Skip to content. | Skip to navigation

You are here: Home School of Education NCATE Accreditation Key Assessments

Key Assessments

Key assessments

  • Are faculty developed, common assignments for which program faculty use the same rubrics and weighting across all class sections of a course.
  • Are aligned with NCATE and specialized professional association (SPA) standards to comply with accreditation requirements.
  • Are aligned with school and program objectives, as a way to monitor student performance.


  • Identify the areas of the assignment being evaluated
  • Indicate the point value for each area
  • Indicate which standards the assignment is addressing
  • Describe what constitutes performance that is a) above standard, b) at standard, and c) below standard (which may be further classified as developing and unacceptable)
  • NOTE: The performance categories generally correspond to the Registrar’s grading scale:
  1. Above standard: A, A+ (3.8-4.0 or 92.5-100)
  2. At standard: B, B+, A- (3.0-3.7 or 82.5-92.4))
  3. Developing: C, C+, B- (2.0-2.9 or 70.0-82.4)
  4. Unacceptable: below C (below 2.0 or below 70.0)
  •  Key assessments and rubrics are archived in Bb: AIMS or by accessing this link.
  • Click here for the top 10 checklist for assessment descriptions and rubrics
  • Click here for faculty key assessment data collection checklist

School and Program Objectives

Objectives are monitored through the implementation of key assessments, ongoing review of student performance on the assessments, and analysis of survey responses.

The School of Education’s conceptual framework articulates the objectives of all the School’s education programs.  The school-wide objectives are supplemented by program-specific objectives.

The school and program objectives are for teacher candidates, counseling students, and administration students:

  • To demonstrate content knowledge in discipline.
  • To plan classroom-based instruction or counseling session.
  • To apply knowledge, skills, and dispositions in practice in the classroom or counseling session.
  • To use assessment strategies to document teacher candidate/counseling student impact on student learning/client progress.
  • To meet the needs of diverse student/client populations, families, and communities.
  • To use technology to enhance learning/counseling sessions.

Additional objectives for teacher education programs

  • To demonstrate knowledge of the foundations of education.
  • To demonstrate knowledge of the ways students develop and their relationship to learning.


Document Actions
School of Education website feedback: email us
695 Park Ave
NY, NY 10065