ect program assessment report: 2003-04 web view · 2014-11-18english learner focus &...

School of Education Master’s in Education Program Assessment Report AY 2012-13

Fall 2013

I. Assessment of Student Learning Outcomes

1. Name and Contact Information of Program Assessment Coordinator: Dr. Mimi Miller, SOE Assessment Coordinator [email protected]. Cris Guenter, SOE Graduate Coordinator [email protected]

2. Student Learning Outcomes

1. Candidates exhibit skill in the ability to examine educational fundamentals over time and assess the degree to which past practices informs current or future directions for education.

2. Candidates demonstrate competence in analyzing and evaluating alternative points of view and drawing judicious conclusions as evidenced through scholarly writing.

3. Candidates demonstrate competence in analyzing and evaluating alternative points of view and drawing judicious conclusions as evidenced through scholarly oral presentations.

4. Candidates demonstrate proficiency in using technology for professional development.

5. Candidates demonstrate proficiency in using a variety of technologies for successful implementation in teaching and learning with students.

6. Candidates successfully complete a culminating activity that provides evidence of knowledge and skills for making a difference in the lives of those who learn and teach.

3. Course Alignment Matrix:

Please see Appendix A.

4. Learning Outcome(s) Assessed in AY 2012-2013:

1. SLO #2: Candidates demonstrate competence in analyzing and evaluating alternative points of view and drawing judicious conclusions as evidenced through scholarly writing.

2. SLO #4: Candidates demonstrate proficiency in using technology for professional development.

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mailto:[email protected]



3. SLO #5: Candidates demonstrate proficiency in using a variety of technologies for successful implementation in teaching and learning with students.

5. Assessment Methodology Used for SLO #2: Writing

The School of Education (SOE) uses systematic sequence of checking candidates’ writing proficiency from admission into the program to exiting. All students applying to the MA in Education submit an Initial Writing Assessment (WP I) that is reviewed against the School of Education MA in Education Writing Rubric (See Appendix D.) by the graduate coordinator. As students advance to candidacy their writing is once again assessed at the program level. Writing samples from a designated MA in Education core course and a second from a course within the student's option or specific pathway are submitted (WP II). These are reviewed against the School of Education MA in Education Writing Rubric by the student's advisor or committee chair depending on the specific pathway or option. This second review helps us document the students’ writing literacy as required by Graduate Studies. Graduate students again have their writing evaluated in their culminating activity. MA in Education graduate students' GPA's are tracked by semester from admittance to final exit. Graduate students must maintain a GPA of 3.0 or better or they are put on academic probation by Graduate Studies.

Those students who score below the acceptable level at application time may be accepted as Conditional Classified if their GPA is in order. Conditional Classified candidates (due to writing proficiency level) must take EDCI 640: MA in Education Research Writing Development. This is a 1-unit CR/NC course that specifically addresses educational academic writing. This course does not count as credit on the MA in Education program plan. Satisfactory course completion and instructor recommendation are required to change candidate’s status to Classified. EDCI 640 may be retaken until acceptable writing proficiency level is met. Using the same rubric, students are again tracked when they submit writing samples for Advancement to Candidacy. If a student has a writing proficiency issue at the Advancement to Candidacy review, the student is requested to take EDCI 640, satisfactorily pass the course, meet the writing requirements for advancement, and resubmit the paper at a later date for review. For the full assessment plan for writing proficiency, please see Appendix D for SOE MA in Ed writing rubric now used.

Assessment Methodology Used for SLO #4 and SLO #5: Technology use by graduates and technology use by graduates with their own students

School of Education faculty assess SLO #4 and #5 using an online survey taken by all MA in Education finishers at the completion of the MA in Education program. It is an online survey administered by the School of Education faculty through SurveyMonkey. The design of the survey allows for consistency and comparison across all MA in Education Options and pathways. There are 21 questions plus and additional two questions at the end for those MA in Education students completing

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the administration services credential. Five of the questions specifically address technology to assess our targeted SLO #4 and SLO #5. The response rate for the 2012-2013 MA in Education Finisher Survey is 49%, down 18% from the previous year. This drop is due to specific School of Education use of our SurveyMonkey account in May 2013. Coordinators were unable to access the account to administer timely data collection as needed. Actions have been taken so this will not occur again.

6. Assessment Results: Assessment Results for SLO #2 for 2012-2013

Fall 2012 students applying for spring 2013 were the last group to use the older 4-point rubric (with 4 being exceptional) that has been retired. Fall 2012 students advancing to candidacy in mid semester and forward were the first to use the current SOE MA in Education Writing Rubric. This analytic rubric has seven different criteria across four levels for a possible total of 28 points. (See Appendix D.)

Fall 2012 –Transition Semester to updated rubricScore-old

rubric2 3 4 Total

# students (WP I ) 3 13 1 17

Score-new rubric 25 26 27 28# students (WP II) 1

Spring and Summer 2013 Writing Assessment Results

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0-14

16

18

20

22

24

26

28

0 1 2 3 4 5 6 7

Spring 2013 WP I Applicant Scores

# Students

RubricScore

ConditionallyClassified

Classified

4


Score2122232425262728

Spring/Summer 2013 WP II Scores

# Students

Rubric Score

Assessment Results for SLO #4 and SLO #5 for 2012-2013The assessment results for SLO #4 and SLO #5 displayed below show marked improvement from 2011-2012 for student proficiency in using technology for professional development and proficiency in using a variety of technologies for successful implementation in teaching and learning with students.

Advanced toCandidacy

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7. Analysis / Interpretation of Results

SLO #2: WritingThe 2012-2013 AY is a transition period from an older 4-point holistic rubric to a 28-point analytic rubric for improving data collection to better inform our instruction and student support. The 2012-2013 results clearly indicate that the implementation of the improved MA in Education Writing Rubric and the intervention course, EDCI 640: MA in Education Research Writing, are having a positive impact on writing proficiency results for WPII. This year there were three students denied acceptance (below 17 pts. on writing rubric) into the MA in Education program and one student that was denied advancement to candidacy (below 24 pts. on writing rubric) at the time of submission. The faculty effort to get students into EDCI 640 at the beginning of their MA programs is making a difference. Furthermore, faculty efforts to be consistent in grading and addressing writing concerns in their graduate courses is contributing to a heightened awareness and attention to writing by graduate students.

SLO #4 Technology use by graduate students for professional development81.4 % of our graduate students reported they used technology tools in their planning and preparation for teaching. This is an increase of 4.9 % from last year. The three leading technology tools used are web resources, presentation tools, and web searching. Spreadsheets, databases, and collaboration & communications tools are also used to a great degree.

SLO #5 Technology use by graduate students with their students68.2 % of our graduate students indicated that they make digital technologies available to their students often or very often. This is an increase of 18.2 %

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from last year. Use of web resources, web searching skills, interactive whiteboard skills and presentation skills topped their choices.

The data shows that 96.2% of our students believe that instructors appropriately used digital technology tools and encouraged and supported the students’ in their use of technology in course assignments. This is an 8.2% increase from last year. In addressing both SLO #4 and SLO #5, all of our graduate students feel confident in using technology tools. This is a 33% increase from last year. Heightened faculty awareness and faculty modeling and supporting the appropriate use of technology in graduate assignments has helped to make a difference.

8. Planned Program Improvement Actions Resulting from Outcomes (if applicable)

SLO #2: WritingA paragraph indicating that APA is the writing format for students in the School of Education will be included on all course syllabi for credential and graduate courses.A second phase of implementation allowing faculty to review and score WP I and WP II papers online against our rubric will allow for more specific targeting of strengths and needs in our student writing. We hope to implement this phase in spring of 2014. This will allow for specific review of seven criteria in the MA in Education Writing Rubric (See Appendix D.) We plan to tighten and improve the student response rate to the MA in Ed Finisher Survey by having the SOE Assessment Committee will help with the scheduling of the survey to prevent what occurred in spring 2013.

SLO #4. SLO #5: TechnologyThere may be some minor refinement to wording in some of the technology questions. Faculty will continue using emerging technologies in developing and delivering course content, especially as we make more courses available online. Faculty engagement and use of current technologies in teaching will continue to be encouraged.

9. Planned Revision of Measures or Metrics (if applicable)SLO #2: WritingNo major revisions will be made to the MA in Education Writing Rubric at this time. This is the first year that it has been fully implemented. (See Appendix D.)

SLOs #4 and #5: TechnologyNo major revisions will be made to the MA in Education Exit survey at this time. We have developed a smooth online delivery process for administering it in an efficient and comprehensive manner to reach all students.

10. Planned Revisions to Program Objectives or Learning Outcomes (if applicable)No planned revisions will be to program learning outcomes this coming year.

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11. Changes to Assessment Schedule We will systematically and efficiently distribute the MA in Ed Finisher Survey at the end of each semester to our students using the same link so the collected data is for the fall, spring, and summer of the given academic year. This is not actually a change, but a systematic refinement.

12. Information for Next Year Dr. Cris Guenter, SOE Graduate Coordinator [email protected]. Mimi Miller, SOE Assessment Coordinator [email protected]

SLOs that will be assessed in 2013-14 are as follows:

#2: Candidates demonstrate competence in analyzing and evaluating alternative points of view and drawing judicious conclusions as evidenced through scholarly writing.

#4: Candidates demonstrate proficiency in using technology for professional development.

#5 Candidates demonstrate proficiency in using a variety of technologies for successful implementation in teaching and learning with students.

II. Appendices

A. MA in Education Course Matrix (pp. 9-12)Curriculum & Instruction OptionEducational Leadership & Administration OptionGeneral

English Learner Focus & Special Education PathwaysRural Teacher Residency

B. MA in Education Assessment Plan (pp. 13-14)

C. MA in Education Initial Writing Assessment Steps (p. 15)

D. School of Education MA in Education Writing Rubric (p. 16)

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Appendix A

I = IntroductionP = PracticeM = Mastery

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MA in Education: Curriculum and InstructionAssessment Matrix

Courses MA 604

MA 610

CI 601

CI 602

CI 611

CI 674

CI 675

MA 611

MA699

Goal 1: To prepare informed and confident professionals who are aware of education's past; confront the complex issues and educational challenges of the present, and; participate in determining the future of education.1. examine educational fundamentals

I I I P P P/M M

Goal 2: To provide a rigorous course of study based on competent and current scholarship that advances educators’ knowledge and skills, including uses of technologies; develops and demands skills of disciplined inquiry, critical thinking, and creative problem-solving, and; prepares educators to be intelligent and informed consumers able to appropriately utilize and contribute to the heritage of educational scholarship.2. demonstrate competence in scholarly writing

I/P I/P P P P P P/M M

3. demonstrate competence in oral presentations

P P P P P P P/M M

4. use technology for professional development

I P P I/P/M P/M P/M

5. use variety of technologies for successful implementation in teaching and learning

P P I/P P/M P

Goal 3: To prepare educational leaders who recognize and implement that which is legally necessary, ethically imperative, and morally sound; are empowered with the knowledge and skills required to make a difference in the lives of those who learn and teach, and; select to pursue more advanced study that may include the doctoral degree.6. complete a culminating activity

P P P P P M M


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MA in Education – English Learner Focus and Special Education Pathways (General)Assessment Matrix

Courses EDTE 671/68

1

EDTE 672/68

2

EDTE

673

EDTE 676A/686

A

EDTE

676B

EDMA 603

EDMA 610

EDMA 611

BLMC

672

EDMA

697/699

Goal 1: To prepare informed and confident professionals who are aware of education's past; confront the complex issues and educational challenges of the present, and; participate in determining the future of education.

1. examine educational fundamentals

I I I I I I I P P M


I I I P P P I/P P/M P M


I I I P P P P/M P M


I I I P P P P P P M


I I I I I P P P P


I I P IP/M M

KEY: I = IntroductionP = PracticeM = Mastery

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KEY: I = IntroductionP = PracticeM = Mastery

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MA in Education: RTR (General)Assessment Matrix

Courses MA 604

MA 610

EDTE 660

EDTE 661

EDTE/SPED663

SPED692Steve

EDTE664

MA 611

MA699 EDTE/SPED 665

Goal 1: To prepare informed and confident professionals who are aware of education's past; confront the complex issues and educational challenges of the present, and; participate in determining the future of education.1. examine educational fundamentals

I I I/P I/P I/P I/P I/P M


I/P I/P P P P P P P/M M


P P P P/M M M


I P P P I P I/P P/M


P P I P P P M


P M M


Appendix BSCHOOL OF EDUCATION

MA in Education ASSESSMENT PLAN

ASSESSMENT POINT

REQUIREMENTS PROCEDURES

ADMISSION/CLASSIFIED

GPA: 2.52.75 last 60 units3.0 last 30 units

B.A. completedGraduate School ApplicationInitial Writing AssessmentProgram/Option specific requirement (see advisor)*Conditionally Classified status if:

GPA is low, Initial Writing Assessment

results are below passing level,OR

Any option specific requirement is missing

1. Application to Graduate School Application form Transcripts Professional Goal

Statement2. Graduate Coordinator sends an

email/letter to applicant with the information about the Initial Writing Assessment

3. Applicants submit the Initial Writing Assessment within two weeks

4. Director or option faculty assess the writing task using Writing Assessment Rubric

5. Letter of Acceptance identifies classified/conditionally classified status and rationale

6. Conditional Classified candidates due to writing proficiency level must take EDCI 640: MA in Education Research Writing Development. Satisfactory course completion and instructor recommendation are required to change candidate’s status to Classified. EDCI 640 may be retaken until writing proficiency level 3 is met.

ADVANCEMENT TO

CANDIDACY

GPA: 3.015 program units completed or prior to last semester of program

EDMA 610 – enrolled or completedSubmitted Program PlanWriting Assessment II:

EDMA 610 WP assignment – not graded

A paper from other coursework, except for Chapters 1 and 2 written for EDMA 611 (option specific)

o Candidates apply for Advancement after completing 15 program units or during the last semester of the program

o Candidates submit Program Plan to Option Coordinator

o Enrollment in or completion of EDMA 610

o Submission of EDMA 610 WP assignment

o Submission of paper from other coursework per option requirement to option coordinator to Option Coordinator

o Graduate Coordinator sends

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Advancement to Candidacy form to Graduate School

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ASSESSMENT POINT

REQUIREMENTS PROCEDURES

EXIT

GPA: 3.0Completion of required coursework

(minimum 30 units)

Program Exit SurveyCulminating Activity

(option/pathway specific)

1. Candidates submit Graduation Check Form

2. Candidates submit to Option Coordinator, the culminating activity following option specific requirements and deadlines

3. Candidates submit Program Exit Survey at closure of culminating activity

4. Graduate Director submits Culminating Activity Verification Form to the Graduate School

POST PROGRAM

Alumni Survey (2 – 3 years out) Graduate Director sends Alumni Survey every two to three years to program graduates

Analysis of data conducted by program faculty or Graduate Director

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Appendix C

Revised and Updated MA in Education Initial Writing Assessment Steps

The California State University system requires graduate students to develop writing proficiency. As a condition of your acceptance, and in order for us to assist you in further development in writing, we require an original sample of your writing.

1. Review the Rubric for the Initial Writing Assessment so you know the expectations that will be used in reviewing your academic writing skills.

2. Include your name, MA in Education, and the specific option or pathway (Curriculum & Instruction, Educational Leadership & Administration, Rural Teacher Residency, Special Education emphasis, English learner focus) you are applying for at the top of your paper.

3. Select one of the listed education topics below and write a three-to-five-page paper, plus an additional page for references that addresses an issue, trend, or position. (The paper should not merely report on what the topic is.) The Rubric for the Initial Writing Assessment outlines how your academic writing will be assessed.

4. You should have at least three different and appropriate references.5. The paper should be double-spaced.6. The paper should be a Word document.7. Use APA formatting. (American Psychological Association Manual, 6th Edition)8. Save your file with the name IWA[yourlastname].doc or docx. Example: IWAGuenter.docx9. Email your completed document to [email protected] within two weeks of applying to

http://csumentor.edu.10. Your application for the MA in Education cannot be processed until the Initial Writing Assessment has

been received and reviewed.

Topics:

Common Core Standards Purpose of Schooling Changing US Demographics Impact on Education Identity as Educational Leader Co-Teaching Considerations and Issues School Accountability Interventions in General and Special Education

Note: If your writing skills are not deemed strong enough, you may be denied and not accepted or you may be admitted to the program with conditional status. If you are admitted with conditional status, you will be required to take our credit/no credit one-unit writing course offered through the university's Regional Center for Continuing Education for an additional fee to help you improve your academic writing, citing, and referencing skills and move you from conditional status to classified status.

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http://csumentor.edu/


http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx/

http://www.csuchico.edu/soe/documents/SOEMAWritRub.pdf


Appendix DMA in Education Rubric for

Initial Writing Assessment and Advancement to Candidacy

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