Multicultural Diversity
Assessment Dissemination Project

Emporia State University
The Teacher's College

Evaluation of Project Objectives

 Report on progress in accomplishing objectives of the project.

 

Year 2

Objectives

Activities/Evaluation Criteria/Quantifiable Evidence

Universities (by ID#)

 

#1

 

#2

 

#3

 

#4

 

#5

 

#6

 

#7

 

#8

 

#9

 

#10

1.  Adopt and or adapt assessment and institutional evaluation plans

Adopted/adapted assessments (Y/N)

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

# of assessments adopted/adapted

 

3

 

6

 

4

 

4

 

4

 

3

 

3

 

4

 

2

 

5

# of new assessments created

 

4

 

2

 

1

 

2

 

3

 

0

 

2

 

1

 

0

 

3

2.  Pilot Assessments Stage 1

Piloted assessments (Y/N)

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

# of assessments piloted

 

4

 

6

 

5

 

7

 

7

 

3

 

3

 

4

 

2

 

8

3. Revise assessments (as needed) & adopt/adapt additional assessments Stage 1 (as needed)

Revision efforts (Y/N)

 

N

 

Y

 

Y

 

Y

 

Y

 

Y

 

N

 

Y

 

Y

 

Y

4.  Administer MCD assessments at each institution (pilot stage 2)

Conducted 2nd Pilot of Assessments (Y/N)

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

 

Y

# of Assessments in 2nd Pilot

 

4

 

6

 

4

 

7

 

7

 

3

 

4

 

4

 

2

 

8
 

Description of assessment adoption/adaption/creation efforts for each university

#1      Adopted 3 attitude surveys (MCR, GQR, EGQ), created a Student Work Project, an Exit Evaluation Survey, and a Chancellor survey.  In addition, they updated their portfolio to include a MCD component.  Revision efforts have been hampered by faculty turnover including dean and associate dean.

#2      Adopted 1 attitude survey (MCR), the MCD lesson plan, a perception survey (PBR), the MCD vignette assessments, the focus group activities and the faculty survey (KBDQ).  In addition, created student journals and a student interview assessment.  Revisions were made to the KDBQ.

#3      Adopted the MCD content test (MCCTE), the Diversity Essay Assessment and 2 attitude surveys (GQR, MCR).  In addition, they created a survey to measure student perceptions of the quality of training as related to INTASC standards.  The MCR survey was dropped from their assessment plan and not used in stage 2 piloting.

#4      Adopted the MCD content test (MCCTE), the Diversity Essay Assessment, and 2 attitude surveys (MCR, GQR).  In addition, they created two teacher training performance assessments linked to accreditation standards.

#5      Adopted the KBDQ, the GQR , the MCD vignette assessments, and the preparedness survey.  In addition, they have revised the INTASC-based student teaching evaluation forms to incorporate professional program area content standards.  Further, they have created a Professional Assessment Form to measure performance in MCD areas during student teaching, and they have revised their professional teaching portfolio.

#6      Adopted the MCCTE, and 2 attitude surveys (MCR GQR).  This university had several existing MCD assessments prior to this grant.

#7      Adopted the Diversity Essay Assessment, the KBDQ, and the PBR.  Created a Service Learning Log, and a Demographic Background Survey.

#8      Adopted the MCD Lesson Plan, the MCCTE, and two attitude surveys (EGQ and MCR).  In addition, they created a MCD Field Experience Evaluation.

#9      Adopted the Diversity Essay Assessment and an attitude survey (MCR).

#10    Adopted the KBDQ, the MCCTE, the MCCTG, the PBR and the MCR.  Created a Focus Group Inquiry, a Faculty MCD questionnaire, and a Teaching/Student Artifact Assessment.

 



Please feel free to email Dr. Anthony Ambrosio, if you have any concern about the grant. Thank you.

Original website designed by Marcos A. Prono and Sarah J. Stump revised by John W. Parton.
Last revision: Oct. 2006