FORM 201B: ASSESSMENT PLAN

Program / Department: Physics Education / Chemistry & Physics

Program Mission
The Department of Chemistry and Physics has designed the course work and requirements in the
Secondary Chemistry Program to provide students with both the content and pedagogical
knowledge and skills needed to become effective high school science teachers. The Department
of Chemistry and Physics seeks to provide classroom education and laboratory training to ensure
that our secondary chemistry majors have a deep and broad knowledge of chemistry and a broad
knowledge of biology and physics as well as the applications of these sciences to everyday life.
Students in this program will become trained in diversifying lessons and managing classrooms in
order to serve the needs of students of varying abilities and diverse backgrounds, especially those
attending urban schools. The Program Effectiveness Objectives and Student Learning
Objectives are aligned specifically with the Illinois Professional Teaching Standards and the
National Science Teacher Preparation Standards. The publication, Atlas of Science Literacy,
from the American Association for the Advancement of Science, has also been an influence on
the development of the program objectives and outcomes.

Program Effectiveness Objectives (PEOs)

The objectives of the Secondary Physics Program are to prepare teachers that meet the criteria
outlined in the Illinois Professional Teaching Standards and National Science Teachers
Association ‘Science Teacher Preparation Standards’. Specifically, the objectives are to prepare
science teachers that are:

1. Proficient in content knowledge of Physics and allied science disciplines.

2. Cognizant of the roles of education, science and technology in society and the skill to use
current and relevant issues to teach science.
3. Prepared to address diverse student learning styles especially in the urban classroom as
well as problem solve and manage effectively high school classroom.
4. Able to create and deliver effective instructional plans that feature nature of science and
inquiry methods that are data-based and promote critical thinking and problem-solving
skills.
5. Prepared to incorporate technology, math and statistics into lessons regularly.
6. Able to apply effective and varied assessment tools in order to gauge student learning and
develop their teaching expertise.
7. Poised to become active members of the science education community
8. Prepared to conduct physics experiments safely and teach safe laboratory practices to
students.

A secondary goal of the program is to provide service to the community through outreach efforts
to elementary, middle, and high schools, informal science providers, industry and government.

1 Assessment Plan – Form 201B; Revised Spring 2012

Student Learning Outcomes (SLOs) (new as of Spring 2012)
Outcomes- Students will be able to:

a. Explain current concepts and practices of contemporary physics as defined by the

National Science Education Standards.
b. Develop lessons that engage students explicitly and implicitly in the nature and practices
of science.
c. Develop lessons that include key components of scientific inquiry and engage students in
inquiry activities.
d. Make linkages between their science disciplines and real-world applications to local
communities and society in general.
e. Create a safe, positive and productive classroom environment to maximize student
learning.
f. Integrate their knowledge of content and pedagogy to plan lessons for diverse learners.
g. Evaluate student conceptions and learning through the use of varied assessments and use
assessment to guide instruction.
.

PEOs SLOs Assessment Criteria Program Effectiveness Criteria

Instruments

1,3,5,6 a a. COE 1: A*: 240 -269 A: 80% of students pass with

Licensure T*: 270 or greater score of 240/300 or better
overall
T: 100% of candidates pass
with score of 240 or better,
overall

1 a COE 2: Content Attain a score of 75% of A: 80% of candidates attain

Knowledge greater on Secondary Science 75% or better score on
diagnostic tests given during diagnostic tests
Methods of 1092 courses: T: 100% of candidates attain
T: Attain score of 85% or 75% or better score on
greater on Secondary Science diagnostic tests
diagnostic tests.

2,4, 5, 8 b,c,d COE 3: Planning A: B grade (80-89%) on A: 80% of students obtain a

thematic unit grade of B or greater on
T: A grad (90% or higher) on Thematic Unit
thematic unit T: 100% of students earn 80%
or better on Thematic Unit

2 Assessment Plan – Form 201B; Revised Spring 2012

2, 3, 4, a,b,c,d, COE 4:
5, 8 e,f,g Implementation
A: B overall grade on
Student Teacher Final
Evaluation Report
T: A overall grade
on Student Teacher
Evaluation Report
A and T:100% of student
candidates earn a B or better on
Final Student Teacher
Evaluation Report

2, 3, 4, a,b,c,d, COE 5: Impact on A:3-5 out of 8 on Evidence A and T: 100% of teacher

6, 8 e,f,g Student Learning / of Student Learning
Environment Assessment 5
T: Score of 6-8 on Evidence
of Student Learning
Assessment (sections 1 & 6)
of NSTA assessment 5
candidates
earn Acceptable or Target
scores on Evidence of Student
Learning Assessment 5-
sections 1 & 6

1, 2, 3, a,b.c.d. COE 6: Portfolio: A: B (80%)grade A: 80% of students pass with

4, 5, 6, e.f.g Professional
7 Portfolio &
Dispositions
on Portfolio rubric score of earn 80% or better on
T: A grade(90%) Protfolio and Dispositions
on portfolio rubric) rubric
Disposition: A: Acceptable T: 100% of candidates earn
overall on Disposition Rubric 80% or better on Portfolio and
T: Target overall on Dispositions Rubric
Disposition Rubric

4, 5, 8 a,b,c,d, Inquiry A:70% -79% on A:100% of students earn 70%

g Investigation Investigation Rubric or better on Investigation
(NSTA) during T:80% or better on Rubric
methods course Investigation Rubric Target: 100% of students earn
80% or better on Investigation
Rubric

8 e Student Safety A: 70% ≤ x < 80% on Safety A: 100% of students earn 70%
Module (NSTA) rubric or greater on Safety Rubric
T: 80% ≤ x on Safety rubric T: 100% of students earn 80%
or better on Safety Rubric

[First-Year
Retention Rates]
[Graduation
Rates]
• A= Acceptable, T= Target

3 Assessment Plan – Form 201B; Revised Spring 2012