National Council for Social Studies (NCSS)
Transcription
National Council for Social Studies (NCSS)
Program Report for the Preparation of Social Studies Teachers National Council for Social Studies (NCSS) NATIONAL COUNCIL FOR ACCREDIATION OF TEACHER EDUCATION COVER SHEET Institution: Weber State University, Utah Date submitted: February 2005 Name of preparer: LaRae Larkin, Michelle Nimer Phone No.: 801 626-7215 Email: [email protected] Program Documented in this report: Name of program: Social Science Education Grade levels for which candidates are being prepared: Secondary Degree or award level: Bachelor's Degree Is this program offered at more than one site: No Title of the state license for which candidates are prepared: Utah Professional Educator License, Secondary Program report status: Initial review State licensure requirement for national recognition: NO Section I- CONTEXT 1. STATE Policies The Utah State Office of Education (USOE) adopted the INTASC standards in August 2002 for the standards for new teachers to meet in order to move from a level 1 (provisional) to a level II (professional) license. The Weber State Teacher Education program then adopted these standards as program standards in the Fall of 2002 and began work restructuring the program to align with these standards. The USOE has not required beginning teachers to test for licensure. They will begin requiring Praxis content tests as of July 2005. The teacher education program will require all students to test in their major and minor areas beginning this fall 2004. 2. FIELD EXPERIENCE One of the strengths of the WSU Teacher Education programs is the integrated field experience component associated with each of the professional levels. These provide opportunity for teacher candidates to be in classrooms where they will observe, assist, and teach individuals, small groups, or whole classes. Each field experience is valuable for candidates to see and experience actual application and implementation of learning from the perspective of a teacher. Level 1 Field Experience: The Level 1 experience is the same for both elementary and secondary students and is an induction into the profession for teacher candidates. Course work in Level 1 includes educational psychology, interpersonal skills and classroom management; instructional planning and assessment; and instructional technology. The field experience for this level will bring together novice teacher candidates with experienced professionals in actual school settings. Field work will provide teacher candidates the opportunities to make connections, see relationships, and apply principles being studied in their university classes. The experience will place teacher candidates in an authentic public school environment actively engaged and working with a diverse population of public school students. One of the primary purposes of this field experience is for teacher candidates to see best practices modeled by exemplary teachers. Teacher candidates will be in the classroom for a minimum of 12, 1-3 hour sessions. Level 2 Field Experience: Candidates are required to observe and collaborate with the classroom teacher prior to beginning their field experience. Candidates spend a consecutive two week time period in the classroom during their regularly scheduled level classes (20-30 hours). During this time they work in partners/teams to plan, design, implement, and assess lessons. The opportunity to work with students of diversity (race, language, disabilities, exceptional needs, etc) is a key point of the field experience. Level 3E Field Experience: Candidates spend about 3 hours each day for 16 days throughout the semester in the classroom,. Candidates in level 3E rotate through methods courses in art and music, science, mathematics, and language arts. There are 4 days of field experience at the end of each rotation. The field experience builds on the previous two levels focusing on integrating subjects and refining teaching skills preparatory to clinical practice. Clinical Practice: The student teaching experience is the culminating learning experience in the program. Candidates must apply for clinical practice the semester before they plan to do their clinical work. The rigorous experience is carefully planned, guided, assessed, and evaluated. Candidates spend approximately 70 days (minimum 400 hours) in the classroom for their clinical practice. The first 15 days are observation/transition days working into full time responsibility for the classroom under the direction of the collaborating teacher for the remaining 55 days. Clinical practice assignments are determined according to the license requirements, concentration, major and minor, and abilities of the student teachers, with the resources available at the university and the district schools. The Department of Teacher Education has collaborated with the local school district partners to develop a plan and process for the selection and training of collaborating teachers, as well as for placing student teachers. During clinical practice candidates are assessed on progress by the university supervisor, collaborating teacher, and the arts and science supervisor (secondary only). A final evaluation by these supervisors is completed at the end of the student teaching assignment. All candidates have the opportunity to assess the program and those supervising their clinical practice. Secondary candidates must teach in both their major and minor content areas. Therefore, they often are assigned two collaborating teachers. Student teacher candidates are required to attend on-campus seminars corresponding to times when the public schools are not in session. Senior synthesis seminars are held at the completion of the clinical practice. Student teacher candidates completing additional endorsements will do clinical practice in their specific area for a minimum of five weeks. 3. Program Admission, Retention, Exit The teacher education program is a competitive admissions process. A limited number of applicants are admitted in March for Fall Semester and in October for Spring Semester. Admission to the teacher education program is a separate process from Weber State University admission. Candidates are initially admitted to the program on a provisional basis. Upon successful completion of Levels 1 and 2, they become fully admitted candidates for licensure. Prerequisites for application to the program are current enrollment in or completion of the following classes: English competency (grade C or above in EN1010 and EN2010 or equivalent);Quantitative literacy (grade C or above in MATH QL1050 or equivalent); Communication proficiency (grade B- or above in COMM HU1020, COMM 1050, or equivalent); Computer and Information Literacy. Students are considered for admission based on a 100-point system: 30 points maximum for GPA; 30 points maximum for the Collegiate Assessment of Academic Proficiency (CAAP); 40 points maximum for the interview. Points are awarded based upon the following criteria. 1. Completion of at least 40 semester hours of general education or relevant prerequisite courses and (a) have an overall GPA of 3.00 or higher, or (b) 3.25 GPA or higher on the last 30 semester hours. 2. Achieve minimum scores on the Collegiate Assessment of Academic Proficiency (CAAP) standardized assessment designed to show achievement levels in reading, writing and mathematics. Current minimum scores required for admission to the teacher education programs are: Writing- 61, Writing Essay- 3.0, Math- 54 and Reading-59 3. Successful completion of a formal interview with a three-member faculty committee. In preparation for the interview students are asked to prepare a two-page statement detailing their (a) reasons for wanting to become a teacher, and (b) past teaching experiences. Interview questions focus on the student’s interest/commitment to teaching, understanding of education issues, ability to relate past experiences to role as a teacher, interpersonal skills, communication abilities, professionalism, and preliminary evidence of course dispositions. Students who do not obtain the required interview score are not eligible for admittance and may reapply for a subsequent semester. If the second interview score is also below the minimum, students must wait at least one year to reapply. Students who already hold a baccalaureate degree must meet the same requirements, except they are only required to take the Writing Essay portion of the CAAP Test if their degree less than five years old. Students who are not admitted to the program after their third application must wait one full year before reapplying. Students who successfully complete the application process become provisionally admitted candidates for the first two levels and are fully admitted after successful completion of level 2. Provisional admission to a specific program is valid for a period of five years. Candidates not completing the program within the five-year period are required to seek readmission under the current admission standards. Retention in the program is based upon the following conditions. 1. Completion of a background check as soon as admitted and before being placed in a public school for field experiences. Candidates can not enroll in Level 1 or EDUC 2890/4890 courses until cleared. Admission to the teacher education programs will be immediately revoked for those with a criminal record which has not been cleared by the Utah Professional Practices Advisory Commission. 2. Candidates are expected to maintain high professional and academic standards. Quality of work and timely progress through the program are two (2) criteria considered as evidence of professional competence. 3. Candidates must maintain a GPA of 3.00 in all university course work, not receiving a grade lower than a B- in any professional education course work. A professional education course may be repeated once. 4. Documented violations of the WSU Student Code of Conduct will be considered grounds for suspension or dismissal from the teacher education program. 5. Provisional status is revoked by an informal hearing organized by the Teacher Education Admission and Retention Committee. Candidates may appeal the ruling by following WSU Student Rights and Responsibilities policy. A minimum of 42 credit hours is required in the secondary education major, with a minimum of 120 credit hours required for university graduation. To graduate from the program candidates must meet these graduation requirements, successfully complete clinical practice, and participation in an exit interview for completion of licensing materials and graduation clearance. 4. Relationship of program to the units conceptual framework Social Science Composite Teaching Major BACHELOR DEGREE (B.S. or B.A.) » Program Prerequisite: Must satisfy Teacher Education admission and certification requirements (see Teacher Education Department). » Minor: Not required. » Grade Requirements: A grade of "C" or better in courses applied toward this major (a grade of "C-" is not acceptable). An overall GPA of 3.00 is required for admission to the Teacher Education program. » Credit Hour Requirements: A total of 120 credit hours is required for graduation, of which at least half should be upper division courses (courses numbered 3000 and above). Exceptions must be approved in advance by the Composite Coordinator. Advisement After declaring the Composite major, a student should meet with the Composite Coordinator to establish the courses to be taken as part of the program. In addition, History majors are required to meet with their faculty advisor at least annually for course and program advisement. They must also meet with their advisor before registration for Hist 4990. Call 801-626-6706 for additional information or to schedule an appointment. Teaching majors are also encouraged to consult with advisors in the Jerry and Vickie Moyes College of Education (call 801-626-6269). (Also refer to the Department Advisor Referral List.) Admission Requirements Declare your program of study. Social Science Composite Teaching majors must satisfy Teacher Education admission and certification requirements (see Teacher Education Department in this catalog). General Education Refer to General Requirements for either Bachelor of Science or Bachelor of Arts requirements. General education courses taken as part of the major and discipline requirements below will count toward both the Social Science Composite major and general education requirements. Courses completed at other collegiate institutions may be used to fulfill program requirements only after approval by the Composite Coordinator. At least one course in each area listed below (including the major) must be taken at Weber State. Course Requirement for B.S. or B.A. Required Major Courses (36 - 46 credit hours) Complete a Teaching major in one of the following three areas • Geography (minimum of 36 credit hours) • History (minimum of 36 credit hours) • Political Science (minimum of 46 credit hours) Hist 4500 is required for completion of the Secondary Education Certification program. Required Discipline Courses (30 credit hours) Select three of the following disciplines with at least one discipline from Area 1 (must be different from the major selected above). • Area 1 - Geography, History, Political Science • Area 2 - Anthropology, Sociology, Economics*, Psychology. Complete 12 credit hours in one of the selected disciplines and 9 credit hours in each of the other two disciplines. Recommended Course • Psych SS1010 Intro Psychology (3) *The following are required for the Economics discipline • Econ SS2010 Principles of Microeconomic (3) • Econ SS2020 Principles of Macroeconomic (3) and select two of the following courses (8 - 9 credit hours) • Econ AI1740 Economic History of the U.S. (3) • Econ 3110 Int'l Trade (3) • Econ 3120 Int'l Finance & Monetary Systems (3) • Econ 3200 Money & Banking (3) • Econ 3400 Labor Economics (3) • Econ 3410 Women in the World Economy (3) SECONDARY EDUCATION LICENSURE » Program Prerequisite: Provisional admission to a Teacher Education Program (see the admission requirements described under the Teacher Education Department). Select an academic teaching major and teaching minor or composite teaching major that WSU offers. In many departments the teaching major and teaching minor are different from the departmental major and minor. » Minor: Required with a teaching major but not required with a composite teaching major. » Grade Requirements: Secondary Education students must meet minimum major course grade requirements and maintain a cumulative GPA of 3.00 or higher in all college work and achieve at least a "B-" grade in each professional education course to continue in the program. » Credit Hour Requirements: A total of 120 semester hours is required for graduation - a minimum of 31 of these is required within the Secondary Licensure program. A total of 40 upper division credit hours is required (courses number 3000 and above). The academic teaching major and teaching minor must consist of not less than 30 and 16 semester hours respectively, or a composite major of a minimum of 46 semester hours. The teaching major and teaching minor must be in subjects taught in Utah public secondary schools. Either the major or minor must be a subject which Utah secondary schools are required to teach (those marked with double asterisks do not satisfy this second requirement -- see the list of teaching majors and minors below). Admission Requirements Declare a program of study. Follow the provisional admission requirements outlined under the Teacher Education department. Advisement All Secondary Education students should meet with an advisor in the Teacher Education Advisement Center and from the Department of Teacher Education. Call 801-626-6309 for more information or to schedule an appointment. In addition, students should seek advisement from both their teaching major and their teaching minor program areas. (Also refer to the Department Advisor Referral List.) For Secondary Licensure candidates, there are 4 areas of course work that are required: I. University and General Education Requirements; II. Support Courses; III. Teaching Major and Teaching Minors that WSU offers; and IV. Professional Education Courses. Details for each of these required areas follow. General Education I. University and General Education Requirements Refer to General Requirements for either Bachelor of Science or Bachelor of Arts requirements. The following courses required for the Secondary Education Licensure Program will also satisfy general education requirements: Comm HU1020 and ChFam SS1500. Course Requirements for Licensure II. Support Courses Required (or equivalent) One course from the following • ChFam SS1500 Human Development (3) • Psych 3140 Psychology of Adolescence (3) One course from the following • Comm HU1020 Principles of Public Speaking (3) • Comm HU1050 Introduction to Interpersonal and Small Group Communication (3) One course from the following • Health 3050 School Health Program (3) • Health 4250 Contemporary Health Issues of Adolescents (2) III. Teaching Majors and Minors ° Majors and Minors • Botany* • Chemistry • Communications • English • French • Geography • German • History • Mathematics • Physical Education • Physics • Political Science • Psychology** • Sociology** • Spanish • Theatre Arts ° Minors Only • Art • Business Education • Business/Marketing Education • Computer Science • Dance • Economics • ESL (English as a Second Language) • Geology (Earth Science) • Health Promotion • Physical Education/Athletic Coaching • Special Education (Mild/Moderate) • Zoology * Only if taken with Zoology minor ** Subjects which Utah secondary schools are not required to teach ° Composite Majors In lieu of the major and minor, a candidate may elect a composite teaching major which consists of a minimum of forty-six (46) hours of subjects in closely related fields. • Art • Biological Science • Business Education • Earth Science • Music Education • Physical Science • Social Science IV. Professional Education Courses Required (31 hours) ° Level 1 (Core) • Educ 3100 Instructional Planning and Assessment (3) • Educ 3110 Instructional Technology (1) • Educ 3140 Educational Psychology, Interpersonal Skills & Classroom Management (3) ° Level 2 (Learners and Methods) • Educ DV3200 Foundations of Diversity: Culturally, Linguistically Responsive Teaching (3) • Educ DV3260 The Exceptional Student (3) • Educ 3760 Teaching Reading & Writing in the Content Areas (3) • Educ 3780 Interdisciplinary Strategies in Diverse Classroom (3) ° Level 3 (Synthesis) • Educ 4820S Managing Diverse Classrooms (3) • Educ 4880 Student Teaching in Secondary Education (8) • Educ 4960 Secondary Senior Synthesis Seminar (1) Provisional admission to teacher education is required prior to enrollment in 3000 level and above education classes. Hist 4500 is a required course for the Social & Behavioral Science Teaching Major/Teaching Minor. The Professional Education component of the Secondary Education program requires three semesters to complete. Therefore, it is very important that candidates have completed the General Education requirements and most of the major and minor requirements prior to entering the program. Because of possible scheduling difficulties, failure to do so could mean spending an extra semester (or more) in completing the program. ATTACHMENT A Candidate Information Program: Social Science Composite Teaching Academic Year 2003-2004 2002-2003 2001-2002 # of Candidates Enrolled in the Program 187 178 # of Program Completers1 9 15 Note: The enrollment numbers in this report do not represent only Social Science Teaching majors. The university coding system had multiple codes that were incorrectly used for many social science majors until they were corrected upon graduation. The enrollment data reported is as accurate as the university system allows to be collected at this time. 1 Program completers are defined for Title II purposes as persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program’s requirements. ATTACHMENT B Faculty Information Faculty Member Name Richard Grow Leigh Shaw Highest Degree, Field, & University Ed.D., Utah Stage University PhD, Psychology, University of Utah Assignment: Indicate the role of the faculty member Faculty Faculty Rank Tenure Track (Yes/ No) Professor Yes Faculty Assistant Professor Yes Yes Azenett Garza PhD in Experimental Psychology, UTEP Faculty Assistant Professor Paul Caldarella PhD in Counseling/Clinical Psychology at Utah State University PhD in Clinical Psychology, Biola University Faculty Associate Yes Professor Faculty Assistant Professor Yes PhD in Psychology, University of South Faculty Professor Yes Theresa Kay Norris Bancroft Program Report Form—NCSS Scholarship Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years Chair of Hiring Committee, Consultant Paper published in Child Development (2004), Paper published in Developmental Psychology (2001), Poster presented at the 34th Symposium of the Jean Piaget Society (2004) Institutional Review Board, Paper published in Self and Identity (2002), Paper published in Journal of Experimental Social Psychology (2004) APA Member, Faculty Senate Ad Hoc Committee, Home and Community Social and Behavior Scales Test Manual (2003) Chair of Practicum Committee, Practicum Supervisor, Paper published in Journal of the Utah Academy (2001) Developed Evolutionary Psychology Course 1 Teaching or other professional experience in P-12 schools Licensed Psychologist None None Licensed School Psychologist None None R R Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444,,, rrreeevvv... 999///111///000444 Lauren Fowler Dakota PhD in Psychology, Georgia State University Faculty Associate Yes Professor Taught middle school for 2 years. Eric Amsel PhD in Psychology, Columbia University Faculty Professor Allison, William Thomas PhD History Bowling Green Full-time professor of History Associate Yes Professor Four Books, Air War College, Faculty Senate None Becker, Robert PhD History Wisconsin Full-time instructor of History Instructor No Two Books, LSU Emeritus, Hiring Committee None Ewert, Sara Dant PhD History Washington St Full-time professor of History Associate Yes Professor One Book, Jr. College faculty Weber Hist. Soc. None Francis, Stephen S. PhD History Arizona State Full-time professor of History Assistant Professor Yes Articles, Phi Alpha Theta, Curriculum Chair None Ibarguen, John Henry MA History Univ. Americas Full-time professor of History Assistant Professor Yes Articles, Latin Am. Studies Soccer advisor None Lewis, Gregory PhD History Arizona State Full-time professor of History Associate Yes Professor Articles, Chinese Films, Asian Studies Dir. None 2 Yes Counselor for the National Council for Undergraduate Research, Air Force Consultant, Community Based Research Project Hiring Committee, Officer in the John Piaget Society, Board Member of the Treehouse Children’s Museum Program Report Form-NCSS None R R Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444 MacKay, Kathryn L. PhD History Univ. of Utah Full-time professor of History Associate Yes Professor Folklore article, Service Learning, Women=s Studies None Matt, Susan Jipson PhD History Cornell Full-time professor of History Associate Yes Professor One Book, Honors Faculty, Faculty Senate None Sadler, Richard W. PhD History Univ. of Utah Full-time professor of History Professor Yes Six Books, College Dean, Senate Chair County School Board, State School Board Sather, Lee PhD History UC Santa Barbara Full-time professor of History Professor Yes Two Books, Dept. Chair, NCAA Rep. None Sessions, Gene Allred PhD History Florida State Full-time professor of History Professor Yes Eight Books, Dept. Chair, Senate Chair None Ulibarri, Richard O. PhD History Univ. of Utah Full-time professor of History Professor Yes Articles, Dean of Cont. Ed. Diversity V.P. None Larkin, LaRae PhD Political Science Univ. of Utah Half-time professor of History Associate yes Professor Travel Study, Social Science Education Dir., History Alliance 30 years at secondary level, AP History Program Report Form—NCSS 3 R R Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444,,, rrreeevvv... 999///111///000444 Michael E. Cena Ph.D. Elementary Education w/emphasis in reading Department of Teacher Education Faculty Secondary Department Associate Yes/ • Editorial Board: The Reading Chair Professor Tenured Teacher • President, Utah Council IRA • Presented at 49th Annual IRA Conference: “Beyond Traditional Phonics Instruction” Claudia Eliason Ed.D Educational Leadership Curriculum Director/ Level 2 Associate Professor Yes/ • Tenured • Penee Stewart Ph.D. Instructional Psychology Level 1 Assistant Professor Yes Vicki Napper Ph. D. Education Level 1 Assistant Professor Yes • • • • • • • • • Louise Moulding Ph. D. Evaluation & Research Level 1 Assistant Professor Yes Marilyn Lofgreen MS Curriculum & Instruction Level 1 Instructor Specialist Yes/ • Tenured • 4 18 years elementary teacher, 4 years district office, Current Utah Level 3 Elementary license with basic and advanced reading th 7 Ed. Of “A Practical Guide to 9 years Elementary /Preschool teaching, Early Childhood Curriculum” Current Utah Level 3 Chair of WSU Storytelling Elementary/Early Committee 2003-present Childhood License Faculty Advisor to WSU IRA 2 yrs school wide Co-Editor UCIRA Journal WSU Teaching Learning Forum enrichment leader, 1 yrs reading specialist Committee AERA Presentation 2004 Associate V.P. SITE TIG efolios & assessment Chapter AECT Definitions (Ethics issues) Member USOE Mentor Group 8 yrs HS science Board Member Utah ASCD teacher, 7 yrs district Higher Ed Rep: Northern Utah administration, 2 yrs Curriculum Consortuim USOE Current Level 3 Secondary Science license 13 yrs Elementary, Presenting Northern Utah K-12 Administration Curriculum Consortium Endorsement, WSU Teaching and Learning Program Report Form-NCSS R R Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444 Forum Presentations • TAPT Program Curriculum Coordinator Ann Ellis Ph.D. Educational Psychology emphasis in Gifted Ed. Level 1 Associate Professor Linda Gowans Ph. D. Reading K-12 Level 2S Professor Peggy Saunders Ph. D. Educational Leadership & Policy Level 2S Assistant Mongkol Tungmala Ed. D. Educational Leadership Level 2S ESL Associate Program Report Form—NCSS Yes/ • Weber State University Faculty Tenured Senate, College of Education Senator • Utah Association for Gifted Children, Creativity Extravaganza, Co-chair • “The Child as Storyteller: Identifying Characteristics.” presentation at the annual meeting of the National Association for Gifted Yes/ • Chair Education Subcommittee Tenured for WSU IRB • Co-Editor Utah Journal of Reading and Literacy • Level 2 Chair Yes • Presentation @ NAME Conference 2004 • University Adjunct Professor Committee • College Curriculum Committee Yes/ • Award Chair of Intermountain Tenured Teachers of English to Speakers of Other Languages • NMERA- Utah Representative • Member of International TESOL 5 Current Utah Level 2 Elementary License, USOE Curriculum Trainer 6 yrs elementary/ gifted & talented program teacher 7 yrs Jr.H, HS teaching English, French, Drama, Speech, 13 yrs reading specialist 14 yrs Teaching, 3 yrs District Administration, 3 yrs Assist.Principal, Utah Level 3 License 14 yrs English/ESL teacher, Current Level 3 Secondary English/ESl License, Administrative Endorsement SECTION II— ASSESSMENTS AND RELATED DATA Name of Assessment Type or Form of Assessment 1 History Final Exams 2 Sociology Final Exams Comprehensive Exam Final Exams 3 When the Assessment Is Administered Assessment Scoring Guides/Criteria Data Table X X X X X X X X X X X X Level 1, 2, Clinical Practice X X X Advanced General Psychology 4000 X X X Soclgy 3030 Methods Course X X X HIST SS1010 HIST DV/SS1020 HIST AI2700 HIST AI2710 HIST 4130 HIST 4990 Soclgy 1010 Soclgy 3030 Level Rubrics End of Professional Levels 1 & 2 Clinical Practice Final Evaluation Observation of Performance End of Clinical Practice Teacher Work Sample Unit Lesson Plan Final Examination Written Research Project Teacher Education Critical Performance Indicators Attachments 4 5 6 7 Psychology Content Exam Sociology Research Project Section II Assessment 1 History Final Exams This Assessment is submitted as a sample of the final exams given to all students. Scores are base on Number Correct/Number Possible. History 1010 Final Exam, Fall 2004 1.Social stratification A. is built into the social system. B. is based on class, status, and power. C. can be based on property, gender, age, religious affiliation, and other statuses. D. All of the above E. None of the above 2. According to the Kuznets curve, inequality in capitalist societies A. decreases at first, stabilizes, then decreases again. B. increases at first, declines, then stabilizes at a relatively low level. C. decreases at first, increases rapidly, then stabilizes at a relatively high level. D. increases at first, stabilizes at a high level, then declines gradually. E. starts out stable for a long time, then gradually increases to a high level. 3. Mid-level managers and professionals are in the A. lower middle class. B. upper middle class. C. old middle class. D. new middle class. E. working class. 4. ________ is social mobility resulting from changes in the number and kinds of occupations in a society. A. Intragenerational mobility B. Intergenerational mobility C. Life course D. Life history E. Structural mobility 5. The term that Pierre Bourdieu uses for the advantages that a "good home" confers, such as a parent's involvement with a child's homework, is A. status. B. prestige. C. life chance. D. social capital. E. cultural wealth. 6. In their classic study of social mobility in the United States, Peter Blau and Otis Dudley Duncan found that A. the rags to riches story was quite common. B. vertical mobility was common, but usually between occupational positions quite close to one another. C. surprisingly, educational attainment was not a factor in vertical mobility. D. there has been little upward mobility. E. All of the above 7. According to Erik Olin Wright, people who control workers but are in turn controlled by their own employers are in A. contradictory class locations. B. pariah groups. C. the capitalist class. D. the working class. E. a caste. 8. How has globalization contributed to the increasing inequality in American society? A. Some companies have lowered wages to compete with other companies that use cheaper Third World labor. B. Globalization has encouraged immigration to the United States, thus increasing the low wage labor pool and pushing wages down. C. Labor unions have been weakened by globalization. D. All of the above E. None of the above; inequality is not increasing in the United States. 9. The main economic activity in most low-income countries is A. high technology. B. oil production. C. mining. D. agriculture. E. manufacturing. 10. Most of the NIEs in East Asia today are A. low-income countries. B. middle-income countries. C. high-income countries. D. just starting to develop. E. not yet ready for "take-off." 11. ________, a view now commonly held by Western economists, is based on _______ theory, which promoted free markets and non-interference by governments in the economy. A. Marxism; dependency B. Liberalism; state-centered development C. Neo-liberalism; modernization D. Neo-Marxism; world systems E. Conservatism; arcane 12. Which approach points out that successful NIEs such as Singapore, South Korea, and Taiwan have grown largely because of repressive labor laws, government ownership in key industries, and government provision of social welfare services? A. market-oriented theory B. modernization theory C. dependency theory D. world-systems theory E. state-centered theory 13. Which theory promotes the adoption of Western capitalist economic systems and values as the road to economic development? A. market-oriented theory B. Marxist theory C. dependency theory D. world-systems theory E. state-centered theory 14. The most optimistic analysts expect A. the republics of the former Soviet Union to become high-income countries. B. economic growth to spread to areas that have lagged behind, like Latin America and Africa. C. the remnants of caste societies to be superceded by class-based systems. D. All of the above E. None of the above 15. Gender socialization begins A. at birth. B. around age two or three years. C. when the child starts school. D. at puberty. E. None of the above; gender is an inborn trait. 16. When it comes to work in the home, women do most of the ________ while men do most of the ________. A. housework; child care B. child care; housework C. daily chores; occasional tasks D. occasional tasks; daily chores E. dusting; sweeping 17. In schools, boys and girls are treated unequally A. in stories and books. B. in the frequency of interaction with teachers. C. in the content of their interaction with teachers. D. All of the above E. None of the above 18. As a result of differential treatment in schools, girls are socialized to be A. quiet. B. inquisitive. C. active problem solvers. D. All of the above E. None of the above 19. The "second shift" refers to A. the decline in women's participation in the labor market B. the increase in women's participation in the labor market, but in limited sectors C. the increasing strength of the institution of marriage, particularly in poor inner city neighborhoods D. women having to do most of the housework, even when employed full-time E. None of the above 20. What kind of job is most likely open to a woman like Andrea, the young African-American single mother used as an example in the "Gender Inequality" chapter of the textbook? A. highly skilled, well-paid professional B. skilled blue collar at a comfortable wage C. low wage service work with non-standard working hours D. All of the above; opportunities are no different for her than for anyone else. E. None of the above; there are simply no jobs available to someone like Andrea. 21. Despite the Pay Equity Act of 1963, the gender gap in pay has not been eliminated because of A. liberal feminism. B. radical feminism. C. sex segregation. D. All of the above E. None of the above 22. When people assimilate into the larger culture but occasionally participate in ethnic customs they are practicing A. situational ethnicity. B. symbolic ethnicity. C. race. D. individual racism. E. institutional racism. 23. Behavior that disqualifies members of one group from opportunities available to others is A. prejudice. B. discrimination. C. racism. D. situational ethnicity. E. symbolic racism. 24. ________ is the physical separation of a racial or ethnic group. A. Genocide B. Assimilation C. Segregation D. Pluralism E. Multiculturalism 25. The ________ model of immigration results in a "nation of immigrants." A. classic B. colonial C. guest workers D. illegal E. None of the above; "nation of immigrants" is a misnomer. 26. The first large wave of immigrants to the United States, from the time of independence until the 1880s, were mostly from A. Britain and northwestern Europe. B. Eastern Europe. C. southern Europe. D. Asia. E. Latin America. 27. A large influx of people from ________ migrated to the United States in the 1880s and 1890s. A. Britain B. southern and eastern Europe C. northwestern Europe D. Asia E. Latin America 28. The majority of immigrants to the United States in 1900 were from ________; in 1990 the majority were from ________. A. Asia; Asia B. Europe; Europe C. Latin America; Europe and Asia D. Europe; Latin America and Asia E. Asia; Haiti 29. Which of the following groups saw the most significant increase in household family income in the 1990s? A. European Americans B. African Americans C. Hispanics D. Asian Americans E. None of the above; nobody's income increased significantly. 30. Which theory is vulnerable to the critique that it is based on stereotypical assumptions about the abilities of the elderly? A. biological aging theory B. disengagement theory C. activity theory D. conflict theory E. third-generation theories 31. What is the source of many of the problems of aging, according to social conflict theories? A. social institutions which favor those who have the most economic power B. disengagement of the elderly from their previous roles C. the self-concept of the elderly D. All of the above E. None of the above 32. Which of the following is a source of ageism? A. stereotypes of the elderly as sad, lonely, and senile B. the obsession with youth in American popular culture C. new technology, like computers, that the elderly may be unfamiliar with D. All of the above E. None of the above 33. Which program covers the cost of acute medical care for the elderly? A. Medicaid B. Medicare C. Social Security D. TANF E. AMC 34. Which program provides retirement pay for all elderly persons who have worked at least a minimum number of years in their lifetime? A. Medicaid B. Medicare C. Social Security D. TANF E. AMC 35. The average monthly benefit for recipients of Social Security A. provides a minimal level of support, barely enough to get by. B. keeps most elderly persons below the poverty level. C. is higher for women than for men, since the former usually have higher expenses. D. All of the above E. None of the above 36. Striking a balance between the needs and interests of different generations is called A. gerontocracy. B. generational equity. C. andragogy. D. geragogy. E. the generation gap. 37. As discussed in the video APeople Like Us: Social Class in America@ a. America is a middle class society b. Social class is evident in America c. Social class in not evident in America d. None of the above 38. As discussed in the video APeople Like Us: Social Class in America@ a. All African Americans are poor b. All African Americans are rich c. Social class is as evident among African Americans as it is in the rest of America d. None of the above 39. As discussed in the video APeople Like Us: Social Class in America@ a. Garden ornaments are sold to all social classes equally. b. Garden ornaments are sold mostly to the working class. c. Everyone needs a backpack to hold spices in while cooking. d. None of the above 40. As discussed in the video APeople Like Us: Social Class in America@ a. Bread became a class issue in Burlington, Vermont. b. It has become culturally acceptable to make fun of the working class and poor. c. While no longer the most powerful class, WASPs are still a cohesive and powerful group. d. All of the above 41. According to Ehrenreich (ANickled and Dimed@): a. it is nearly impossible to live on a minimum- or low-wage income, even if you work full time b. most people in the low-wage economy steal from their employers and/or lie about their hours, resulting in a much higher net income than they would otherwise receive c. only a small minority of people in the low-wage economy are actually trying to support themselves or their families on their income alone d. the combination of welfare payments and unreported, untaxed income allows Apoor people@ to live quite comfortably 42. Ehrenreich concludes from her study that: e. the minimum wage should be eliminated in order to let market forces, not government, decide what people should be paid f. President Clinton=s welfare reform was a necessary and humane solution to welfare dependency g. the low-wage economy perpetuates poverty h. there should be more childcare help for low-wage mothers with young children i. most people can emerge from poverty (Afree themselves of welfare@) by working hard 43. Anderson sees much of the code of the streets as an effort to: j. get respect k. find meaning and purpose in young peoples= lives l. acquire the good things in life B material affluence and security escape the ghetto 44. Among the functions of the idea of an Aundeserving poor@ are all of the following EXCEPT: m. it allows the non-poor to feel no responsibility for the plight of the poor or the social processes that generate poverty n. it allows a small minority of the poor, especially a very visible ethnic group, to receive special privileges o. it allows employers and government agencies to ignore many poor people as being Aunemployable,@ thus freeing people from finding solutions to the poor=s employment problems p. it allows the non-poor to show respect for a social norm that they don=t actually follow in their own life. 45. Robert Reich describes inequality in wealth and earnings in the U.S. as: q. shrinking dramatically because of tax policies in the Clinton years that attacked the affluent families and rewarded those who work for low wages or not at all r. declining to a level below that of most other modern countries s. the source of U.S economic growth and strength, by rewarding hard work and initiative t. becoming more unequal, with the rich getting richer and everyone else going nowhere or getting poorer 46. Reich believes that, in addition to global economic changes, the Asocial compact@ is weaker because: u. more people are living longer, delaying marriage, not marrying, and forgoing having children B all things that reduce people=s ties to one another v. modern communication allows us to live more isolated lives, enclosed in our own information networks w. people feel less safe in a world where terrorism may strike them at any moment x. those who are better off feel no close ties or responsibilities to other citizens 47. Ritzer thinks the strongest criticisms of the McDonald=s system are ones that: y. show the way people=s potential is limited by Aoverly rationalized@ organizations z. compare the past B slower, more humane, less materialistic B to the present aa. focus on economic exploitation of workers and government subsidies to major corporations bb. recognize how Acopycat@ companies use research and development of successful companies, but don=t pay for it 48. The perspective of the author of ABorder State Patrol@ could best be described as that of: cc. deviants and criminals who neither respect the law nor try to abide by the lay dd. innocent persons stopped and badly treated by law enforcement personnel ee. frightened citizens who worry about their security when crime increases ff. a person sympathetic to the difficulties of law enforcement in a society that gives criminals too many rights but limits greatly what patrolmen and police can do 49. Most people who study deviance, including William Chambliss (ASaints and Roughnecks@), recognize that; a. deviants are people who reject conventional definitions of success b. deviant behavior is closely linked to (and can often be explained by) mental illness c. what is deviant and what is not deviant is usually defined by those who have power in a society d. deviants are among the most creative members of the society e. All of the above are true 50. Low tips or the failure to be tipped at all is interpreted by the waitresses as: gg. fate or the breaks of the game B it is all random and beyond anyone=s ability to really understand or control hh. a personal failure ii. the fault of the restaurant that doesn=t promote an atmosphere that makes customers comfortable and pleased enough to feel like tipping jj. a consequence of the customer=s being too cheap, too poor, or too ignorant to tip properly GRADE DISTRIBUTION FOR CORE HISTORY COURSES IN THE SOCIAL SCIENCE COMPOSITE TEACHING MAJOR Fall Semester, 2004 Course 1010 1020 2700 2710 4130 4990 A 71 75 1 2 6 8 A- 47 41 7 2 1 2 B+ 26 21 9 1 8 6 B 25 19 8 3 3 2 B- 8 13 4 2 2 4 C+ 21 24 1 1 1 1 C 11 10 0 1 0 0 C- 12 11 1 1 2 0 D+ 5 8 0 0 0 0 D 12 10 0 0 0 0 D- 4 1 0 0 0 0 E (F) 7 5 0 1 6 0 UW 26 18 5 0 0 6 Soclgy 1010 Principles of Sociology - Fall 2004 Assessments and Grading Rubric Students=68 Percentage of students Assessment of Student Knowledge Grading Rubric Exams (60% of course grade.) There will be three midterms and an optional comprehensive final. Exams come from the readings and from the lectures. The midterms will be in the social science testing center from Thursday thru Saturday starting the fifth, tenth, and fifteenth weeks of the semester. The optional comprehensive final exam is during Finals week in the Testing Center. The final exam is an optional exam which you can take to replace one of the midterm exams. Exam dates are also listed on the schedule. Since the exams have been scheduled ahead of time, all students are expected to be present for them. If you are ill or have a University sponsored event that prevents you from taking an exam at the scheduled time, you must make arrangements with me BEFORE that particular exam. If you miss one midterm exam without notifying me beforehand, then you will be required to take the comprehensive final. It will be the "make-up" exam. If you miss a second midterm exam without prior approval, you will receive a zero(0) for that exam. A - Answered 90% or more of the questions correctly Pop quizzes, Essays, and in-class assignments (15% of course grade.) Every lecture day in class, we will roll the dice and see if a quiz will be given. Generally this involves you showing me that you have read the assigned reading by writing a one or two paragraph essay. Occasionally I'll have an objective quiz with matching, fill-in-the-blank questions, or multiple choice questions. You will also be doing in-class and out-of-class assignments. I will give you specific directions and due dates for each of these assignments. The topics will be related to that week's readings A = Demonstrated that you=ve read to prepare for class, understood what you=ve read, and can apply it to everyday life. B - Answered 80-89% of the questions correctly C - Answered 70-79% of the questions correctly A B C D E E1 16.4 42.5 26.0 8.2 6.8 A B C D E 43.4 31.6 15.8 9.2 0.0 D - Answered 60-69% of the questions correctly E - Answered fewer than 60% of the questions correctly NOTE: FINAL EXAM SCORES ARE NOT PRESENTED BECAUSE THEY HAVE ALREADY BEEN INCORPORATED INTO EACH INDIVIDUAL STUDENTS= E1, E2, AND E3 SCORES AS PER THE SYLLABUS INSTRUCTIONS PRESENTED IN THE COLUMN TO THE LEFT. B = Demonstrated that you=ve read to prepare for class and generally understood what you=ve read but can=t or didn=t apply it to everyday life. C = Demonstrated that you=ve read something to prepare for class but do not demonstrate your understanding or application to everyday life. E2 24.7 28.7 28.7 12.3 5.5 E3 33.8 32.4 14.7 13.2 5.9 Percentage of students Assessment of Student Knowledge Grading Rubric and lectures D & E = You are not prepared for class. NOTE: THESE PERCENTAGES ARE BASED ON A COMPOSITE SCORE FOR SEVEN INDIVIDUAL ASSIGNMENTS. Article Reports and Presentations (15% of course grade.) Students will form small groups. Group size will depend on how many students are in the particular section. Each group will report on an assigned article from the Reader and present it in class. Special class sessions are designed for the entire class to discuss the readings; however, the group presentation will be the introduction to the general discussion on a given article. In addition, each group member will turn in their own written report of the article (due on the presentation day. Each group will be responsible for one presentation/written report set during the semester. Sign-up for group reports will take place on the first day of class. For presentations, each group member present will receive the same grade. A group member who is absent during the report discussion will not get credit for it. Written reports are graded individually based on the students=s ability to formulate the main argument and assess the reading in a 1-2 page essay. I expect each group member to turn in individual work. Basically, after reading the article, evaluate it, covering the following points: 1. Most authors have a single theme, or a few key points, to develop in their writings. State what you understand to be that theme or those points in a sentence or two.2. Ask yourself whether you know something after completing the reading that you did not know before? If so, describe your new knowledge.3. Now criticize the reading as if you were writing a review for a A - Demonstrates an excellent understanding of the key ideas of the article, excellent discussion of new information learned from the article and excellent critique of the article=s main theme, argument, and/or evidence used to support the argument. B - Demonstrates a good understanding of the key ideas of the article, a good discussion of new information learned from the article and a good critique of the article=s main theme, argument, and/or evidence used to support the argument. C - Demonstrates a satisfactory understanding of the key ideas of the article, a satisfactory discussion of new information learned and a satisfactory critique of the article=s main theme, argument, and/or evidence used to support the argument. D - Demonstrates unsatisfactory understanding of the key ideas of the article, unsatisfactory discussion of new ideas learned, and unsatisfactory critique of the article. E - Does not demonstrate an understanding of key ideas or an ability to critique them. A B C D E 91 7.5 1.5 0 0 Percentage of students Assessment of Student Knowledge professional journal. The main approach is to take the author's theme or main points, already identified, and examine the extent to which he or she develops a logical and coherent argument to support the theme or points. Included here should also be an assessment of the evidence used to support the argument: Is it relevant? Of good quality? Well organized? Grading Rubric Weber State University Jerry and Vickie Moyes College of Education Department of Teacher Education LEVEL 1 CRITICAL PERFORMANCE INDICATORS Student ID Bubble box Semester: Fall Spring 0 0 Year 2004 2005 2006 0 0 0 Directions for raters: Fill in only one oval for each criterion. M= Met, D = Developing, N = Not Met Definitions: Met: Candidate received an A/A- grade on the artifact. Developing: Candidate received a B+/B/B- grade on the artifact. Not Met: Candidate received a C+ or lower grade on the artifact. Critical Performance Indicators M D N 1. Candidate summarizes and applies learning theory (Learning Theories paper) 0 0 0 2. Candidate integrates and applies knowledge of students, learning theory, curriculum development, and grade level content in designing instruction. (Teacher Work Sample: Design for Instruction) 0 0 0. 3. Candidate demonstrates competence in using both informal and formal assessment strategies to inform instruction and promote student learning. (Teacher Work Sample: Assessment Plan) 0 0 0 0 0 0 0 0 0 0 0 0 4. Candidate recognizes a variety of classroom management techniques. (Classroom Observation Form) 5. Candidate uses knowledge of effective verbal, nonverbal, and media communication techniques. (Teacher Work Sample: Media Enhanced Lesson Plan Presentation) 6. Candidate reflects on personal professional practice. (Portfolio: Reflection Documents) Version 1 10/19/04 Weber State University Jerry and Vickie Moyes College of Education Department of Teacher Education LEVEL 2SECONDARY CRITICAL PERFORMANCE INDICATORS Student ID Bubble box Semester: Fall Spring 0 0 Year 2004 2005 2006 0 0 0 Directions for raters: Fill in only one oval for each criterion. M= Met, D = Developing, N = Not Met Critical Performance Indicators M 1. Candidate demonstrates competence in content knowledge in major/minor areas of study for 6-12 grade students, with preparation of a Teacher Work Sample used in a field experience classroom. (Teacher Work Samples, Content Unit Instruction) D N 0 0 0 0 0 0 3. Candidate demonstrates competence in using both informal and formal assessment strategies to inform instruction and promote student learning. (Teacher Work Samples, Content Unit Instruction) 0 0 0 4. Candidate demonstrates the ability to use a variety of sources of feedback to reflect on individual performance and that of their students in grades 6-12. (Teacher Work Samples, journals, video clips, lesson plans with written critiques) 0 0 0 5. Candidate continues portfolio system that provides evidence of knowledge, skills, and dispositions with addition of artifacts required in level 2. (Hardcopy portfolio) 0 0 0 2. Candidate uses a variety of differentiated instructional strategies to integrate and apply knowledge of students’ diverse needs and culture as they integrate core curriculum and content area standards. Candidate demonstrates the ability to cultivate a positive learning environment for all students. (Teacher Work Samples, Content Unit Instruction) Version 1 10/19/04 Weber State University Jerry and Vickie Moyes College of Education Department of Teacher Education Teacher Education Secondary Education Professional Core Critical Performance Indicators Each of the program levels have defined critical performances based upon INTASC Standards that candidates should meet upon completion of the level. These indicators look at candidates’ knowledge, skills, and dispositions in the level as a whole. While the artifacts used for identifying student performance come from individual requirements for level course work, they do not replace grades in the level courses. At the end of each semester, the faculty for each professional core level meets together to discuss individual candidate’s dispositions and critical performances. This meeting is also combined with exit interviews where candidates share their INTASC portfolios and reflect and evaluation their performance during the level. The performances for the candidates at the clinical practice level are evaluated by their university supervisor(s) and collaborating teacher(s). Teacher Work Samples (TWS) A process that enables teacher candidates to demonstrate teaching performances directly related to planning, implementing, assessing student learning, and evaluating teaching and learning for a standards-based instructional unit. The TWS provides opportunity for candidates to develop, organize, implement, assess, and reflect upon instruction in their assigned subject and grade level. The focus of the TWS is on student achievement and competence in knowledge and skills. Therefore, teacher work samples are teaching exhibits that can provide credible evidence of a candidate’s ability to facilitate learning of all students. Teacher work samples are one source of performance relative to national and state teaching standards. Components of Teacher Work Samples • Contextual Factors • Objectives/Learning Outcomes • Assessment Plan • Design for Instruction • Instructional Decision-Making • Analysis of Student Learning • Reflection and Self-Evaluation Content Unit Instruction: Field Experience The Teacher Work Sample is based on the content unit of instruction during field experience. In a small group or individually, candidates will design a unit of instruction guided by the state core curriculum, content knowledge (major/minor), textbooks, and other sources and in cooperation with the collaborating teacher. The unit of instruction will contain: objectives/outcomes (curriculum alignment), pre-post testing, a variety of lesson plans with accommodations for diverse students, appropriate technology usage, and an evaluation of the lessons as to whether the objectives were met by students in grades 6-12. Version 1 10/19/04 Weber State University Jerry and Vickie Moyes College of Education Department of Teacher Education Secondary Candidate Critical Performance Indicators Fall 2004 Level 1, N = 104 (Data includes all candidates enrolled in level 1) Met Developing Not met Learning Theory 89 85.6% 5 4.8% 3 2.9% Instructional Strategies 91 87.5% 11 10.6% 3 2.9% Assessment 92 88.5% 10 9.6% 3 2.9% Learning Environment 91 87.5% 2 1.9% 3 2.9% Communication 98 94.2% 4 3.8% 3 2.9% Reflective Practitioner 94 90.4% 11 10.6% 3 2.9% (Data includes all secondary students enrolled in level 2 Secondary) Level 2, N = 47 Met Developing Not met Content Knowledge 42 91.3% 5 8.7% 0 Instructional Strategies 44 95.7% 3 4.3% 0 Assessment 43 93.5% 4 6.5% 0 Collaboration/Reflection/ Professional Development 43 93.5% 4 6.5% 0 Program Portfolio 43 93.5% 4 6.5% 0 Version 1 10/19/04 0.0% 0.0% 0.0% 0.0% 0.0% STUDENT TEACHER FINAL ASSESSMENT Please print the following: Student Teacher: __________________________________________________________ Date _____-_____-______ Collaborating Teacher: ___________________________________ School __________________ Subject/Grade Level: ____________ This form was completed by: Univ Supervisor ____ Content Supervisor ____ Collaborating Teacher ____ Teacher Candidate _____ When you have completed this form, please mail to: Weber State University, Teacher Education, Coordinator Field Experience/ Clinical Practice, 1304 University Circle, Ogden, UT 84408-1304. Directions: Please address the student teacher’s strengths, weaknesses, and their development in each of the following. Circle the letter which best represents your judgment concerning the student teacher. RATING SCALE: M D N = = = Standard Met Developing Standard Standard Not Met Standard #1: Knowledge of subject matter (evidence of satisfactory performance) (evidence of progress toward satisfactory performance) (evidence fails to show adequate performance) The student teacher: M D N Creates meaningful learning experiences M D N Demonstrates a solid grasp of the subject matter M D N Has enthusiasm for the content taught M D N Helps the students see the connections between classroom knowledge and everyday life Comments: Standard #2 Knowledge of human development and learning The student teacher: M D N Understands how children learn and develop M D N Considers the developmental needs of all learners when designing instruction Comments: Standard # 3 Adapting instruction for individual needs The student teacher: M D N M D N M D N Comments: Appreciates and values student diversity Creates instructional opportunities that are adapted to diverse learners Makes appropriate provisions for individual students who have particular learning differences Standards #4 Multiple instructional strategies The student teacher: M D N Uses various instructional strategies (i.e. cooperative learning, questioning) to promote active learning, critical thinking, problem solving and inquiry M D N Understand and uses a wide variety of materials M D N Understands and uses various technologies Comments: Standard #5 Classroom motivation and management skills The student teacher: M D N Creates a positive learning environment M D N Organizes, allocates, and manages the resources of time, space, activities, and attention to provide productive learning M D N Analyzes the classroom environment and makes decisions and adjustments to enhance social relationships, student motivation, and productive work M D N Anticipates problem behavior and effectively employs a variety of management strategies Comments: Standard #6 Communication skills The student teacher: M D N Uses effective verbal and non-verbal communication M D N Is a thoughtful and responsive listener M D N Communicates expectations and assignments clearly Section II Assessment 4 Page 1 of 5 white-TEd; canary-US/CT; pink-ST M D N M D N Comments: Communicates cultural sensitivity Commands respect within the classroom Standard #7 Instructional planning skills The student teacher: M D N Makes appropriate short and long range plans M D N Plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals M D N Plans substantive, detailed daily lesson plans and teacher work samples M D N Carefully aligns instruction with objectives Comments: Standard #8 Assessment of student learning The student teacher: M D N Accurately determines whether desired learning outcomes have been attained M D N Clearly communicates assessment results to students M D N Frequently monitors and adjusts instruction in response to learners M D N Uses a variety of assessments Comments: Standard #9 Professional commitment and responsibility The student teacher: M D N Uses feedback from multiple sources (i.e. self, students, peers, cooperating teacher, supervisors) to refine practice M D N Seeks out opportunities for professional growth M D N Is professional in appearance, behavior, and commitment to ethical practice M D N Reflects on practice and makes thoughtful changes Comments: Standard #10 Partnerships The student teacher: M D N Communicates with and seeks to involve parents and caregivers in the educational process M D N Uses community resources as appropriate in the educational process M D N Strives to develop collaborative teaching relationships Comments: Summary Narrative In narrative form (preferably word processed) please describe in detail this student teacher. Include the teacher’s strengths, weaknesses, and address the candidate’s teaching dispositions. ____________________________________________ ______________________________________ Signature of observer Signature of student teacher DIRECTIONS FOR COMPLETION OF ASSESSMENT & EVALUATION FORMS The following directions and guidelines are to be used in the completion of the individual forms in documenting the progress (assessment and evaluation) of the student teacher by various individuals. The rating scale used is as follows: RATING SCALE: M = Standard Met (evidence of satisfactory performance) D = Developing Standard (evidence of progress toward satisfactory performance) N = Standard Not met (evidence fails to show adequate performance) N/O = Not Observed (observer did not witness the performance required) (used only on the observation form; not on the mid-term assessment form or final evaluation form) The assessment and evaluation forms contain some language that may need definition. Diversity - is more than skin color, includes age variations, ethnic differences. Lesson Plans - lesson plans are plans developed by the student and/or collaborating teacher from which the student teaches and the observer and/or evaluator follows the student through the teaching process for that session. Section II Assessment 4 Page 2 of 5 white-TEd; canary-US/CT; pink-ST N/O - not observed means that on this day, at this time, during this observation, this item was not observed and/or was not able to be documented as (M) meeting a standard, or (N) not meeting a standard, or (D) developing the standard. Technology - includes overhead projector, chalkboard, maps, power point presentations, CD disks, DVD disks, VHS tapes, etc. TWS - teacher work sample - a specific unit plan composed of 7 components designed by the student teacher per the TWS model as required by the University, in conjunction with the collaborating teacher, in which the student teaches from for at least a fifteen (15) day period. Elementary student teachers are to complete one TWS for the clinical practice assignment. Secondary student teachers are to complete one TWS for the major and one for the minor in the clinical practice assignment. 04 - ST Final Term Evaluation [3 page scantron] a. The final term evaluation form is to be completed by all individuals: the University Supervisor, the Collaborating Teacher, and the Secondary Arts-Sci Supervisor b. The original scantron copy of the final term evaluation is to be mailed, along with the disposition assessment, within five (5) days of completion to the Office of the Coordinator of Field Experience/Clinical Practice at Weber State University. c. This form is designed to be read in a scantron scoring machine to collate the data. d. The form is not to be stapled. e. The form can only be folded in half and placed in the large mailing envelope. f. This envelope will contain the final term evaluation and the disposition form as completed. g. The final term evaluation and the disposition assessment are to be completed during the final week of the student teaching assignment and reflect the entire assignment. h. If the assignment is Early Childhood, Early Childhood Dual elementary, Elementary Dual Early Childhood, it will be in two parts and each part is to have a final-term evaluation completed by the Collaborating Teacher for the assignment completed. i. The University Supervisor will complete one final term evaluation based upon the entire assignment of both parts. j. The rating scale options do not include N/O on this form. The observer is to record that if a standard was not observed, then the standard was not met at this time. k. The final term evaluation has some space between standards for additional comments if needed, however, the majority of comments should occur in the "Summary Comments" on the last page. l. It would be very helpful if this page was word processed or typed, as opposed to handwritten. m. The bottom of the last page is a place for the evaluator to mark the final recommendation for the student teacher. n. A "credit" recommendation is to be based on the overall performance of the student teacher. In your best judgment, a credit indicates this student has met some of the standards, or, the standards are being developed, and progress is evident toward the development, and the student disposition assessment form indicates many of the dispositions are "usually" checked, and the student is ready to be licensed. o. A "no credit" recommendation is to be based on the overall performance of the student teacher. In your best judgment, a no credit indicates the student has not met several standards, and/or the evaluator does not see any progress and there is no evidence of progress in developing the standards, and/or the evaluation reflects many standards not met. p. A "retrain" recommendation is to be based on the overall performance of the student teacher. In your best judgment, a retrain indicates that the student may have met several standards, and/or developing many standards, but may be lacking in some of the dispositions and critical standards whereby additional time student teaching will provide the evidence that the student teacher will be a successful teacher. Section II Assessment 4 Page 3 of 5 white-TEd; canary-US/CT; pink-ST Clinical Practice Final Assessment Social Science Fall 2003 NOTE: Total Student Teachers:11. Total University Supervisors (US): 11. Total Collaborating Teachers (CT): 12 Standard Met Standard 1 1 2 3 4 2 1 2 3 1 2 3 4 1 2 3 5 1 2 3 4 6 1 2 3 4 5 7 1 2 3 4 8 1 2 3 4 9 1 2 3 4 10 1 2 3 Developing Standard US 10 10 9 9 11 10 10 10 8 9 11 10 10 9 8 7 10 10 11 11 9 10 10 10 11 10 11 8 10 10 10 10 11 10 7 CT 11 10 11 11 10 11 10 10 9 11 11 12 9 9 10 7 10 10 9 9 8 10 10 10 10 10 9 9 10 9 9 11 10 9 9 US 1 1 1 2 1 3 2 2 1 4 2 2 3 1 2 2 2 2 2 2 3 1 1 1 2 1 1 1 2 9 10 2 2 Standard Met 1 1 1 3 2 1 1 2 3 4 1 1 2 1 1 1 1 3 1 1 1 1 CT 1 2 Standard Not Met US 1 2 1 2 2 1 1 1 Developing Standard Not Marked CT US 1 1 1 CT 1 1 1 1 1 2 2 1 1 1 1 1 1 1 1 1 1 1 Standard Not Met Not Marked US CT US CT US CT US CT 88.1% 81.7% 11.4% 13.4% 0.3% 3.5% 0.3% 1.4% Section II Assessment 4 Page 4 of 5 white-TEd; canary-US/CT; pink-ST Clinical Practice Final Assessment Social Science Spring 2004 NOTE: Total Student Teachers: 14. Total University Supervisors (US): 14. Total Collaborating Teachers (CT): 13 Standard Met Developing Standard Standard 1 1 2 3 4 2 1 2 3 1 2 3 4 1 2 3 5 1 2 3 4 6 1 2 3 4 5 7 1 2 3 4 8 1 2 3 4 9 1 2 3 4 10 1 2 US 14 14 14 13 13 11 14 14 12 13 13 13 14 14 13 14 14 14 13 13 14 14 14 14 14 14 12 12 13 14 13 13 14 12 12 CT 9 10 10 10 10 8 11 6 8 11 9 11 12 9 9 9 12 12 8 12 9 7 8 7 9 8 10 7 9 10 11 12 10 7 10 US 3 14 9 3 Standard Met Developing Standard 1 1 3 1 1 1 1 1 1 1 1 2 1 1 1 CT 4 3 3 3 3 5 2 7 5 2 4 2 1 4 4 4 1 1 5 1 4 5 5 4 4 5 3 6 4 2 2 1 3 4 1 Standard Not Met US CT Not Marked US CT 1 1 2 1 1 1 1 1 1 1 1 1 1 1 Standard Not Met Not Marked US CT US CT US CT US CT 95.2% 67.3% 3.6% 23.8% 0.0% 1.2% 1.2% 0.6% Section II Assessment 4 Page 5 of 5 white-TEd; canary-US/CT; pink-ST Teacher Work Sample Model (This is a template for a two-three week standards-based unit the candidate both plans and teaches.) TEACHING PROCESSES, TWS STANDARDS, AND INDICATORS Contextual Factors The teacher uses information about the learning-teaching context and student individual differences to set learning objectives and plan instruction and assessment. • Knowledge of community, school, and classroom factors • Knowledge of characteristics of students • Knowledge of students’ varied approaches to learning • Knowledge of students’ skills and prior knowledge • Implications for instructional planning and assessment Objectives/Intended Learning Outcomes The teacher sets significant, challenging, varied and appropriate objectives. • Alignment with national or state standards • Significant, challenging, and variety • Clarity • Appropriateness for students Assessment Plan The teacher uses multiple assessment modes and approaches aligned with objectives to assess student learning before, during and after instruction. • Alignment with objectives and instruction • Clarity of criteria for performance • Multiple modes and approaches • Technical soundness • Adaptations based on the individual needs of students Design for Instruction The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. • Alignment with objectives • Accurate representation of content • Sound lesson structure (Hunter, 4MAT, Inquiry, Multiple Intelligence, etc.) • Use of a variety of strategies, activities, assignments and resources • Use of contextual information and data to select appropriate and relevant activities, assignments and resources. • Integration of appropriate technology Instructional Decision-Making The teacher uses ongoing analysis of student learning to make instructional decisions. • Utilizes sound professional practice • Adjustments based on analysis of student learning and incorporation of correctives and extensions • Congruence between modifications and objectives Analysis of Student Learning The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. • Clarity and accuracy of presentation • Alignment with learning goals • Interpretation of data • Evidence of impact on student learning Reflection and Self-Evaluation The teacher reflects on his or her instruction and student learning in order to improve teaching practice. • Interpretation of student learning • Analysis of student motivation • Insights on effective instruction and assessment • Alignment among objectives, instruction and assessment • Implications for future teaching • Implications for professional development Adapted from and reproduced with permission from Renaissance Partnership for Improving Teacher Quality (http://fp.uni.edu/itq) Director: Dr. Roger Pankratz. Weber State University Teacher Work Sample Scoring Rubric Student ID box Semester Year Evaluator _____________________________________ Directions: Using the scale below, please circle the appropriate indicator to represent the candidate’s level of performance on each component of the Teacher Work Sample. M= Standard Met (M): Performance provides evidence of meeting the standards for the component of Teacher Work Sample. Performance addresses all of the indicators of the standard. D= Standard Developing (D): Performance provides evidence of developing the standard for the component of the Teacher Work Sample. Performance addresses some of the indicators of the standard. N= Standard Not Met (N): Performance fails to provide evidence of meeting the standard for the component of the Teacher Work Sample. Performance does not address the indicators of the standard. Contextual Factors M D N The teacher uses information about the learning-teaching context and student individual differences to plan instruction and assessment. •Identifies and describes characteristics of the school, classroom, and students •Relates characteristics of the school, classroom, and the students to instruction; thus, makes implications of learning-teaching context for instruction and assessment Objectives/Intended Learning Outcomes M D N M D N M D N The teacher sets significant, challenging, varied and appropriate objectives. •Provides achievement objectives that clearly define what students should know and be able to do •Links achievement objectives to national and state standards •Identifies varied and challenging learning objectives that are developmentally appropriate Assessment Plan The teacher uses multiple assessment modes and approaches aligned with objectives to assess student learning before, during and after instruction. •Includes an assessment plan comprised of multiple assessment approaches and modes, including pre-assessments, formative assessments, and postassessments, that align with achievement objectives, and are developmentally appropriate •Adapts assessments to accommodate students’ diverse needs Design for Instruction The teacher designs instruction for specific learning objectives, student characteristics and needs, and learning contexts. •Includes learning activities that are aligned with achievement objectives, assessments, and student characteristics and needs •Demonstrates in-depth knowledge of content presented in a coherent sequence •Adapts instruction to accommodate student needs and individual differences •Integrates appropriate instructional strategies including technology Instructional Decision-Making M D N The teacher uses on-going analysis of student learning to make instructional decisions. •Demonstrates evidence of monitoring and adjusting instruction in response to learner feedback and needs •Includes adaptations and accommodations for diverse and exceptional student needs •Makes necessary adjustments to instruction to enhance achievement for all learners Analysis of Student Learning M D N The teacher uses assessment data to profile student learning and communicate information about student progress and achievement. •Provides an accurate and clear summary of student performance (individual students) on pre- and post-assessments (could chart or graph student achievement with respect to learning objectives) •Uses assessment data to draw conclusions about the learning of AL students to evaluate student performance on the achievement objectives •Interprets results of quantitative and qualitative analysis to assess impact of instruction on student learning •Disaggregates (separates into component parts) data as needed to make informed conclusions about student learning (e.g. may make comparisons with gender, exceptional student populations, diverse groups) •Selects one or two students to make specific assessment and analysis and share examples of assessment data Reflection and Self-Evaluation M D N •The teacher reflects on his or her instruction and student learning in order to improve teaching practice. •Reflects on personal growth and learning during this instructional study •Reflects on aspects of the instructional sequence that were especially successful or effective and WHY they were •Reflects on how the instructional sequence might be taught differently or more effectively •Draws conclusions about the extent to which the achievement objectives were met and cites evidence to support those conclusions Comments: PSYCHOLOGY 4000 Advanced General Psychology UNIT TEST 6 Matching 503 Page 1 Multiple Choice: One best answer. Do not write on this test. Independent Study Dr. Wayne Owen 1. At some point during their lifetime, approximately _______ of all Americans will experience a psychological problem severe enough to be classified as a mental disorder. a. 17 percent b. 25 percent c. 50 percent d. 41 percent 2. Diagnostic labels may be especially useful if they a. explain what keeps the abnormal behavior going. b. identify abnormal individuals with greater precision. c. explain where the abnormal behavior comes from. d. communicate facts about the abnormal behavior to the professionals. 3. Mental disorders of childhood and adolescence a. are not classified within the DSM-IV system. b. include mental retardation, hyperactivity, and speech disorders. c. are included in Axis I. d. Both c and d are true. 4. The DSM-IV groups mental disorders according to their a. causes. b. developmental course. c. behavioral symptoms. d. prognosis. 5. A false belief maintained despite contradictory evidence or experience is a(n) a. compulsion. b. delusion. c. hallucination. d. obsession. 6. Hallucinations are a. false beliefs. b. false sensory experiences. c. sensory experiences that you interpret differently than those around you. d. beliefs not shared by those around you. 7. A theorist holding the ______________ perspective would suggest that abnormal behaviors are learned by way of the same processes as normal behaviors. a. cognitive b. psychoanalytic c. behavioral d. All of these perspectives would agree on this point. 8. Bill feels uncomfortable and on edge most of the time; he tends to snap at people, is unable to relax, and has difficulty sleeping. Bill is most likely suffering from a. agoraphobia. b. a generalized anxiety disorder. c. manic-depression. d. a panic disorder. 9. People who react to specific objects in the environment with a fear out of all proportion to any real danger are showing a(n) a. personality disorder. b. obsessive-compulsive disorder. c. phobia. d. generalized anxiety disorder. 10. The disorder that involves recurring unwanted thoughts, urges, and actions is known as a. a phobia. b. obsessive-compulsive disorder. c. generalized anxiety disorder. d. mania. 11. Obsessions are ____________; compulsions are ____________. a. normal; abnormal b. abnormal; normal c. thoughts; behaviors d. behaviors; thoughts 12. Mood disorders can divided into ___________ disorders and ___________ disorders. a. anxiety; affective b. bipolar; manic-depressive c. bipolar; depressive d. depressive; anxiety 13. Bipolar disorders occur a. less frequently than depression. c. more frequently than depression. b. as frequently as depression. d. only once in the life cycle. 14. The two neurotransmitters that are most likely involved in mood disorders are a. dopamine and norepinephrine. b. GABA and serotonin. c. norepinephrine and serotonin. d. dopamine and GABA. 15. The _______ perspective would interpret depression as a reaction to loss and an internalization of anger. a. behavioral b. cognitive c. psychoanalytic d. biological 16. Distortion of reality and disorganization of thought, perception, and emotion are characteristic of a. mania. b. schizophrenia. c. personality disorders. d. All of the above are true. 17. The thought disorder in schizophrenia appears to reflect a(n) a. general difficulty in filtering out irrelevant stimuli. b. inability to attend to more than one stimulus at a time. c. inability to remember the right word at the right time. d. unwillingness to communicate for fear of being misunderstood. 18. Which type of hallucination is most common in schizophrenia? a. tactile (touch) b. olfactory (smell) c. auditory d. visual 19. Which of the following statements regarding research on the genetic transmission of schizophrenia is (are) true? a. A defective gene, or cluster of genes, on chromosome 5 have been consistently linked to the appearance of schizophrenia. b. Schizophrenia can be traced to the activity or presence of either a single dominant gene or two, recessive genes. c. The results of twin, adoption and family studies strongly suggest an hereditary component to the development of schizophrenia. d. All of the above are true. 20. An unusually small prefrontal cortex and enlarged ventricles are seen in what disorder? a. obsessive-compulsive disorder b. depression c. bipolar disorder d. schizophrenia 21. Current biochemical research on schizophrenia focuses on a. brain lesions. b. tranquilizers. c. neurotransmitters. d. dietary factors. 22. Hallucinations, delusions, and disordered thought associated with _____ may be due to excess _____ in specific areas of the brain. a. schizophrenia; dopamine b. schizophrenia; serotonin c. depression; norepinephrine d. depression; dopamine 23. A drug that selectively increased dopamine in the prefrontal area and decreased dopamine in the mesolimbic system might be an effective treatment for a. obsessive-compulsive disorder. b. depression. c. bipolar disorder. d. schizophrenia. 24. Terry is 20 years old, runs with a gang, lies continually, and has difficulty controlling his impulses. This pattern illustrates a(n) ______ disorder. a. schizophrenic b. narcissistic personality c. dependent personality d. antisocial personality 25. Recent research suggests that antisocial personalities may be undeterred by the possibility of punishment because they a. have a lower than normal level of arousal. b. enjoy the thought of impending pain. c. have lower IQs. d. All of the above are true. 26. A person whose mood, self-concept, and interpersonal relationships are all very unstable might be characterized as having a. schizophrenia. b. narcissistic personality. c. borderline personality. d. antisocial personality. 27. In 1792, the French physician, _____________, released inmates in a mental institution from their chains, placed them in clean, sunny rooms, and treated them kindly. Many patients improved enough to leave the institution. a. Freud b. Beers c. Galen d. Pinel 28. Common results of "deinstitutionalization" of mental patients include a. readmittance of many patients to a mental hospital. b. inability to function effectively outside the institution. c. inadequate follow-up care of released patients. d. All of the above are true. 29. Psychiatrist is to ____________ as psychologist is to ____________. a. M.D. and prescriptions; Ph.D. and psychotherapy b. Ph.D. and prescriptions; M.D. and psychotherapy c. M.D. and psychotherapy; Ph.D. and prescriptions d. Ph.D. and psychotherapy; M.D. and prescriptions 30. Bonnie feels as though she has always been misunderstood by everyone, especially her mother, whom she desperately wants to love her. Lately she has been angry with her female therapist for misunderstanding her "just like all the others." Bonnie's behavior illustrates a. resistance. b. interpretation. c. working through. d. transference. 31. According to behavior therapists, maladaptive behaviors are a. the result of faulty cognitions. b. responses to internal conflicts. c. learned ways of coping with stress. d. the result of behaviors modeled by parents. 32. Psychodynamic therapy tries to change certain aspects of the _______ while behavioral therapies attempt to change _______. a. lifestyle; life decisions b. personality; behaviors c. dream state; waking state d. behavioral potential; behavioral expression 33. The basic processes involved in systematic desensitization are a. insight and self-knowledge. b. punishment and anxiety. c. communication, understanding and empathy. d. counterconditioning and extinction. 34. Which of the following therapies is best suited for the treatment of specific phobias? a. systematic desensitization b. token economics c. systematic reinforcement d. free association 35. When a "token economy" is instituted a. rewards are tokens to be exchanged for food or desired privileges. b. patients set specific goals and measure their own progress. c. the patients' superficial or "token" responses are punished. d. the mental energy of the libido is consciously redirected. 36. Role-playing, modeling, and selective reinforcement are methods of ____________ therapy. a. psychoanalytic b. behavior c. cognitive d. client-centered 37. A patient who achieves a sense of self-efficacy has a. learned to imagine success in interpersonal relationships. b. effectively employed techniques of self-reward. c. gained insight into the deep-rooted causes of his behavior. d. performed behaviors that used to be difficult or impossible. 38. According to the humanistic perspective, emotional disorders develop because individuals a. carry unresolved internal childhood conflicts into adulthood. b. encounter barriers in their emotional growth. c. attribute their failures to their own shortcomings. d. learn maladaptive patterns of responding to environmental stimuli. 39. Carl Rogers developed client-centered therapy with the assumption that people a. are members of larger contextual unit, the family, that operates as a system. b. are controlled by the reinforcements in the environment. c. are capable of working out their own problems. d. need professional guidance in the interpretation of their emotional problems. 40. The therapist's ability to accurately reflect a client's experiences and feelings is known as a. transference. b. interpretation. c. empathy. d. genuineness. 41. The eclectic approach is practiced by therapists who a. will only consider explanations and techniques from a single school of thought. b. select from different techniques the ones most appropriate for a particular client. c. begin each therapeutic relationship with an extensive battery of psychological tests. d. favor the use of electroconvulsive shock. 42. The development of therapeutic specializations for different disorders, as opposed to specializations in schools of therapeutic thought, has resulted from the a. rejection by current therapy training programs of any of well-established schools of therapy. b. recognition that no one therapeutic technique is suitable for treating all aspects of a problem. c. increased number of possible disorders from which individuals may suffer. d. increased appearance of support groups for the disorders from which individuals may suffer. 43. Group therapy has the greatest potential value for a person a. who maintains a rigid defense against expressing hostile emotions. b. diagnosed as schizophrenic. c. whose problems arose from traumatic events in early childhood. d. whose problems center around emotional relationships with others. 44. The basic premise of family therapy is that a. the person in trouble may be an innocent victim of the actions of some other family member. b. there is not something wrong with one member alone but with the entire family. c. children's problems almost always stem from parental failings. d. genetic deficiencies are especially troublesome, but can be transcended with enough family support. 45. The fact that, in some illnesses, individuals show improvement without specific treatment is called a. extinction. b. the "hello-goodbye" effect. c. spontaneous remission. d. paradoxical recovery. 46. The best way of assessing whether or not a patient has improved after psychotherapy is to ask a. the therapist to evaluate the patient's progress. b. family members or friends to evaluate the patient's progress. c. the patient to evaluate his/her own progress. d. All of the above are true. 47. Which one of the following statements accurately reflects current research findings on the effectiveness of various types of psychotherapy? a. Only behavior therapy is consistently effective. b. Most types are no more effective than a placebo. c. Psychoanalysis is the most effective form of therapy. d. Different approaches do not differ greatly in effectiveness. 48. Xanax, Valium, and Librium are all examples of popular a. antidepressants. b. antipsychotic medications. c. antianxiety medications. d. second generation antidepressants. 49. The antipsychotic medications appear to reduce the symptoms of schizophrenia by blocking the action of the neurotransmitter, dopamine. Some researchers have theorized that schizophrenia may be caused by a. insufficient receptor gates for dopamine on the post-synaptic membrane. b. too little dopamine released into the synaptic gap. c. the reuptake of too much dopamine from the synaptic gap. d. too much dopamine in the synaptic gap. 50. The serotonin reuptake inhibitors are used to treat a. depression. b. obsessive-compulsive disorder. c. panic disorder. d. all of the above. 51. Electroconvulsive therapy is generally recognized as effective in a. temporarily bringing some patients out of severe depressions. b. curing schizophrenic and manic disorders. c. eliminating hallucinations and delusions. d. tranquilizing agitated patients. 52. Research in social psychology has shown that a. personality is a more important determinant of social behavior than situational circumstances. b. how an individual interprets a situation is less important than its objective features. c. human behavior is a function of both the person and the situation. d. human behavior is basically a function of the individual's free will. 53. One difficulty we face when we try to collect data from everyday experience in order to make social judgments is that we are exposed to a biased sample of information. What is another difficulty? a. Our unconscious motives further bias our processing of the information. b. We tend to remember only the most recent information. c. Our social contacts attempt to persuade us to ignore the data of personal experience. d. Our selective recall of the data further biases our social judgments. 54. General person-schemes are also called a. temperaments. c. stereotypes. b. perceptual sets. d. person perceptions. 55. The primacy effect in impression formation occurs when we are most influenced by the _______ a person. a. physical attractiveness of b. dispositional characteristics of c. first information we receive about d. last information we receive about 56. Schemas can be thought of as a. errors of attribution. b. the effects of the primacy effect. c. perceptions. d. small theories of everyday objects and events. 57. When our schemata lead us to believe that two things covary, we tend to _______ the correlation between them. a. overestimate b. accurately estimate c. underestimate d. ignore 58. Self-fulfilling prophecies arise because our stereotypes a. lead us to misperceive the actual characteristics of those we stereotype. b. affect our own behavior toward those stereotypes. c. cause those we stereotype to dislike us and, hence, to act negatively toward us. d. lead us to avoid contact with those we stereotype──thereby preventing us from overcoming our stereotypes. 59. The task of attempting to infer the causes of behavior is called a. attribution. b. detecting covariation. c. schematic processing. d. implication detection. 60. The fundamental attribution error is our tendency to a. attribute too much truth to first impressions. b. underweight internal causes when interpreting the behavior of others. c. underweight external causes when interpreting the behavior of others. d. overemphasize personal attractiveness in judging people. 61. According to self-perception theory, we change our attitudes when they are inconsistent with our behavior because a. the inconsistency motivates us to change. b. we experience cognitive dissonance. c. we infer our attitudes by observing our behavior. d. we forget that our initial attitude was contrary to our present one. 62. Most Western cultures have a(n) _____ orientation while most non-Western cultures have a ______ orientation. a. interdependent; dependent b. independent; cultural c. individualist; collectivist d. rational; emotional 63. Social psychologists usually conceive of attitudes as comprising a. a cognitive component, an affective component, and a behavioral component. b. a belief, a feeling, and a perception of social support for one's opinion (a "fact," a "feeling," and a "following"). c. beliefs, stereotypes, and perceptions. d. dispositional, situational, and evaluative components. 64. Stereotypes, prejudice, and discriminations correspond to the ___________, _____________, and the _________ components of a negative attitude, respectively. a. perceptual, negative, punitive b. overgeneralized, judgmental, racist (or sexist) c. cognitive, affective, behavioral d. feeling, evaluative, action 65. Theories of cognitive consistency are based on the premise that a. we strive to be consistent in our beliefs, attitudes, and behavior. b. inconsistency among beliefs, attitudes, and behaviors is unpleasant. c. inconsistency motivates us to modify our beliefs or attitudes. d. all of the above 66. The psychological concept that people's attitudes have an internal logic is called a. attitude persistence. b. thought consistency. c. conceptual coherence. d. cognitive consistency. 67. To change an attitude that serves an instrumental function for a person, one would have to a. convince him or her that some alternative attitude would bring more personal benefits. b. change his or her underlying values for self-concept. c. practically give him or her a personality transplant. d. alter the norms of his or her social community. 68. We study attitudes with the expectation that they a. allow inferences about unconscious processes. b. reveal important factors of complex personality dynamics. c. often enable us to predict behavior. d. provide insight into the social norms of a society. 69. In general, attitudes tend to predict behavior best when they are a. based on the person's direct experience. b. strong and consistent. c. specifically related to the behavior being predicted. d. All of the above are true. 70. Cognitive dissonance is a. a uneasiness when a person makes a bad impression on an examiner. b. discomfort from inconsistency between attitudes and behaviors. c. another name for guilt from performing an act the society considers immoral. d. the ambivalence experienced when faced with two competing, equally attractive alternatives. 71. In choosing a dating partner, people tend to a. say that physical attractiveness is most important to them. b. act as if physical attractiveness is the most important factor. c. disregard physical attractiveness. d. focus on physical attractiveness if they feel unattractive. 72. If you live in a dormitory where people are assigned to rooms randomly, at the end of the year, you are most likely to be friends with a. a person from your dorm who lives on a different floor but shares many of your interests. b. your roommate. c. another person who lives on your floor, but not your roommate. d. a person who lives in another dorm who is from your home town. 73. Studies of similarity and attraction have shown that the saying "opposites attract" a. applies primarily to physical attractiveness. b. is most true when value systems are complementary. c. is true of couples who have been married less than 5 years. d. is not well supported by the data. 74. The emotional state in which tender and sexual feelings, elation and pain, anxiety and relief, altruism and jealousy coexist in a confusion of feelings is called a. infatuation. b. passionate love. c. romantic love. d. passion through misattribution. 75. The success of long-term marriages appears to be based primarily on a. similarity of physical attractiveness. b. continuation of passionate love. c. communication and equality. d. initial degree of romantic love. 76. Social norms are a. implicit rules and expectations that dictate what we ought to think and how we ought to behave. b. specific standards of behavior overtly taught to children from an early age. c. equivalent to the "golden rule." d. statistical descriptions of behavioral characteristics of a particular society. 77. The observation that organisms work faster when others are present is called a. social loafing. b. social facilitation. c. deindividualization. d. group polarization. 78. What kinds of behaviors are impaired rather than facilitated when performed in the presence of coacters or an audience? a. simple and highly practiced responses b. dominant responses c. complex behaviors or behaviors just being learned d. behaviors of infrahuman species 79. Social facilitation effects in humans are due, in part, to a. the mere presence of others. b. concern about being evaluated. c. audience effects. d. coaction. 80. Research suggests that ____________ probably contributes to social facilitation effects. a. mere presence b. concern over evaluation c. desire to present a favorable image d. All of the above are true. 81. Deindividuation is a. the feeling that one has lost one's personal identity and merged into the crowd. b. breakdown of respect for the needs and rights of others. c. a byproduct of certain types of brain damage involving the frontal lobes. d. a symptom of mental illness. 82. Sometimes groups of people engage in destructive behaviors that no single person in the group would do. This can be explained by the fact that a. they feel less likely to be caught and punished when acting together. b. they might be influenced by strong beliefs and a charismatic leader. c. persons in the crowd have been deindividuated. d. All of the above are true. 83. The lack of intervention by bystanders to emergency situations appears to be due to a. conformity to social norms. b. diffusion of responsibility and defining the situation as a non-emergency. c. deindividuation. d. apathy. 84. If one person stops to help a victim, other people are ________ likely to also stop and help. a. much less b. less c. equally d. more 85. Children who watched a television show depicting a rescue episode a. were more likely to intervene in a later emergency than those who had not seen the film. b. were no more likely to intervene in a later emergency than those who had not seen the film. c. overestimated their own willingness to intervene in an emergency. d. stated that they were now more willing to intervene, but there is no research to confirm that they actually would. 86. Solomon Asch's studies were specifically designed to study the a. amount of private opinion change that would be produced by group pressure to conform. b. factors that would cause subjects to rebel against group pressure. c. differences between conformity to a group and obedience to an authority figure. d. amount of public conformity that would be produced by pressure to conform. 87. Studies assessing the influence of minorities on majority opinions showed that a. minority opinion is rarely utilized. b. minorities can influence majority opinion, but only if the minority is consistent. c. minorities can influence majority opinion, but only if the minority is arrogant. d. minorities are never able to influence the majority. 88. Minorities can influence the majority toward the minority point of view if they present their message a. as though they know they are absolutely right. b. without being rigid, dogmatic, or arrogant. c. as though they themselves would be willing to change their position. d. None of the above; minorities cannot influence majorities. 89. Which of the following is not a factor that contributes to the high obedience rates in Milgram's shock studies? a. social norms concerning implicit contracts to complete a task b. surveillance by the experimenter c. the presence of other subjects d. ideological justification for following orders 90. The use of computer guided missiles by the military would a. make violence due to obedience to authority less likely. b. increase the ideological justification for obedience to authority. c. remove some of the buffers that affect obedience to authority. d. make obedience to authority more likely by adding buffers between the person and the act of violence. 91. A major lesson of social psychology──dramatically illustrated by our reactions to Milgram's obedience experiments──is that a. most of us overestimate the power of situational forces. b. most of us think of people as being basically good rather than evil. c. most of us believe that evil deeds must be committed only by evil people. d. situational forces are more powerful determinants of behavior than our intuitions would lead us to believe. 92. Which of the following probably contributes to rebellion against unjust authority? a. sharing of information b. social support for dissent c. seeing role models for disobedience d. All of the above are true. 93. Cognitive response theory proposes that persuasion induced by a communication a. is less effective than emotion-based counter arguments. b. is most effective when it uses cognitive rather than emotional arguments. c. is actually self-persuasion. d. operates through the peripheral route of persuasion. 94. The technique of "inoculating" people against persuasion consists of a. providing them with additional arguments that support the beliefs they already hold. b. warning them in advance that their beliefs are about to be attacked. c. attacking their current beliefs with easily refuted arguments. d. having them present their current beliefs to a receptive audience. 95. If persuasion follows the central route, the individual may respond to the information in the message itself or a. preexisting knowledge. b. the context of the arguments. c. the credibility of the speaker. d. all of the above 96. A person who adopts the position advocated in a persuasive communication because he or she believes the communicator is an expert on the issue is a. being persuaded through the "central route." b. being persuaded through the "peripheral route." c. behaving contrary to a prediction made by the heuristic theory of persuasion. d. showing high personal involvement in the issue. 97. Groups with whom we identify are called our _____________ groups. a. identification b. ideal c. reference d. normative 98. Group Polarization refers to the phenomenon in which a. group discussion leads to less agreement among the group members rather than to greater consensus. b. two groups (especially from different races) tend to exaggerate the differences between them. c. group decisions tend to be more extreme than those that would have been made by the individuals in the group. d. Mild disagreements among group members tend to produce increasing antagonism over time. 99. In group decision making, the desire to achieve consensus and avoid dissent characterizes the phenomenon known as a. group polarization. b. groupthink. c. conformity. d. normative influence. RUBRIC AND DIRECTIONS Name ______________________________ SSN _______________________________ Time In __________ Time Out __________ PSYCHOLOGY 4000 Advanced General Psychology Exam #6 Chapters 15, 16, 17 & 18 TO BE USED WITH THE BOOK: Atkinson R.T. et al. (2000) Hilgard=s Introduction to Psychology 12th or 13th Edition DR. WAYNE OWEN: INSTRUCTOR Matching 503 Distance Learning / Independent Study INSTRUCTIONS FOR THE PROCTOR 1. 2. 3. HAVE STUDENT FILL OUT THEIR NAME, SS # AND TIME IN AND OUT AT THE TOP OF THIS SHEET. HAVE STUDENTS WRITE THEIR ANSWERS ON THE SCANTRON 882-ES FORM. WHEN THE TEST IS COMPLETE, MAIL TO THE DISTANCE LEARNING OFFICE USING THE ENCLOSED ENVELOPE. SCORE IS BASED ON PERCENTAGE OF QUESTIONS CORRECT. Advanced General Psychology Data Table Final Exam Scores: Summer, 2004 Letter Grades A’s B’s C’s 4 5 4 84.99 Mean Standard Deviation 7.92 Soclgy 3660 Research Methods - Spring 2004 Assessments and Grading Rubric Students=12 Percentage of students Assessment of Student Knowledge Grading Rubric Write out your group=s Research Objectives. What exactly is your group going to study? Why is it worth studying? Does the proposed study have practical significance? A - Well defined and communicated research question with a clear sociological justification for pursuing the study. 50% B - Well defined and communicated research question with a weak sociological justification for pursuing the study. 50% C - Defined research question communicated satisfactorily but not clearly justified. D - Research question needs to be more clearly defined and communicated and there was no justification for study. E - Research question and justification for the study are not at all evident to the reader. Write your group=s Proposed Research Plan. The following outline should be used to organize your proposal. I. Research Objectives What is your group studying specifically and what is your research trying to accomplish? II. Concepts What concepts are important to this research? How is your group defining these concepts? III. Methods A. Subjects for Study Who is going to be studied in this research? How many? How are they being selected? Etc. B. Data Collection Methods Are you interviewing, administering a survey, using participant observation, using content analysis or some other method? What are the particulars of this methodology for this research? Why is this the most appropriate method for this research? A - Clearly demonstrates a working knowledge of each step in the research process as outlined in the assignment. Clearly articulated. 50% B- Demonstrates a working knowledge of most steps in the research process as outlined in the assignment. Clearly articulated. 25% C - Demonstrates a working knowledge of at least half of the steps in the research process as outlined in the assignment. Clearly articulated even if the knowledge is not completely correct. 25% D - Demonstrates a working knowledge of less than half the steps in the research process as outlined in the assignment. Written communication needs some work as well. E - Neither knowledge of the content nor the communication of if is evident. Assessment of Student Knowledge Grading Rubric Percentage of students C. Measurement How are you measuring those concepts you identified above? In other words, what questions are you asking in the interview, on the survey, or whatnot to operationalize the concepts? IV. Results What analysis do you plan to use to come up with some findings from your data collection efforts? V. Conclusions What major points will you be able to conclude from your findings? Go back to your objectives and you should come full circle here. VI. Schedule What is the time-line your group has set for itself to complete this project? VII. Assignments Who in the group is responsible for what part of the project? Create all Data Collection Instruments & Consent Forms necessary for your project. Any instruments you are using for data collection: questionnaires, recording or tallying tables for content analysis, interview questions, types of existing data you will be analyzing, or description of the experimental setting and instruments needed to collect data. These are due in their final form on October 14th. You should be submitting drafts of these to me prior to the 14th. A - Clearly written, well formatted, easy to follow, appropriate measures of concepts, and appropriate concepts measured. 100% B - Clearly written, appropriate measures of concepts and appropriate concepts are measured but formatting needs some work. C - Appropriate concepts are measured but some of the measures of these concepts need to be more clearly written and the overall formatting needs some work. D - Only some of the appropriate concepts are measured and the instrument is not very clearly written or formatted. E - The instrument does not measure the appropriate concepts and is not written nor formatted adequately. Written Research Report (first draft) A - Clearly demonstrates a working knowledge of each step in the 50% Assessment of Student Knowledge Grading Rubric This is a first draft of your final written report. The outline of this report should look like the following: I. Research Objectives II. Brief Background on Youth Development Programs and Concepts III. Methods A. Subjects for Study B. Data Collection Methods C. Measurement IV. Results V. Conclusions research process as outlined in the assignment. Use of the research method and terminology is clearly articulated throughout. B- Demonstrates a working knowledge of each step in the research process as outlined in the assignment. Use of the research method and terminology is usually articulated throughout. C - Demonstrates a working knowledge of most of the steps in the research process as outlined in the assignment. Use of the research method and terminology is usually articulated throughout. Percentage of students 25% 25% D - Demonstrates a working knowledge of less than half the steps in the research process as outlined in the assignment. Use of the research method and terminology is not articulated very well. E - Neither knowledge of the research process nor the communication of if is evident. Oral Presentations Your group will present your research findings orally on three different occasions. On April 22nd, your group will present to the class (a practice run for the second presentation). On Friday, April 23rd, your group will present the research findings at the annual Sociology and Anthropology Research Conference. And finally, on April 30th, your group will present to Youth Impact administrators, staff, board members or others affiliated with the program with an interest in your research findings. A - Demonstrated a clear understanding of the research methods and findings, had excellent organization, clearly articulated, easily understood, and used very good visual aids with useful content effectively. B - Demonstrated a clear understanding of the research methods and findings, organization, visual aids, and oral communication were good. 75% 25% C - Demonstrated an understanding of the research methods and findings, the organization, visual aids, and oral communication were all satisfactory. D - Understanding of the research methods and findings, organization, visual aids, and oral communication were not satisfactory. E - Unacceptable in all areas previously listed. Final Written Report This is the Aclean@ version of the first draft of the Written A - Clearly demonstrates a working knowledge of each step in the research process as outlined in the assignment. Use of the research 50% Assessment of Student Knowledge Grading Rubric th Research Report turned in to me on the 27 of April. Your group needs to submit 2 copies of this report B one for me and one for Youth Impact. Final Exam (see below for copy of exam) method and terminology is clearly articulated throughout. Excellent organization and written communication. B- Demonstrates a working knowledge of each step in the research process as outlined in the assignment. Use of the research method and terminology is usually articulated throughout. Very good organization and written communication. C - Demonstrates a working knowledge of most of the steps in the research process as outlined in the assignment. Use of the research method and terminology is usually articulated throughout. Good organization and written communication. D - Demonstrates a working knowledge of less than half the steps in the research process as outlined in the assignment. Use of the research method and terminology is not articulated very well. Organization and communication is not satisfactory. E - Neither knowledge of the research process nor the communication of if is evident. A - Answered 90% or more of the questions correctly B - Answered 80-89% of the questions correctly C - Answered 70-79% of the questions correctly D - Answered 60-69% of the questions correctly E - Answered fewer than 60% of the questions correctly Percentage of students 25% 25% 25% 75% Exam 4 - Research Methods I. Multiple Choice (worth 30%) 1. In SPSS, we ran frequencies on our variables to see how Youth Impact participants and their parents responded to particular questions. When doing this, we were conducting a(n) ________________. a. summary analysis b. bivariate analysis c. regression analysis d. univariate analysis e. aggregate analysis ans: d 2. If you were to create a cross tabulation to investigate the relationship between your independent and dependent variables, which way would you percentage the table? a. If the independent variable is on the side, I would percentage down with the columns. b. If the dependent variable is on the side, I would percentage across with the rows. c. If the independent variable is on the top, I would percentage across with the rows. d. If the dependent variable is on the top, I would percentage down with the columns. e. If the independent variable is on the top, I would percentage down with the columns. ans: e 3. When coding qualitative data, each unit can have more than one code. a. True b. False ans: a 4. Qualitative analysis requires the conversion of social research data into a numerical format. a. True b. False ans: b 5. Which of the following is(are) aimed primarily at explanation? a. univariate analysis b. multivariate analysis c. bivariate analysis d. all of the above e. only b and c are correct ans: e II. Short Answer Essay (worth 30 ) 6. Describe one bivariate analysis you ran in your specific analysis this semester. ans: essay 7. Referring to your Youth Impact Codebook, type the names of two nominal level variables, five ordinal level variables, and 2 scale or ratio level variables. ans: essay 8. What was(were) the independent variable(s) you used in your research this semester? ans: essay 9. What was(were) the dependent variable(s) you used in your research this semester? ans: essay III. Essay (worth 40 ) 10. Using the following terminology (conceptualization, choice of research method, operationalization, sampling, data collection, data processing, data analysis) describe the process of how you conducted your specific Youth Impact research this semester. ans: essay SECTION III—STANDARDS ASSESSMENT CHART NCSS STANDARD THEMES 1.1 Culture and Cultural Diversity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity. 1.2 Time, Continuity, and Change. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of time, continuity, and change. 1.3 People, Places, and Environment. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of people, places, and environment. 1.4 Individual Development and Identity. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individual development and identity. 1.5 Individuals, Groups and Institutions. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of individuals, groups, and institutions. 1.6 Power, Authority, and Governance. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of power, authority and governance. 1.7 Production, Distribution, and Consumption. Candidates in social studies should possess the knowledge, capabilities, and disposition to organize and provide instruction at the appropriate school level for the study of production, distribution, and consumption of goods and services. Program Report Form—NCSS Content Knowledge Pedagogical/ Effect on Professional Student KSD Learning APPLICABLE ASSESSMENTS FROM SECTION II ◙ ◙ ◙ #1 , #2 ◙ ◙ ◙ #1 ◙ ◙ ◙ ◙ ◙ ◙ #1, #6 ◙ ◙ ◙ #1, #2, #7 ◙ ◙ ◙ #1 ◙ ◙ ◙ #1 1 #1 #2 #7 R R Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444,,, rrreeevvv... 999///111///000444 Content Knowledge NCSS STANDARD 1.8 Science, Technology and Society. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology and society. 1.9 Global Connections. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of global connections and interdependence. 1.10 Civic Ideals and Practices. Candidates in social studies should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civic ideals and practices. SOCIAL SCIENCE DISCIPLINES 2.1 History. Candidates who are to be licensed to teach history at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of history. 2.2 Geography. Candidates who are to be licensed to teach geography at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of geography. 2.3 Civics and Government. Candidates who are to be licensed to teach civics and/or government at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of civics and government. 2.4 Economics. Candidates who are to be licensed to teach economics at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of economics. 2.5 Psychology. Candidates who are to be licensed to teach psychology at all school levels should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of psychology Pedagogical/ Effect on Professional Student KSD Learning ◙ ◙ ◙ #1 ◙ ◙ ◙ #1 ◙ ◙ ◙ #1 ◙ ◙ ◙ #1, #3, #4, #5 ◙ ◙ ◙ #1, #3, #4, #5 ◙ ◙ ◙ #1, #3, #4, #5 ◙ ◙ ◙ #1, #3, #4, #5 ◙ ◙ ◙ #1, #3, #4, #5, #6 3.0 PROGRAMMATIC STANDARDS FOR INITIAL LICENSURE 2 APPLICABLE ASSESSMENTS FROM SECTION II Program Report Form-NCSS R R Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444 NCSS STANDARD 3.1 Course or Courses on Teaching Social Studies. Institutions preparing social studies teachers should provide and require prospective social studies teachers to complete a course or courses dealing specifically with the nature of the social studies and with ideas, strategies, and techniques for teaching social studies at the appropriate licensure level. 3.2 Qualified Social Studies Faculty. Institutions preparing social studies teachers should provide faculty in the social studies and social studies education components of the program who are recognized as (a) exemplary teachers, (b) scholars in the fields of social studies and social studies education, and (c) informed about middle and secondary school classrooms and teaching. Program Report Form—NCSS Content Knowledge Pedagogical/ Effect on Professional Student KSD Learning APPLICABLE ASSESSMENTS FROM SECTION II ◙ ◙ □ Information is provided in Section I, Contextual Information ◙ ◙ □ Information is provided in Section I, Contextual Information 3 WSU Social Science SECTION IV—EVIDENCE FOR MEETING STANDARDS #1 (Required) CONTENT KNOWLEDGE: History Core Final Exams All Social Science Composite Teaching Majors with a History emphasis must complete the following core courses: HIST SS1010 HIST DV/SS1020 HIST AI2700 HIST AI2710 HIST 4130 HIST 4990 World History to 1500 CE World History since 1500 CE (instrument attached) United States History to 1877 United States History since 1877 History of Utah Senior Seminar The accompanying assessment instrument is a three-part, 300-question comprehensive examination typical of a principal assessment instrument in the four lower-division courses. In HIST 4130, examinations would be principally in the nature of essays, and in HIST 4990, the principal assessment tool is the Senior Thesis, an article-length, professional-quality paper, derived principally from primary sources. In the upper-division courses, there would also be other extensive writing projects, as well as map quizzes, classroom and public presentations, etc. The accompanying assessment for HIST DV/SS1020 would comprise the essential criterion for evaluation student success in the course. In addition, however, lower division courses such as HIST DV/SS1020 also require writing exercises, work in primary source material, map work and quizzes, to include an emphasis on diversity, comparative studies, and where possible global themes. With the addition of map work, the accompanying assessment clearly demonstrates that the course takes Social Science Composite Teaching Majors to content that meets the following SPA standards: 1.1-3, 1.5-10, 2.1-4, 3.1-2. During the Fall Semester 2004, the grade distribution for the core courses listed above was as follows: Course 1010 1020 2700 2710 4130 4990 A 71 75 1 2 6 8 A- 47 41 7 2 1 2 B+ 26 21 9 1 8 6 B 25 19 8 3 3 2 B- 8 13 4 2 2 4 C+ 21 24 1 1 1 1 C 11 10 0 1 0 0 Program Report Form—NCSS 1 WSU Social Science C- 12 11 1 1 2 0 D+ 5 8 0 0 0 0 D 12 10 0 0 0 0 D- 4 1 0 0 0 0 E (F) 7 5 0 1 6 0 UW 26 18 5 0 0 6 #2 (Required) CONTENT KNOWLEDGE: Sociology Exams 1. Exams are used as assessment instruments in two of the required courses in the program (Soclgy 1010 Principles of Sociology and Soclgy 3030 Classical Theory). All teaching sociology majors/minors are required to take these courses. The exams are either multiple choice or essay exams in these courses and are used to assess the student’s knowledge of the content taught in these courses. At least two exams are given in any one course in any given semester. Up to four exams have been administered over the course of one semester. 2. Exams are used to assess the students’ abilities with regards to the following three themes: 1.1 Culture and Cultural Diversity; 1.3 People, Places, and Environment; and 1.5 Individuals, Groups, and Institutions. The exams usually involve evaluating the student’s ability to see the social world from many different perspectives as well as challenge students to grapple with understanding the most current social issues of the day. In the required sociology courses students are tested on their knowledge of the experiences of people in diverse subcultures in the U.S. and the role their environment plays in shaping their life experiences. Sociology is the study of the relationship between individuals and the social structure that organize them (i.e. groups and social institutions). The exams assigned in these courses are used to specifically measure students’ knowledge of content as it relates to these 3 themes. 3. Grade data in the Sociology 1010 course show that on the three main exams in this course, at least 80% of students scored a C or better on the exams (Exam 1 - 84.9%; Exam 2- 82.1%; Exam 3 - 80.9%). In other words, the vast majority of students answered at least 70% of the questions correctly. Grade data in the Sociology of 3030 course also show a high degree of performance from students. On the midterm exam, 89.8% of students scored a C or better and on the final all students (100%) scored a C or better. This means that by the final exam, all of the students were demonstrating that their knowledge was mostly accurate and they could satisfactorily synthesize their ideas about explaining the social world. 4. These data provide evidence that the majority of the students, if not all of them, leave these courses with at least satisfactory knowledge of cultures and cultural diversity, people, places, and environmental effects on individuals, and individuals, groups, and social institutions. The main focus of these courses is on these themes and therefore they are providing students with the 2 Program Report Form-NCSS R R Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444 opportunity to learn this content. These data suggest that the majority of students are indeed learning the content at a satisfactory level. #3 (Required) Candidate Ability to Plan Instruction: Teacher Education Level Critical Performance Indicators 1. Each of the program levels have defined critical performances based upon INTASC Standards that candidates should meet upon completion of the level. These indicators look at candidates’ knowledge, skills, and dispositions in the level as a whole. While the artifacts used for identifying student performance come from individual requirements for level course work, they do not replace grades in the level courses. At the end of each semester, the faculty for each professional core level meets together to discuss individual candidate’s dispositions and critical performances. This meeting is also combined with exit interviews where candidates share their INTASC portfolios and reflect on and evaluate their performance during the level. The performances for the candidates at the clinical practice level are evaluated by their university supervisor(s) and collaborating teacher(s). Teacher Work Samples (TWS) A process that enables teacher candidates to demonstrate teaching performances directly related to planning, implementing, assessing student learning, and evaluating teaching and learning for a standards-based instructional unit. The TWS provides opportunity for candidates to develop, organize, implement, assess, and reflect upon instruction in their assigned subject and grade level. The focus of the TWS is on student achievement and competence in knowledge and skills. Therefore, teacher work samples are teaching exhibits that can provide credible evidence of a candidate’s ability to facilitate learning of all students. Teacher work samples are one source of performance relative to national and state teaching standards. Components of Teacher Work Samples • Contextual Factors • Objectives/Learning Outcomes • Assessment Plan • Design for Instruction • Instructional Decision-Making • Analysis of Student Learning • Reflection and Self-Evaluation Content Unit Instruction: Field Experience The Teacher Work Sample is based on the content unit of instruction during field experience. In a small group or individually, candidates will design a unit of instruction guided by the state core curriculum, content knowledge (major/minor), textbooks, and other sources and in cooperation with the collaborating teacher. The unit of instruction will contain: objectives/outcomes (curriculum alignment), pre-post testing, a variety of lesson plans with accommodations for diverse students, appropriate technology usage, and an evaluation of the lessons as to whether the objectives were met by students in grades 6-12. 2. The critical performance indicators use the candidates’ teacher work samples and their teaching of those work samples in field experiences to assess if candidate are able to plan Program Report Form—NCSS 3 WSU Social Science instruction in the various areas of the social sciences. Between the two levels candidates have the opportunity to prepare for junior high and high school areas. The Instructional Strategies, Assessment, and Learning Environment performances are the three that specifically relate to the students ability to plan and assess instruction. Candidates create Teacher Work Samples (TWS) which become the basis for meeting these performances. In the professional core the TWS is created in candidates major and minor. So candidates will prepare and teach (in level 2) lessons in the social science areas. These assessments align with the NCSS Standards 2.1 -2.5. 3. Due to university data base changes the data were not able to be split out by individual content areas. However, candidates who did not meet a CPI for level one (3%) were identified to the content areas by the teacher education faculty. None of the Social Science students were in this category. Thus, all of the candidates from the Social Sciences either met or were developing in their ability to plan instruction. When this is compared to the number of students in level two who are met or developing for the Instructional Strategies indicator, there is an increase from 87.5% to 95.7%. Candidates abilities to appropriately plan, implement, and evaluate assessment also increases from 88.5% Met to 93.5% Met as indicated by the Assessment indicator. 4. While the data, at this time, can not be broken out into specific content area candidates, it does show satisfactory improvement between level 1 and level 2. It is expected that at level one, where social science students are first introduced to lesson planning and pedagogy that there would be some candidates who were developing in this area. If the data are also compared to the results of clinical practice and the portfolio reflections on their Teacher Work Samples, candidates have shown that they can plan and implement instruction and evaluate the learning and thus meet the NCSS standards. #4 (Required) Clinical Practice Evaluations: Clinical Practice Final Evaluations 1. All Social Studies candidates (History, Geography, Political Science, Psychology, Sociology and Social Science Composite) are evaluated by the College of Education assessment form by a Content Evaluator from the College of Social and Behavioral Sciences and a University supervisor from the Department of Education. The student teacher is evaluated after several visits. A mid-term and final evaluation are completed by the University Supervisor and the Content Supervisor. On the final assessment the supervisor recommends one of the following courses of action: credit, no credit, retrain. Mid-term and final assessments are identical. Candidates are also evaluated at least three times on lesson observations. These forms are used to assist in the final evaluation. The categories evaluated include: Knowledge of Subject Matter Knowledge of Human Development and Learning Adapting Instruction for Individual Needs Multiple Instructional Needs Classroom Motivation and Management Skills Communication Skills Instructional Planning Skills Assessment of Student Learning Professional Commitment and Responsibility 4 Program Report Form-NCSS R R Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444 Partnerships 2. In the assessment standard #1Bknowledge of subject matterBall social science student teachers are evaluated according to the NCSS standards: I. Culture II. Time, Continuity, and Change III. People, Places, and Environments IV. Individual Development and Identity V. Individuals, Groups, and Institutions VI. Power, Authority, and Governance VII. Production, Distribution, and Consumption VIII. Science, Technology, and Society IX. Global Connections X. Civic Ideals and Practices Assessment forms from the content evaluator rate the student teacher on each standard accordingly: MCstandard met DCdeveloping standard NCstandard not met NOCnot observed 3. Data show the percentage of Standards that were met by the student teachers as rated by the university supervisor(s) and the collaborating teacher(s). This format was chosen during the pilot stage while the unit evaluated the new forms and the training raters were given on the new form and the standards. It is felt that the discrepancy between the M and D percentages between the university supervisors and the collaborating teachers is due to lack of training for the collaborating teachers. It was noted in many of their comments that they rated the student teachers based on their expectations for more experienced teachers, not novices. 4. The data for Social Science Student teachers indicates that the majority, 95%, of the standards were met by the candidates. All were given a recommendation for receiving credit for their experience, indicating that they met the standards. The form was revised for Fall 2004 semester. Many of the redundanct and unobservable indicators were removed and more indicators on student learning and classroom management were added. These changes were based on feed back from the questionnaires filled out by faculty and collaborating teachers during Fall 2003 and Spring 2004. #5 (Required) EFFECTS ON STUDENT LEARNING: Teacher Work Samples 1. The assessment that best measures effect on student learning is the TWS created in the Professional Core Level 2 field experience and the TWS created during clinical practice. This information is gathered from the Professional Core Level 2 Critical Performance Indicators and Standard #8 on the Clinical practice final evaluation. These have already been described above in assessments 4 and 5. The Department of Teacher Education at Weber State University has adopted a comprehensive approach to instructional planning that is used in many parts of the Program Report Form—NCSS 5 WSU Social Science country. The model is called Teacher Work Sample. Teacher Work Samples (TWS) are exhibits of teaching performance that provide direct evidence of a candidate’s ability to design and implement standards-based instruction, assess student learning and reflect on the teaching and learning process. Also, Teacher Work Samples are teaching exhibits that can provide credible evidence of a candidate’s ability to facilitate learning of all students. Teacher Work Samples are one source of evidence along with classroom observations and other measures to assess performance relative to national and state teaching standards. A Teacher Work Sample is more comprehensive than past approaches to planning. It includes more than designing the instruction and contains a thoughtful analysis of contextual factors including the community, school, and the students. The Teacher Work Sample includes writing clear objectives, having an assessment plan in place, and designing the instruction using sound lesson designs. The Pre-service teacher is expected to plan for appropriate adjustments in and adaptations to the instruction such as correctives (planning ways of reteaching for those who do not understand the concepts or cannot master the skills easily) and extensions (to challenge students who need to go beyond the concepts and skills presented) for students who need them. Following the teaching of the TWS , the pre-service teacher will describe how adjustments were made in the instruction to respond to the diverse needs of the students in the classroom (Instructional Decision Making). The pre-service teacher will also describe necessary adjustments to teaching in relation to the content and purposes of the instruction and needs of students. The Teacher Work Sample includes analysis of the student learning; teachers are accountable for student achievement. The candidate uses assessment data to profile student learning and communicate information about student achievement. The final piece of the Teacher Work Sample model is the reflection and self-evaluation that the teacher does as the instruction is completed and the teacher reflects on personal learning as well as the students’ learning. Adaptations of Teacher Work Sample model are used in all of the levels in both the elementary and secondary teacher preparation. In addition, the Teacher Work Sample model is used during clinical practice. Secondary students during clinical practice will complete one TWS for the secondary major and one for the secondary minor. Each TWS plan will be for 10 to 15 days of instruction. 2. The TWS is specifically designed to assess a candidates ability to plan, thus it aligns with the NCSS Standards 2.1 -2.5, as these are the standards that reflect candidates’ abilities to provide instruction and promote student learning. 3. Since there is no specific data for the TWS at this time, no data table for it is being submitted. The data from the 2 other assessment (Level 2 CPI’s and Clinical Practice) are attached. The specific data from these shows that the majority of the social science candidates (97%) can effect student learning in clinical practice. The actual data on student learning collected by candidates in the TWS would be a more accurate assessment of this. 6 Program Report Form-NCSS R R Reeevvv... 777///111222///000444;;; rrreeeppplllaaaccceeesss rrreeevvv... 555///111888///000444 4. The assessment attached is the TWS outline and rubric used in level 2. Until this semester the TWS was not formally evaluated by any faculty on campus. It had been determined that these needed to be evaluated, but the communication for developing the rubric and assessment timeframe was lacking. Currently work is underway by the unit faculty to revise the TWS rubric and each content area will be looking at the pieces that they wish to modify for their students. Arts and Science faculty and Teacher Education faculty will meet with the candidates at the end of senior synthesis this spring semester to review the TWS and apply the general professional core rubric and the additional content rubric. #6(Optional) Psychology Content Exam 1. All Teacher Education students are required to take Advanced General Psychology. This course involves going into greater depth of all of the major areas of psychology such as human development, abnormal psychology, and physiological psychology. Students are required to take a final, multiple-choice exam at the end of the semester, and the following data were taken from a Summer, 2004 Advanced General Psychology Course. While this course is typically offered at least twice per academic year, only the data for the Summer, 2004 semester were used because the professor who usually taught the course left the university. 2. This assessment aligns with NCSS standards 1.4 and 2.5. These are the psychology related standards. 3. Thirteen students completed the course, and the mean final exam score was 84.99 (SD = 7.92). Four students earned A’s on the exam, five earned B’s, and four earned C’s. 4. Since the class average was in the solid B range, we are satisfied that our students have adequate mastery of the course content and thus meet these standards. #7 (Optional) Sociology Research Project 1. Conducting, writing, and orally presenting a research project is a built in assessment in the Sociology 3030 Research Methods course, which all teaching majors/minors must complete. This assignment requires students to participate in the research process so that they have practical knowledge of how to work with data about our social world. They collect data from a particular population, analyze it, write a research paper, and orally present their research findings. The Sociology program uses this assignment to assess whether sociology students can employ the scientific method to gain knowledge about the population of interest. 2. The research project assessment is used to assess the student’s ability to systematically study theme 1.3 People, Places and Environment as well as theme 1.5 Individuals, Groups, and Institutions by employing the scientific method. Research topics may vary from semester to semester but they always address these two themes. Student demonstrate their ability to study people, groups, institutions, etc. using the scientific method. They also demonstrate the knowledge they have gained about the population being studied. 3. The grade data suggest that 75% of the students completing this research project assessment scored at a B or higher on the final project report and the remaining 25% scored a C. In other words, 75% of the students demonstrated a working knowledge of each step in the research process (scientific method), accurately articulated and used research method and terminology Program Report Form—NCSS 7 WSU Social Science throughout the paper, and demonstrated very good organization and written communication skills. All of the students performed at a C or higher which means that they are demonstrating a working knowledge of most of the steps in the research process and most of the terminology and the paper had at least good organization. 4. These data provide evidence that the all of the students tested by this assessment have the adequate skill to study people, places, individuals, groups, and institutions systematically using the scientific method. Three quarters of the students have very good skills to study the social world and the individuals in it systematically. 8 Program Report Form-NCSS SECTION V B USE OF ASSESSMENT RESULTS TO IMPROVE CANDIDATE AND PROGRAM PERFORMANCE A decade ago, during a self-study for the Northwest Accreditation process, the Department of History stated its comfortable reliance on eight often vague and rather imprecise methods of outcomes assessment for its Social Science Composite Teaching Majors: i. ii. iii. iv. v. vi. vii. viii. Placement success Average GPAs of majors Capstone course School district feedback Pre- and post-assessment of content, problem solving skills or performance Regional/local examinations/competitions Required senior thesis and public presentation Specific skills tests During the ensuing years, the History Department has not added appreciably to that list, with the exception of a systematic exit interview, but in response to reviewers= suggestions it has worked assiduously to hone and define all of them, to include putting in place mechanisms to make most of them more useful and measurable. A cardinal emphasis has been on developing fully the senior thesis and seminar to become far more significant in the outcomes assessment process. The chair keeps a library of all theses around which departmental discussion develops as to strengths and deficiencies in the training of Social Science teachers those essays have revealed, particularly as the professor directing the theses discerned them. The Department plans to enhance and institutionalize this process even further by assigning to each student in the senior seminar a thesis committee that will evaluate even more closely the aspects of training in the historical method and the comprehension of content students should have acquired during their previous course work in the department. This process should illuminate much more clearly the successes and failures of the Department in preparing Social Science Composite Teaching graduates in the knowledge and skills they should possess to be successful social studies educators. IThe Department has identified the following student learning outcomes for Social Science Composite Teaching Majors with a History Teaching Emphasis: $ They should master the skill of chronological thinking. $ They should master the skill of social/historical comprehension. $ They should master the skills of social/historical analysis and interpretation. $ They should demonstrate social studies research capabilities. $ They should demonstrate the skills of historical-analysis and decision-making. $ As a consequence of these skills, they should demonstrate values associated with social studies. $ They should demonstrate their abilities to transmit social studies concepts to their future students. As the chart below indicates, since 1994 the Department has come to rely heavily on the Senior Seminar as its principal assessment tool. Capstone papers written in the Seminar undergo intense scrutiny both collectively and individually. Social Science Composite Teaching Majors also showcase their social/historical studies and their abilities to transmit knowledge in public forums similar to recitals. Faculty discuss and analyze weaknesses in the papers and their presentation and direct efforts to prepare students better in upper-division courses for successful careers as social studies teachers. Outcome How Assessed When Assessed Master chronological thinking Written assignments and exams Upper-level courses, Senior seminar Master social/historical comprehension Written assignments and exams Upper-level courses, Senior seminar Master social/historical analysisand interpretation Written assignments and exams Upper-level courses, Senior seminar Demonstrate social studies research capabilities Research projects Upper-level courses, Junior & Senior seminars Demonstrate skills in analyzing historical decision making Written assignments and exams Upper-level courses, Senior seminar Demonstrate values associated with social studies Written assignments and exams, exit interview Junior & Senior seminars, exit interview Demonstrate ability to transmit concepts Public presentation of Senior Thesis Conclusion of Senior Seminar At the end of this process, Social Science Composite Teaching students respond to an extensive exit interview instrument. The Department chair then collects these documents and reads them, after which they are compiled, analyzed, and numeric data tabulated. These documents, in combination with oral interviews the chair conducts with students who come in for graduation clearance, provide a treasure trove of outcomes assessment information. Weak spots in the curriculum, confusing or ineffective requirements, and more importantly and more commonly kudos for successful aspects of the students= learning experience come forth abundantly. Information in individual course evaluations provide similar clues as to outcomes as students perceive them. The following are examples of how the results are being used and intend to be implemented to improve candidate performance as well as program change in the Teacher Education Professional Core: Student performanceC · Developed the TWS model to provide a more comprehensive approach to planning, teaching, and assessing student achievement. · Using the TWS model, strengthened candidates= abilities to assess, evaluate, and interpret student data to determine student achievement · Provided students with more experiences in understanding and using technology · Provided students increased opportunities for interactive classroom experiences · Provided students with training and experience in developing an INTASC or standardsbased portfolio with feedback from faculty each semester · Provided students with more opportunities to learn about, plan for, and teach in diverse classrooms Program performanceC · Developed assessment measures used in each level, during clinical practice, and for assessing pre-service teacher dispositions · Created a one-hour course in technology rather than trying to imbed it in another course · Modified a course that previously focused on multicultural and bilingual education to give greater emphasis to responding to the diverse needs of students, families, and communities. · Created broader emphasis on interpersonal skills by adding a new department strand to be emphasized in every class Curriculum developmentC · Revised the core curriculum (professional education required courses) to better align with national standards and student needs · Identified Critical Performance Indicators (CPI=s) for all levels · Increased collaboration between and among faculty assigned to the various levels and across the unit · Aligned course outcomes and objectives with INTASC standards · Increased emphasis on interpersonal skills · Increased emphasis in all courses on candidates= abilities to assess student knowledge, skills, and dispositions