Standard Five Compendium 1 - RA5.1 Quality Assurance System

Grambling State University Advanced Standard 5 Compendium 1 RA 5.1 Quality Assurance System

Alignment to National Standard: RA5.1 Quality Assurance System: The provider has developed, implemented, and modified, as needed, a functioning quality assurance system that ensures a sustainable process to document operational effectiveness. The provider documents how data enter the system, h ow data are reported and used in decision-making, and how the outcomes of those decisions inform programmatic improvement.

Evidence from the self-study and the CAEP standards are aligned to demonstrate that the COE QAS is functional and has the capacity to collect, analyze, monitor, and report data/evidence on all CAEP Standards. The collection and analysis of key data by the College of Education is the primary component of decision-making that governs candidate admission, candidate placement in residencies and internships, recommendations for candidates’ initial certification, and monitoring candidates’ success following certification.

How Alignment is assured: The Assessment Coordinator in consultation with Program/Discipline Chairs, aligns the evaluation measures and assessment tasks with CAEP, InTASC, and appropriate Technology Standards. The Assessment Coordinator maintains alignments and adherence to multiple Louisiana state laws and policy regulations. All Standards have been maintained utilizing Watermark – Taskstream. This standards database is maintained by the Assessment Coordinator so that alignments can accommodate updates to standards, program competencies, courses, or assessments.

Evidence Overview

Table 1, below, illustrates the signature features of the capacity of the College of Education’s quality assurance system. You may use this link to access this [Grambling State University Quality Assurance System Handbook].

Compendium 2 – RA1.1 Applications of Data Literacy Standard One Compendium 3 – RA1.1 Collaborative Activities Standard One Compendium 4 – RA1.1 Use of Research Standard One Compendium 5 – RA1.2 Provider Responsibilities

Standard Two - Advanced Standard Two Table of Co ntents

Standard Two Compendium 1 - RA2.1 Partnerships for Clinical Preparation Standard Two Compendium 2 - RA2.2 Clinical Experiences

Standard Three - Advanced Standard T hree Table of Co ntents

Standard Three Compendium 1 – RA3.1 Recruitment

Standard Three Compendium 2 – RA3.2 Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully Standard Three Compendium 3 – RA3.3 Monitoring and Supporting Candidate Progression Standard Three Compendium 4 – RA3.4 Competency at Completion

Standard Four – Advanced Standard Four Table of C ontents

Standard Four Compendium 1 – RA4.1 Satisfaction of Employers

Standard Four Compendium 2 – RA4.2 Satisfaction of Completers

RA1.1 RA1.2 RA2.1 RA2.2 RA3.1 RA3.2 RA3.3 RA3.4 RA4.1 RA4.2

Table 1: Capacity of the COE Quality Assurance System Aligned with Evidence and CAEP Standards

Grambling State University Advanced Standard 5 Compendium 1 RA 5.1 Quality Assurance System

Below is a chart demonstrating the entire quality assurance system and how Grambling regularly reviews system operations and data. This system supports the disaggregation of data by licensure area/ program, and other dimensions associated with candidates.

Template for the Presentation of Evidence by Dr. Michele Brewer and Dr. Amber Vraim is licensed under

"College of Education Office of Technology, Assessment, and Compliance: Template for the Presentation of Evidence." Copyright 2020 by Wilmington University.

Table 1: Capacity of the COE Quality Assurance System Aligned with Evidence and CAEP Standards

Data Management

The EPP's Data Collection, Analysis, and Review Plan (Appendix E) details when assessments are administered, the frequency of data collection, the responsibility for data collection, the frequency of data analysis and summary, the responsibility for evaluation and monitoring data use, and how data are used.

Multiple assessments internal and external are used to collect data. Data are collected, summarized, analyzed, and used. Programs use candidate data to determine admission, matriculation, and completion. Internal program assessments measure program quality and improve EPP operations and programs. SPA program reports help the EPP improve and ensure graduates meet program standards. SPA program approval reflects EPP and operations quality. Employer surveys assess EPP, operations, and candidate skills. Appendix K: Follow-up Survey provides data to improve EPP operations.

Grambling State University Advanced Standard 5 Compendium 1 RA 5.1 Quality Assurance System

Procedures for Data Collection

Appendix D: Key Program Assessments lists six to eight assessments for each program. Key assessment data are used internally to determine candidate proficiencies, which affect matriculation, measure program quality, and improve EPP operations and programs Appendix E: Data Collection, Analysis, and Review Plan. Candidates submit key assessments in TaskStream to the course instructor of record at each portal and program. Faculty grade candidate work before submitting the final grade. Candidates can view their scores and faculty/supervisor comments after grading. Candidates are informed of the program matriculation decision at each decision point.

Program Quality (internal and external measures)

The Department of Curriculum and Instruction and COE institutional governance systems integrate the QAS. Integration provides multi-level feedback. The Head of Curriculum and Instruction (C&I) oversees the QAS with the CAEP, assessment coordinators, program leads, faculty, and staff. The C&I department head, CAEP coordinator, and assessment coordinator oversee QAS implementation. The C&I department head works with the Dean's Administrative Council, the Director of the Office of Institutional Planning, Assessment, Research, and Effectiveness, and other relevant units (e.g., the Registrar, the Office of Information Technologies). The annual departmental goals and objectives form (Appendix I: Assessment Planning and Program Review Forms) guides department planning and operations and measures EPP and program operations quality. Each fall, departmental faculty set goals, objectives, strategies, and performance measures for the coming fiscal year and evaluate previous performance measures.

Continuous review ensures data are aligned with program standards and outcomes and supports continuous improvement, according to the EPP. The assessment coordinator gathers evidence, reports EPP data, and works with faculty, program leads, and the EPP QAS Review Panel to improve assessments and rubrics, strengthen intentional data collection and analysis aligned to program standards, and create a calendar of assessment tasks and responsibilities. This includes regular, rigorous statistical studies of assessment validity and reliability.

The COE regularly schedules faculty meetings and professional development to discuss the state program approval process (State Inspectorate-Class Measures) and CAEP sufficiency rubrics. Starting in fall 2021, the group rotated assessments and evidence quality. Within three years, faculty will work to improve all assessments for the next CAEP accreditation cycle.

Continuous Improvement

Focus Area(s):

One impediment to the timely and efficient collection and analyses of course-based key assessment data has been the university’s transition to a new learning management system (LMS). GSU previously used Moodle, which integrated with Taskstream and provided a seamless import of data from course-based, key assessments into Taskstream. The new LMS, Canvas, does not supp ort the same integration. Therefore, students must submit key assessments twice: once in Canvas for evaluative purposes and again in Taskstream for assessment purposes. This has resulted in missing data in Taskstream.

Grambling State University Advanced Standard 5 Compendium 1 RA 5.1 Quality Assurance System

To address and correct this issue, the head of the department will continue to monitor the adherence to the existing policy to ensure candidates are uploading assessment artifacts promptly for scoring by faculty. Also, the assessment coordinator will train faculty on running program reports and augment permissions in Taskstream to increase their engagement in the Quality Assurance System. Lastly, the assessment coordinator and dean are in negotiations with Watermark to transition from Taskstream to Student Learning and Licensure, their new solution that boasts seamless LTI integration with Banner Web and Canvas. This implementation process is slated to begin in the fall and include a pilot in the spring of 2024.