Professional Education Unit Department of Foundational & Graduate Studies College of Education COUNSELING PROGRAM SUBMISSION

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1 Professional Education Unit Department of Foundational & Graduate Studies College of Education COUNSELING PROGRAM SUBMISSION MASTERS OF ARTS IN COUNSELING (P-12 PROVISIONAL CERTIFICATION IN SCHOOL COUNSELING) RANK I IN COUNSELING (P-12 STANDARD CERTIFICATION IN SCHOOL COUNSELING) Governing Kentucky Regulation: Kentucky Education Professional Standards Board (2005) STANDARDS FOR GUIDANCE COUNSELING PROGRAMS 16 KAR 5:010. Standards for accreditation of educator preparation units and approval of programs. September 15, 2010 [February 28, 2011][ May 15, 2001][ June 16] June 21 June 23 0

2 Table of Contents Table of Tables 2 Document 1. Conceptual Framework 3 A. Unit Overview 3 B. Program Links to Conceptual Framework 4 Document 2. Continuous Assessment 5 A. Links to the Conceptual Framework 5 B. Integration of Standards in Continuous Assessment 5 C. Candidate Assessment: Checkpoints and Multiple Assessments 6 D. Continuous Assessment of System: Multiple Assessments, Checkpoints and Feedback Loops E. Code of Ethics and Professional Dispositions 16 F. Faculty Evaluations 17 G. Plan for Collecting P-12 Candidate Impact Data 17 H. Use of Technology for Program Assessment 18 I. Assurance that Assessments are Accurate, Fair, and Consistent Document 3. Program Experiences 18 1

3 Table of Tables Table 1 Checkpoints and Multiple Assessments for Master s of Arts in and P-12 Provisional Certification 6 Table 2 Checkpoints and Multiple Assessments for Rank I 9 P-12 Standard Certification Table 3 Disposition Assessment for Counselor Education (DACE) 15 Table 4 Descriptive Table of Required Courses for Master s of Arts in and P-12 Provisional School Counselor Certification 19 Table 5 Descriptive Table of Courses for Rank 1 in and P-12 Standard School Counselor Certification 21 Table 6 Table 7 Table 8 Table 9 Kentucky EPSB Standards (Derived from CACREP Standards) for Guidance Programs by M.A. in Courses 23 Kentucky EPSB Standards For Guidance Programs (Derived from CACREP Standards) by Rank I in Courses 34 Assessment Checkpoints by Conceptual Framework and Standards M.A. in and Rank I in. 45 Program Education Professional Standards Board (EPSB) Themes 47 Table 10 KERA Standards and Courses in the M.A. in Program 50 Table 11 KERA Standards and Courses in the Rank I in Program 51 Table 12 Matrix of KERA Standards and Courses in the M.A. Program 52 Table 13 Matrix of KERA Standards and Courses in the Rank I Program 53 Table 14 Kentucky Teacher Standards and Courses in M.A. and Rank I Program 54 Table 15. Integration of Program of Studies, Core Content for Assessment, MUNIS, SISI, KTIP, SBDM and Special Education Laws, Professional Code of Ethics for Kentucky Certified Personnel, School Safety 56 Table 16 Program Faculty (N=6) 57 Tables Curriculum Contract Sheets M.A. and Rank I in Appendix A Links to Program Syllabi 66 2

4 Document 1. Conceptual Framework A. Unit Overview Community Engagement: A Light to and from the Mountains The Professional Education Unit at Morehead State University strives to promote the flow of Light to and from the Mountains by engaging with communities of learners at all levels and in a variety of contexts including P-12 candidates, pre-service candidates and in-service educators, university faculty and staff, and community members. We deliver high quality educator preparation programs that are informed by relevant national and international scholarship. Appalachian research, literature, and experience is integrated throughout curricula to ensure that candidates are equipped with the knowledge and skills needed to improve the schools, quality of life, and communities in eastern Kentucky and beyond. Four critical concepts have been identified to provide an intellectual framework and coherence to support candidates, colleagues, public school practitioners, and stakeholders in their understanding of the Unit s commitment to engage multiple communities and to prepare educators who are equipped to bring a Light to and from the Mountains. These concepts are: Informed Decision-Making; Diversity and Holistic Education; Collaboration and Coalition Building; and Empowerment. The knowledge and skill set needed to empower educators to apply these concepts is developed as they move through their academic program. Five performance areas have been identified to guide the focus and context used in Unit decision-making and course and program outcome development and assessment. The Unit and the faculty within individual programs assess the degree to which its graduates: 1. master the content knowledge, professional and the twenty first century skills needed to make an optimal contribution to whole candidate learning in educational setting; 2. are competent in the collection and use of data to inform decision- making and to demonstrate accountability for candidate learning; 3. demonstrate professional dispositions; 4. are culturally competent and understand the regions from which they have come utilizing knowledge and experiences to effectively bridge the gaps (economic, achievement, and geographic) ensuring optimal learning for all candidates; 5. engage in authentic field experiences in collaboration with committed school based partners and are empowered to improve the quality of education throughout this region and beyond. The Morehead State Conceptual Framework Document is available on line at: 3

5 B. Program Links to the Conceptual Framework The Master of Arts in and coursework in Rank I in the counseling program, leading to P-12 provisional school counseling certification and P-12 standard school counseling certification respectively, are linked to the conceptual framework and its theme Community Engagement: A Light to and from the Mountains in a number of ways. The counselor education program includes the five performance areas in the Conceptual Framework. 1. Morehead s counselor education program prepares counselors to serve as candidate advocates in the school setting to ensure development of the whole candidate in (1) academic, (2) career, and (3) personal/social development. These three foundational elements of the American School Counselor Association (ASCA) model for school counseling programs shape the coursework and fieldwork in the counselor education program at Morehead State University. 2. The counselor education program at Morehead State University prepares counselors who are competent in the collection and use of data to inform decision-making and to demonstrate accountability for candidate learning. Courses in measurement principles and techniques, research methods in education, and practicum in counseling provide a knowledge base and opportunities to apply data-informed decision-making. 3. The professional dispositions of candidates in counseling program are measured upon entry (in EDGC 656 Introduction to ) and exit (in EDGC 669 Practicum in ). A valid, reliable, instrument, the Disposition Assessment in Counselor Education (DACE) was developed by faculty in the program and is used to measure change in professional dispositions. 4. The majority of candidates in the counseling program are currently teaching in the public schools of Morehead State University s service region. Through EDF 610 Advanced Human Growth and Development, a life-span development course, EDGC 620 Psycho- Social and Multicultural Factors in, EDGC 665 Philosophy and Practice of School, and EDGC 661 Measurement Principles and Techniques, candidates preparing to become school counselors deepen their knowledge and experience to effectively recognize and bridge the gaps (economic, achievement, and geographic). 5. The supervised Practicum in the Master s degree program provides opportunities for candidates to work in public schools and agencies in Morehead s geographical area. This fieldwork provides an excellent grounding for graduates of the counselor education program both as school counselors and counselors in mental health agencies. Additionally, Morehead State University s Program collaborates with the Eastern Kentucky Association to present an annual Mid-Winter Meeting. Faculty members also offer professional development at the annual meetings of the Eastern Kentucky Association (EKCA), Kentucky School Counselors Association (KSCA) and Kentucky Association (KCA). 4

6 Document 2. Continuous Assessment A. Links to the Conceptual Framework The Conceptual Framework states that the Professional Education Unit at Morehead State University s mission is to prepare educational professionals in Eastern Kentucky to work with the multiple perspectives of other professionals and candidates in our region and beyond. Candidates in the counselor education program must demonstrate the knowledge, skills, and dispositions that have been set forth by state and national professional organizations. To ensure quality counselor preparation, a Continuous Assessment System (CAS) has been developed by the counseling faculty and implemented to ensure the professional standards and goals of the Professional Education Unit (PEU) are met and that these are consistent with the mission of the University. B. Integration of Standards in Continuous Assessment The Preamble for the Kentucky Standards for Guidance Counselor Programs (Kentucky Education Professional Standards Board, 2005). which are incorporated by reference in 16 KAR 5:010, states: Professional guidance counselors represent a significant and important component of the educational leadership team within the P-12 schools of the Commonwealth. The standards for training and preparation for guidance counselors evolved from a synthesis of the American School Counselor Association (ASCA) National Model and the Council for Accreditation of and Related Educational Programs (CACREP) national counselor preparation standards. The standards acknowledge the importance of a common core of knowledge, skills, and abilities as well as the specific skills and knowledge unique to the practice of professional school counseling. The standards for counselor training and preparation represent the foundation for the profession of guidance counseling in the Commonwealth of Kentucky (p.1). The Kentucky Standards for Guidance Counselor Programs (EPSB, 2005), which are incorporated by reference in 16 KAR 5:010, are delineated and linked to program courses, activities, and assessments in Tables 6 and 7 on pages 20 and 24. By aligning program course objectives, activities with KYEPSB (2005) standards and measuring the mastery of these objectives within the courses, we assure that our graduates have the knowledge and skills needed for: (1) obtaining provisional P-12 school counseling certification, (2) obtaining standard P-12 school counseling certification, and (2) functioning as high-level professionals in the public school setting. Alignment with Kentucky Teacher Standards, Kentucky Education Reform Act Goals, Education Professional Board Themes, and National Accreditation of Colleges of Teacher Education (NCATE) Standards are presented in Tables 4 through 17 on pages in this document. 5

7 C. Candidate Assessment: Checkpoints and Multiple Assessments Table 1 below presents the checkpoints and key assessments that are used to monitor candidates in the Masters of Arts in program. Table 1. Checkpoints and Multiple Assessments for Master s of Arts in and P-12 Provisional Certification Checkpoint Assessment Data Outcomes Decision Maker(s) PROGRAM ADMISSION *(Transition pt 1) General Admission to Graduate Study Baccalaureate degree from an accredited institution of higher education. Minimum overall GPA of 2.5 University Director of Graduate Programs Additional Requirements for admission to M.A. in Program: Upon meeting all of the General Admission to Graduate Study requirements and the Additional Requirements for admission to M.A. in Program, the candidate is admitted ADHERENCE TO ETHICAL STANDARDS (Transition Pt 2) A GRE score of 800 (verbal and quantitative) with a minimum verbal score of 350 or a raw score of 33 ( Scaled Score on the Miller Analogies Test (MAT) is required. TOEFL; 525 (197 computer based) or 74 English Language Instruction Test of the University of Michigan for international candidates. Candidates are expected to adhere to the ethical standards and guidelines of the American Association, American School Association, and Professional Code of Ethics for Kentucky School Certified Personnel. Ethical standards are taught in EDGC 656, EDGC 665, EDGC 661, EDGC 668, EDGC 669. Knowledge and understanding is measured in these courses. Data used as measures of candidate s knowledge & skills Aggregate data are used for program evaluation to determine optimal admission criteria. Ethical behavior is monitored by Faculty and Field Supervisor of Practicum. Breach of ethical practices will result in dismissal from the program. Data are used to monitor the candidate s knowledge and skills and his or her ability to maintain ethical behavior. Chair of Foundational and Graduate Studies in Education Chair of the Foundational and Graduate Studies in Education with Program faculty. MEASURING DISPOSITIONS FOR PROFESSIONAL PRACTICE (Transition pts 1,2,3) Assessment of candidates adherence to ethical standards are continuously monitored by the candidate s written work in online and face-to-face classes in the candidate s interactions with faculty and other students both through s, online classes, and faceto-face interactions. The faculty of the Program, has developed the Dispositional Assessment for Counselor Education (DACE). Candidates take the DACE upon admission to the program and again during Practicum. The instrument has internal consistency reliability and content validity. The DACE is used at entry in EDGC 656 and exit in EDGC 669 and 679. Ethical conduct of each candidate is monitored by counseling faculty and the candidate s advisor. The DACE is still in developmental stages and is being used to measure individuals and the group as a whole. Dispositional issues are identified and noted by individual faculty members and advisors. These are Program Leader and Program Faculty. 6

8 Additionally, counseling faculty monitor candidate s dispositions through coursework and interactions in and beyond the classroom discussed within counseling faculty meetings and are continuously monitored. (Table 1 continued) 7

9 Table 1. Checkpoints and Multiple Assessments for Master s of Arts in and P-12 Provisional Certification (Table Continued) Checkpoint Assessment Data Outcomes MAINTAIN GRADE To obtain a M.A in, the candidate must REQUIREMENTS complete the required 36 hours of specified (Transition pt 2) coursework with a GPA of 3.0. or higher with no more than two Cs. ADMISSION TO PROFESSIONAL PRACTICUM (Transition pt 2) SUCCESSFUL COMPLETION OF PRACTICUM (Transition pt 2) The 36 semester hours in the M.A. in Program are aligned with EPSB s requirements certification for provisional P-12 school counseling in Kentucky. There are no electives in the program. Coursework includes Practicum. The candidate must apply for Advanced Practicum after coursework has been completed Assessed each semester via Datatel monitoring. GPA of 3.0 or above and no more than 2Cs in program. After the candidate has successfully completed all of the core courses in the counseling program, he or she will submit an Application for Practicum the semester before he or she wishes to be enrolled in Practicum. The candidate will obtain his or her placement for Practicum with a Kentucky certified school counselor. The time in Practicum must be split between elementary and middle/high school. The Practicum candidate is monitored and evaluated by both the school-based counselor supervisor and the university Practicum supervisor. Formative feedback is continuously provided for the candidate. The successful completion of Practicum will be determined by the Practicum supervisor in consultation with the school-based Practicum counselor supervisor. (Table 1 continued) Candidate with GPA falling below 3.0 will be placed on one semester s probation. Candidates failing to obtain a GPA of at least 3.0 by the end of probation will be dropped from the program. Notification of probation will be sent by advisor. Candidates who receive grade of C in two graduate courses will be notified with a warning from his or her advisor. The Applications for Practicum are reviewed first by the candidate s advisor to assure that all core counseling courses have been successfully completed. The Applications are then reviewed by the Supervisor of Practicum. After the candidates are recommended by the advisor and Supervisor of Practicum, the candidate is enrolled by the Department s Administrative Assistant. Candidate will complete Practicum with the grade of C or above. It is expected that the majority of candidates will complete Practicum with the grade of B or above. Program evaluation includes monitoring of Practicum grades (WEAVE) Decision Maker(s) Chair of Foundational and Graduate Studies. Chair notifies candidate s advisor who notifies candidate in writing. Chair of Foundational and Graduate Studies. The candidate s advisor and the Supervisor of Practicum. Faculty member teaching EDGC 669: Practicum in. 8

10 Table 1. Checkpoints and Multiple Assessments for Master s of Arts in and P-12 Provisional Certification (Table Continued) Checkpoint Assessment Data Outcomes SUCCESSFUL Upon successful completion of all coursework, the COMPLETION OF EIT candidate will complete a Request to Take Exit EAM Exam and submit it to his/her adviser. (Transition pt 3) After permission has been obtained, the candidate will take the paper-and-pencil Master s of Arts in Exit Exam. This Exam includes 100 multiple-choice questions from each of the 10 courses in the program. (Two hours are allowed for the monitored face-to-face paper-and-pencil administration of the test.) COMPLETION OF PROGRAM PAPERWORK IN GRADUATE OFFICE (Transition pt 3) EITING CANDIDATE AND ALUMNI SURVEYS (Transition pt 3) Measure of candidate s professional knowledge. Program Evaluation Measure: (WEAVE). Aggregate data are presented by course measured (10 of the 12 courses are measured with 10 items each). After successfully completing and passing the Exit Exam, the candidate must complete Completion or Program paperwork in Graduate Office before the deadline specified by the Graduate Office. Candidate feedback on the program is collected as candidates complete Exit Exam. Alumni survey data are collected every five years. (End of Table 1). *see pp of Unit Continuous Assessment System The candidate s adviser reviews his or her program checksheet, signs permission for the Exit Exam, and gives it to the Program Leader. The Program Leader administers and scores the Exit Exams. The Department Administrative Assistant notifies the candidate and the Graduate Office of the results of the Exit Exam. If the candidate does not pass the Exit Exam, the Program Leader consults with the candidate and the candidate re-takes the written Exit Exam. If the candidate fails to pass the exam the second time, the candidate may take an oral exam. If the candidate fails to pass the Oral Exit Exam, a Remediation Plan is developed with the candidate and the counseling faculty. After re-taking the suggested courses, the candidate can reapply to take the Exit Exam. Completed in the Graduate Office. before to the deadline for the semester. Candidates cannot complete program without completing document. Candidates are given a survey and postage-paid, return envelope for MSU after Exit Exam. Mailed and electronic means are used to collect Alumni data. Program data are reviewed with Faculty. Timeliness of data varies by candidate some candidates take up to 10 years to complete M.A. Decision Maker(s) Faculty. Program Leader. Program Leader. Oral Exam with Faculty and Department Chair Candidate, Faculty, and Department Chair. University Director of Graduate Programs. Program Leader; Chair of Foundational and Graduate Studies in Education 9

11 Table 2. Checkpoints and Multiple Assessments for Rank I P-12 Standard Certification Checkpoint ADMISSION TO RANK I IN COUNSELING **(Transition pt 1) ADHERENCE TO ETHICAL STANDARDS (Transition pt 2) MAINTAIN GRADE REQUIREMENTS (Transition pt 2) Assessment Data Outcomes Decision Maker(s) Requirements: 1. A minimum combined score on the verbal and Candidate meets quantitative sections of the GRE of 800 with a requirements and is minimum verbal score of 350 or a 33 raw score admitted to the program. ( Scaled Score) on the Miller Analogies Test is required. Data are used as measures 2. GPA of 3.5 in the master s degree. of candidate s knowledge & 3. Provisional certification in P-12 school skills. Aggregate data are counseling. used for program NOTE: Admission requirements for Rank I in evaluation to determine include completion of the M.A. in optimal admission criteria.. Completing the M.A. in required the candidate to take and pass the Master s Exit Exam described on pp However, the candidate s score on M.A. Exit Exam is NOT a criterion for admission to Rank I. Candidates are expected to adhere to the ethical standards and guidelines of the American Association, American School Association, and Professional Code of Ethics for Kentucky School Certified Personnel. Ethical standards are taught in the M.A. in and in Rank I Courses: EDGC 662, EDGC 683, EDGC 674, EDGC 680, and EDGC 679. Knowledge and understanding is measured in these courses. Assessment of candidates adherence to ethical standards are continuously monitored by the candidate s written work in online and face-toface classes in the candidate s interactions with faculty and other students both through s, online classes, and face-to-face interactions. Candidates must complete the required Rank I 24 hours of specified coursework with a GPA of 3.0. with no more than two Cs. For a Standard P-12 standard certificate in school counseling the candidate must complete EDGC 683 Advanced Theories and EDGC 679 Advanced Practicum, if the candidate is currently employed as a school counselor and has worked as a school counselor for at least two years. If the candidate is not employed as a counselor, the candidate must take EDGC 683; EDGC 679; and one additional Rank I course for a total of 9 hours. 10 Ethical behavior is monitored by Faculty and Field Supervisor of Practicum. Breach of ethical practices will result in dismissal from the program. Data are used to monitor the candidate s knowledge and skills and his or her ability to maintain ethical behavior. Ethical conduct of each candidate is monitored by counseling faculty and the candidate s advisor. Measured each semester via Datatel monitoring. GPA of 3.0 or above and no more than 2Cs in program. Candidate with GPA falling below 3.0 will be placed on one semester s probation. Candidates failing to obtain a GPA of at least 3.0 by the end of probation will be dropped from the program. Notification of probation will be sent by advisor. Candidates who receive grade of C in two graduate courses is notified with a warning from his or her advisor. University Director of Graduate Programs Chair of Foundational and Graduate Studies in Education Chair of the Foundational and Graduate Studies in Education with consultation from Program faculty. Chair of Foundational and Graduate Studies. Chair notifies candidate s advisor who notifies candidate in writing. Chair of Foundational and Graduate Studies.

12 Table 2. Checkpoints and Multiple Assessments for Rank I P-12 Standard Certification (Table Continued) Checkpoint Assessment Data Outcome Decision Maker(s) ADMISSION TO PROFESSIONAL ADVANCED PRACTICUM (Transition pt 2) After the candidate has successfully completed required courses in the counseling program, he or she will submit an Application for Advanced Practicum the semester before he or she wishes to be enrolled in Advanced Practicum. The Applications for Advanced Practicum are reviewed first by the candidate s advisor to assure that required The candidate s advisor and the Supervisor of Practicum. courses have been successfully completed. SUCCESSFUL COMPLETION OF ADVANCED PRACTICUM (Transition pt 2) RANK I EIT EAM (Transition pt 3) EITING CANDIDATE ALUMNI SURVEYS (Transition pt 3) (End of Table 2) The candidate will obtain his or her placement for Practicum with a certified school counselor. The time in Advanced Practicum must be split between elementary and middle/high school. The Advanced Practicum candidate is monitored and evaluated by both the school-based counselor supervisor and the university Practicum supervisor. Formative feedback is continuously provided for the candidate. The successful completion of Advanced Practicum will be determined by the Practicum supervisor in consultation with the school-based Advanced Practicum counselor supervisor. After completing all coursework for Rank I-- including Advanced Practicum the Rank I candidate must complete a face-to-face Exit Exam with a minimum of two regular Faculty members. The Exam consists of a review with the candidate of the candidate s careerpath, goals, important knowledge and skills learned in the program and feedback on the program. Candidate feedback on the program is collected as candidates complete Rank I Exit Exam. Alumni survey data are collected every five years. Candidates are given a survey and postage-paid, return envelope for MSU after Rank I Exit Exam. Mailed and electronic means are used to collect Alumni data. **see pp 49 of Unit Continuous Assessment System The Applications are then reviewed by the Supervisor of Practicum. After the candidate is recommended by the advisor and Supervisor of Practicum, the candidate is enrolled by the Department s Administrative Assistant. Both oral and written formative feedback is provided for the candidate by both the school-based and university-based Practicum supervisors. Candidate must complete Practicum with the grade of C or above. It is expected that the majority of candidates will complete Practicum with the grade of B or above. Candidate is able to summarize his or her counseling career path, major knowledge and skills obtained through the program. The Rank I Exit Exam serves as a culminating evaluation both of and by the candidate. Program data are reviewed with Faculty. Timeliness of data varies by candidate some candidates take up to 10 years to complete Rank I. Faculty member teaching EDGC 679: Advanced Practicum in. A minimum of two regular Program faculty. Program Leader; Chair of Foundational and Graduate Studies in Education 11

13 D. Continuous Assessment System: Multiple Assessments, Checkpoints and Feedback Loops Assessment within Courses Each course syllabus clearly delineates: (1) the alignment of each assignment with standards, student-learning objectives, and the conceptual framework, (2) the point or percentage value of each assignment, (3) the rubric to be used to grade the assignment, and (4) the formula used to calculate the final course grade. Formative assessments (defined by Stiggins as assessment for learning) are consistently used in every course throughout the M.A. and Rank I Programs. Each course has an extended formal written project as well as weekly written Discussion Board assignments. In return, each courses and instructor is evaluated by candidates using the required FGSE Departmental Evaluation. These data are aggregated by each instructor and are submitted to the FGSE Chair at the end of each calendar year. Course Grades in M.A.in and Rank I Programs Candidate s course grades are monitored through MSU s Datatel system. Specifically, the names of students who have either: a GPA that falls below the required 3.0 minimum or two Cs in the program, are forwarded to the candidate s advisor by the FGSE Department Chair. The advisor then sends written notice to the candidate that he or she has failed to maintain criteria needed to remain in the program. The advisor then works with the candidate to make corrections necessary, for example, to re-take courses. EDGC 669 Practicum and EDGC 679 Advanced Practicum Grades In the years , the average grade for Practicum (M.A. in ) and Advanced Practicum (Rank I in ) was an A. These two courses, EDGC 669, Practicum in the M.A. in program (provisional school counselor certification) and EDGC 679, Advanced Practicum required for candidates seeking standard school counseling certification include multiple assessments of the candidates counseling knowledge and skills. Candidates in Practicum and Advanced Practicum are provided with continuous formative feedback by both the certified school counselor supervisor in the field and the university course instructor. All candidates from successfully completed these two courses. M.A. in Exit Exam Candidates scores on the M.A. in Exit Exams results are analyzed using item analysis by course and by item. Exit Exam results are reviewed after each semester s administration by the Program Leader and the counseling faculty. The program has had a high faculty turnover in the past five years. The Program Leader is currently working with the faculty to assure the alignment of the content of the Exit Exam (content validity) with the content of the Syllabus for each course. The pass rate for the Exit Exam for was 100%; was 100%; was 100%; for was 95%; for was 100%. Although these pass rates indicate success, the cut-off score for passing is 60 out of 100 questions. The Exit Exam was administered by the Testing Office using Blackboard for the years 12

14 2005 through In 2008, for financial reasons, the responsibility for administering the Exit Exam was returned to the Program. The updating of the items and the change to a paper-and-pencil exam may explain the drop in pass-rate for After a review of the content of the Exit Exam by the counseling faculty in 2009, the Exit Exam was revised. The pass-rate in was 100%. The mean and standard deviations of scores for each semesters M.A. in Exit Exams are presented by course. Content from ten of the twelve courses in the program are measured by 10 items each. EDGC 671 Practices and Techniques and EDGC 679 Practicum are not measured. Knowledge and skills from these two courses are measured by classroom formative and summative assessments. The summary statistics from the Exit Exam by course are reviewed annually by the Faculty. If average scores by course are below expected ranges, content and items are reviewed to assure content validity of the Exit Exam. The M.A. in Exit Exam is presented in a different form (e.g. item arrangement) for each administration. Item Analysis for Exit Exam A typical item analysis of the M.A. in Exit Exam was performed after the fall 2008 and spring 2009 administration of the Exam in Prestonsburg and Morehead. The item analysis was completed by the program leader and counseling faculty. Scantron sheets were used for all candidate responses to the 100 multiplechoice (4-options) items. First the Scantron sheets were electronically scored, then an electronic Item Analysis sheet provided by MSU testing center-- was used to indicate the number of candidates who had correctly or incorrectly responded to each item. A color-code was used to mark a copy of the Exit Exam. Items were coded: (1) red=items that all candidates in Prestonsburg had missed; (2) blue=all items that all candidates in Morehead had missed, (3) asterisks indicated items that all candidates had missed, (4) green=items that all candidates had marked with the correct answer, (5) purple =miskeyed items. The seven items that had been missed by all candidates were reviewed. One of the items had been miskeyed and adjustments were made to candidates scores. It was noted that many items in the EDGC 661 Measurement Principles and Techniques and EDGC 600 Research in Education sections of the test had been missed. Some content of these items had been taught by faculty who had since retired the items were not aligned with the emphasis used by current faculty teaching the courses. For a few items, the counseling faculty suggested that the vocabulary in the item differed with the vocabulary used in teaching the material. These were reviewed by faculty teaching the courses, and revised---assuring that the content was still aligned with the Study Guide 2009 Revision. Other items were reviewed for item difficulty. Some items were expected to be more difficult as they require application rather than recognition or recall. (This is particularly true in EDGC 661 and EDGC 600.) Speededness was also reviewed all candidates had time to complete the test in the two hours provided. The Program Assessment Data for academic years , , , and through were used to answer the following questions (1) What did the data tell us? and 2) How have these data informed the gradual improvement of this program? 13

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