Assessment: Family & Child Studies

Deb Krichbaum

April 22, 2009

Facts About FCS

• Applied Child Development• Focus:

– Young children, birth through K– Early Childhood Programs: early care and

early education

• Require two field experiences (internships)• Size of department:

– Middle tier for majors (15-25 per year)– Smallest department (2 faculty)

DEVELOPING THE FCS MISSION

REVIEWREVIEW

MISSIONMISSIONREVIEWREVIEW

MISSIONMISSION

Process

=

many

drafts!

The heart of theThe heart of the

Family and ChildFamily and Child

Studies' bilingualStudies' bilingual

UndergraduateUndergraduate

program is preparingprogram is preparing

our deaf and hard-ofour deaf and hard-of

hearing FCS majors hearing FCS majors

to work effectively to work effectively

with young childrenwith young children

in early childhoodin early childhood

Programs.Programs.

Developing FCS Student Learning Outcomes

Mission

Mission

Mission

Mission

Mission

Mission

Back

and

Forth

Outcomes

Outcomes

Outcomes

Outcomes

Outcomes

Outcomes

SLO: Methods

& Materials

SLO: Methods

& Materials SLO: Observation,

Assessment, &

Documentation

SLO: Children's Family &

Community Relationships

SLO: Health,

Nutrition, & Safety

SLO: Early Child

Development & Growth

FCS FCS MISSIONMISSION

FCSFCSELECTIVESELECTIVES

FCS 350FCS 350FIELD FIELD

EXPERIENCEEXPERIENCE

REQUIRED REQUIRED FCS COURSESFCS COURSES

FCS 450 FIELD EXPERIENCEFCS 450 FIELD EXPERIENCE

CAPSTONECAPSTONE

Capstone Assessment

Intern

Work Performance:

Rubric

Intern

Characteristics:

Dispositions Checklist

SLO: Methods & MaterialsFCS majors apply knowledge of effective and developmentally appropriate methods and materials to develop and implement curricula that promote young children's

development and learning.

SLO: Professional BehaviorsFCS majors apply knowledge of appropriate professional behaviors, standards, and ethics in early childhood programs.

Interns’ Performance: Evaluated by Site Supervisors

Commendable4 on 4 pt. scale

100%

•Attendance, Punctuality and/or Dependability•Grooming, Clothing and/or Appearance•Desire to Learn New Things and/or Improve Skills•Attitude

Interns’ Performance: Evaluated by Site Supervisors

Competent 3 on 4 pt. scale

100%

•Ability to Follow Directions and/or Rules

•Overall Level of Skills and Maturity

66%

•Communication Skills and/or strategies•Ability to Work Effectively with Staff and/or Parents•Ability to Work Effectively with Children•Ability to Solve Problems•Ability to Handle Pressure and/or Remain Calm in a Crisis

Interns’ Performance: Evaluated by Site Supervisors

Developing

2 on 4 pt. scale

33%

Ability to Lead Activities with Children

Solution Needed

Intern’s Characteristics

List of 140 Potential Characteristics

Positive NegativeExamples:• Caring• Creative• Dependable• Patient

Examples: • Bored• Difficult• Moody• Unmotivated

Intern’s Characteristics

Intern Assessed:

By Self

1. Before internship &

2. After internship

Comparison of

1. & 2.

Guided 1-on-1

by FCS Field Experience

Coordinator

Intern’s Characteristics

Intern Assessed: By Self

1. Before internship &

2. After internship

Comparison of

1. & 2.

Guided 1-on-1

by FCS Field Experience

Coordinator 4.

Presentation

to FCS

FacultyIntern Assessed: By Site Supervisor

3. After internship

Comparison of

2. & 3.

Guided 1-on-1

by FCS Field Experience

Coordinator

FCS Interns’ Traits: Evaluated by Site Supervisors

POSITIVE Intern Characteristics

100% Rated

Cooperative

Flexible

Interested

Kind

Responsible

66% Rated

Adaptable, Calm, Caring,

Gentle, Happy, Helpful,

Nice, Organized, Punctual,

Respectful, Self-motivated,

Serious, Supportive,

Team-Player, Thoughtful,

Well-groomed

Interns’ Traits: Evaluated by Site Supervisors

NEGATIVE Intern Characteristics

66% Rated

Nervous

33% Rated

Hesitant

SOLUTION NEEDED

Solution for Developing Level

Performance?

Solution for Negative Intern

Characteristics? Followed Up

In Graduating Seniors’ Exit Interviews

Confirmed Problem + Asked For Suggestion

MORE HANDS-ON/VISUAL

EXPERIENCES IN CLASSES

CREATED EARLY CARE AND EDUCATION LAB

FCS Early Care and Education Lab

Positive Impact:1. Makes what we do more visible to others

2. Changes how we teach Hands-on Visual

3. Changes how students respondStudent elaboration

Increased sense of pride, faculty and students

5. Impact on interns in capstone performance? • Too soon to know

ORIGINAL APPROACH

2. 2. SLO’SSLO’S

3.3.CurriculumCurriculum

1. MISSION1. MISSION

Trying a Different Approach—Turning the Process Up-side

Down

3. FCS MISSION

1.FCS

CURRICULUM

2. FCS

SLO’S

IDENTIFIED: TOPICS COVERED IN RECENT YEARS (~500)

EXAMPLES:

ADD/ADHD

Adoption

Aggression

Biting

Bonding

Bullies

Child Abuse

Circle Time

Child Care

Foster Care

Gender Roles

Modeling

Play

Praise

FACULTY INDIVIDUALLY RANKED TOPICS

Topic Very Important

1

Important

2

Less

Important

3

Not

Important

4

Large-Scale Programs

Positive Guidance

Effective

Praise

Weighted Rankings

Weighted Ranking

Total Topics

Importance for FCS: Child Development Majors

1st 38 Critical

2nd 178 Very Important

3rd 49 Important

4th 131 Less Important

~100 Merged or Eliminated

Working with the Results?

38 Critical Topics

Grouped, Categorized, and Labeled

5 Categories

5 Categories Became New FCS SLO’s

1. Planning and

implementing developmentally-appropriate environments

curricula and practices

2. Guiding young

children,

1-on-1

and in groups

3. Demonstrating effective critical

thinking and communicating

skills

4. Building empowering

relationships with parents

5. Demonstrating preparation for

career and educational goals

Revising the SLO’s

• Benefits?–We own them; we believe in them

–Expectations are more clear

–Mapping suggests needs for potential new courses & shapes what we are looking for from faculty