Measure 1: Completer Effectiveness (Initial Programs)

Two measures are used to assess program completer effectiveness: An Alumni Survey and Semesterly Case Studies on Program Completers.

The Alumni Survey, an anonymous survey, is comprised of four sections: (a) information on the respondent (i.e., graduation year, program, degree, etc.) for analysis purposes; (b) assessment of the program’s ability to prepare respondent for skills in the workforce; (c) overall program effectiveness ratings; and (d) an optional section for individuals who would like to work closely and serve the College on future initiatives. The survey items use a 5-point Likert scale rating system, with higher mean ratings being more favorable.  It is sent annually in the fall semester. Data are disaggregated at the department, degree, and program concentration level. Results are shared immediately with department chairs for dissemination to program faculty; with members of the Assessment Committee, which includes K-12 school partners, at the first spring meeting; and finally discussed among faculty, in concert with other data, at the beginning of each academic year.

Note: The ALSDE Higher Education Report Card also provides survey data on a Beginning Teacher Survey, and results can be compared to the COE-developed survey. See ALSDE Annual Higher Education EPP Report Card at the bottom of this webpage.

The Case Study Reports consist of data collection per semester on current teachers who received a degree from AUM in the past three years. Eight individual case studies are completed each semester, with data patterns across case studies determined and shared in a summary report. The data collection methods include the following: (a) Individual interviews with each of the 8 selected teachers; (b) Follow-up data request for evidence samples from classroom data, administrator evaluation at school site, or evaluation/observation by AUM faculty. 

Alumni Surveys     Fall 2024

Case Study Reports   Spring 2025

The Employer Survey, an anonymous survey, is comprised of four sections: (a) information on the respondent and school site for analysis purposes; (b) assessment of the program’s ability to prepare AUM teachers and administrators (with items that align to InTASC standards for initial preparation programs and CAEP advanced skills and dispositions for advanced programs; (c) overall program preparation effectiveness; and (d) an optional section of open-ended prompts. The survey items use a 5-point Likert scale rating system, with higher mean ratings being more favorable.  It is sent annually in the spring semester to administrators (principals, assistant principals, and reading coaches) in the “River Region” schools closest to Montgomery, Alabama. Results are shared with members of the Assessment Committee, which includes K-12 partners, electronically in the summer and added to Program Data Briefs for discussion among program faculty at the beginning of each academic year to align with goal setting and planning.

Note: The ALSDE Higher Education Report Card also provides survey data on Employer Satisfaction, and results can be compared to the COE-developed survey. See ALSDE Annual Higher Education EPP Report Card at the bottom of this webpage.

Employer Survey Spring 2025

The College of Education at AUM uses multiple measures to assess competency of initial program candidates and advanced candidates at program completion.
Initial Program candidates (Bachelor’s and Alternative Master’s degrees) receiving teacher certification are assessed using external measures as required by the Alabama State Department of Education (Praxis II, Foundations of Reading 190, and edTPA) and internally- created measures, such as the Initial Standards of Professional Practice Rubric (ISPPR), which maps to the ten InTASC standards. (Note: ISPPR was piloted in Spring 2025.)

Advanced candidates (Traditional Master’s and Education Specialist degrees) are assessed using three internally created measures that align with the six advanced CAEP standards. All six skills and dispositions were mapped to courses in advanced programs. These measures include the following: the Advanced Skills and Dispositions Rating (ASDR), the Advanced Standards Research Rubric (ASRR), and the Advanced Standards of Professional Practice Rubric (ASPPR). (Note: Select research items from ASDR and ASRR were mapped and piloted for data collection in Fall 2024.)