In 2010-11, the EBI Teacher Education Exit Assessment was completed by 3,756 undergraduate respondents. Overall, the majority of respondents reported their education program course work had enhanced key skills and abilities including learning theories, teaching methods, assessment, management of education constituencies, and classroom diversity. Students were also very satisfied with their student teaching experience.
Notable differences were observed between elementary education students and secondary education students. In general, elementary education students were more likely to report their course work had contributed to their learning than secondary education students. Elementary education students were also more satisfied with their student teaching experience. Overall, elementary education students were more likely to report the program exceeded their expectations.
Overall, undergraduate education programs address learning theories and teaching pedagogy. They also enhance students’ abilities related to classroom equity and diversity as well as assessment of student learning. Undergraduate education students are also very satisfied with their student teaching experiences. In general, elementary education students are more likely than secondary education students to rate their program positively.
The EBI Teacher Education Exit Assessments measure program effectiveness from the student’s perspective. The results illuminate which learning outcomes and key dimensions of the program are the strongest and which areas need to be improved. The knowledge gained from these assessments drives and sustains continuous improvement programs and supports accreditation efforts.
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