0.7% 0.6% 1.7 % 4.9% 1.7 % ... % 4.5% 2.3 % 9 .1% 1. 3 % 63 78.8 % 11 14 .1 % 2.5 % 2.5% 1. 25 % 39 60% 20 30.8 % 3 .1 % 3 .1% 15 .4 % 27 61. 4 % 11 24.4 % 6.7 % 4.5% 2.2% 15 .4 % Curriculum and Assessment Assessment Data Course Masters... 1. 8% 2.7 % 0.9% 15 1 87.8% 4 .1% 0.6% 0.6% 0.6% 0.6% 12 0 85.4% 2 .1% 2 .1 % 3.5 % 1. 4 % C F 3 .1% 0.8% 0.8% I 10 7.7 % 1. 5 % W 1. 5 % 1. 5 % X NG 0.6% 0.6% 1. 8% 0.6% 0.7% 0.6% 1. 7 % 4.9% 1. 7 % ... 21. 4 % 23 .1 % B+ 10 .8 % B 3.6 % 6.3 % 2009 2 010 B1 3.6 % 6.3 % C+ 14 .3 % 21 100 % Classes not yet offered 17 70.8 % 25.0 % 16 64% 24% 4.2 % 4% 4% 4% C 7 .1 % A A- 13 43% 20% 19 73 .1 % 23 .1 % 30 96.7
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