Part of the assessment system, core assessments are key assessment tools used to measure the content that each College of Education candidate is expected to know. Some examples of assessment tools might be an analysis paper, a candidate's portfolio or a unit plan assignment. These tools are selected to provide the most comprehensive picture of the development in skills, abilities and experiences of individual candidates.
Each core assessment is tied to standards on a macro level. A single core assessment may tie to several comprehensive standards. Although "substandards" are embedded within the core assessment, there is not a one-to-one correspondence with every standard. Please note that "substandards" refers to those standards one level below the main standards.
Core assessments are a regular part of a program rather than an addition. They may be course-based, clinical-based, or program-based (e.g., coming at a particular time within program rather than attached to a particular course). Tools for core assessments have been identified by faculty in each program. Faculty should check with their program chair or coordinator for information about core assessment in the program.
Generally, core assessments are comprehensive tasks that require candidates to use knowledge and skills from several different facets of the course or program. Each core assessment has a corresponding rubric that can be accessed on the assessment database. Examples of the types of rubrics available for use are at the Sample Rubrics page.
Each program should have three to five core assessments. It is not necessary to have a core assessment in each required course.
Assessments are present in each course, whether a core assessment is assigned to a course or not. Assessments should be tied to "substandards" if the course is part of a licensure or professional program. Each course covers a set of standards required for licensure or accreditation.
Faculty report data for each core assessment at the close of every semester and summer session. Adjunct faculty report data also.
Frequently, the rubric may not match the rubric on the database. Faculty should check
that correct form being used. Rubrics should stay consistent over several semesters to
allow for tracking of trends and consistency across instructors.
Faculty's Tech ID
and password are needed to enter database system.
If a faculty member has difficulty
entering data, contact Dr. Tracy Pellett at
tracy.pellett@mnsu.edu.
Faculty are expected to enter their own data from core assessments rather than student workers. Minnesota data privacy does not permit students to enter other students' data. Please see the University policy on Student Records (PDF document) for details.
Currently, data from a single assessment can be exported to a spreadsheet and
then analyzed using Excel and/or SPSS
In the near future, summary results will be
available for examining program trends and individual student performance.
Analyses of core assessments from a program provide a picture of areas of strength and weakness based on candidates' performance. Similarly, analyses of core assessments provide information about a particular course. Analysis of clinical assessments provides feedback to programs about candidates' performance in the field.
The data should be incorporated into the annual assessment reports required by MSU to meeting Higher Learning Commission (HLC) accreditation standards. For more information about annual assessment reporting, see the University Assessment website.
The analysis of the data and follow-up changes are part of accreditation reports to bodies such as Board of Administration, Board of Teaching, NCATE, CEC, CACREP. High quality programs emphasize improving programs through regular examination of data on students' performance. Core assessments are critical to reporting on direct performance of candidates' competency.
