Graduate Assessment Plan (Master s programs) DUE Dec 15, 2011 to Gita N. Ramaswamy, Director of Assessment

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1 Graduate Assessment Plan (Master s programs) DUE Dec 15, 2011 to Gita N. Ramaswamy, Director of Assessment Directions: Please complete this graduate student learning outcomes assessment plan for each Master s program with the distinct learning outcomes in your unit. Be concise, but provide as much information as needed to give a snapshot of your assessment plan/process. If you have this information in another format that articulates the following, please feel free to attach that document and refer to it as appropriate in the boxes below. If you have questions, please contact Gita at Program Information: Program K-12 School Based Department/School Science and Mathematics Education College College of Education Report Submitted by Program Coordinator: Margaret Niess 2. Program Outcomes Provide the Student Learning Objectives/Outcomes for your Master s program. We use the Graduate Council approved (on February 25, 2011) motion regarding the Graduate Learning Outcomes (GLOS) for Master s students: To conduct research or product some other form of creative work To demonstrate mastery of subject material To conduct scholarly or activities in an ethical manner The assessment of these outcomes and the specification of learning objectives related to these outcomes are carried out at the program level. At the K-12 Online MS program level the primary student learning objectives/outcomes include: 1. Teacher participants will deepen their interdisciplinary content teaching knowledge and skills in mathematics and science with specific attention to the impact of appropriate technologies, thus improving their pedagogical content knowledge for teaching interdisciplinary mathematics science and technology. 2. Teacher participants will increase their capabilities to use technology to enhance mathematics and science learning thus increasing their technological pedagogical content knowledge; 3. Teacher participants will become development leaders in their districts in using technology to enhance science and math learning and achievement. 3. Measurement Provide a detailed narrative or schematic to articulate how all the outcomes will be measured for all outcomes. a) Describe the methods you will use to assess each outcome. The K-12 Online Masters in Science Education or in Mathematics Education uses these means of assessment in measuring the outcomes: minimum admission standards, assessment of application materials; meeting a predetermined standard in graduate level coursework (content/subject matter and GPA of 3.0 or above); written Capstone paper accompanied by a website presentation of the Capstone project oral defense of the Capstone project. Measurement methods specific to the K-12 Online MS program in Science and Mathematics Education are detailed in Attachment A 1

2 b) Describe and attach any measurement tools to be used (exam results, performance criteria, evaluation/performance rubrics, etc.,) Attachment B is a Scoring Guide (Rubric) for the K-12 Online MS program Final Capstone Portfolio Attachment D is a Scoring Guide (Rubric) for the Scoop Portfolio Synthesis and Analysis of Instructional Strategies 1. Please provide a skeletal assessment plan (Mapping Guide) for your program: Provide a skeleton plan describing the specific activities and assessment method for each outcome. Attachment D provides the Mapping Guide for the K-12 Online MS program. 2. Other activities that have informed decision making: Please report on any other activities that you feel fall under assessment that were not captured above. This may include general satisfaction surveys, employer input, or other initiatives that contribute to student learning or program improvement. none 2

3 Attachment A Graduate Learning Objectives/Outcomes for MS Programs K-12 Teachers Online Science and Mathematics Education, College of Education The following table indicates what we have identified as universal graduate learning objectives, by which we assess graduate learning outcomes; also for each we include the broadly used means of assessment. Individual programs and Departments may have additional graduate learning objectives; most often these are explicitly stated in a Departmental Graduate Handbook, in documentation provided by a organization or society, or included as degree requirements. The overarching objectives in the table address what are considered to be critical areas of competency (a comprehensive appreciation of the field of study, an understanding of current issues of importance in the field, a grounding in ethics, and a demonstration of creativity) at various points on the path through graduate studies (admissions, matriculation to candidacy, graduation). Some of the objectives apply to any degree program, and some are specific to the non-thesis (coursework) MS, the non-thesis (project) MS, the thesis MS, or the PhD, as indicated. Likewise there is some variation amongst the degree programs as regards means of assessment. Means of assessment referenced in the table below include: (1) minimum admission standards, assessment of application materials, admissions process interviews; (2) meeting a predetermined standard in graduate level coursework (content/subject matter and GPA of 3.0 or above) (3) written research project paper (4) oral defense MS Objective Students will have met the objectives for learning outcomes in an undergraduate discipline relevant to their graduate field of study. Scoring methods: 1 Graduates will be able to summarize major central issues and current research problems in their field. Scoring methods: 2,3,4 Graduates will be able to communicate the major tenets of their field and their work orally and in writing for students, peers and the lay public. Scoring methods: 2,3,4 Graduates will be able to identify areas where ethical issues may arise in their work or discipline. Scoring methods: 2,3,4 Graduates will have completed and defended: (1) an original manuscript based on either a review and synthesis of the primary literature [non-thesis (project) MS] or original research. (2) mastery of appropriate advanced coursework in the field. [non-thesis (coursework) MS] Scoring methods: 2,3,4 3

4 Attachment B Oregon State University, Science and Mathematics Education Final Evaluation of Capstone Project Identify the number that applies to the completed MS Capstone paper and website using the categories: Lacking Partially evident; needs work Proficient Exemplary Student Name: I. Contextual Aspects of Capstone Project a. Vision for the PD b. Needs Assessment Analysis and Support c. School/District context d. Description of the participants e. Professional Development Schedule f. Instructional Strategies II. Conceptual Framework: Rationale/ Goals/Standards a. Challenges and Rationale leading to PD b. Goals and Objectives c. Alignment of Plan with Goals/Objectives d. Reflective Discussion on the Activities III. Evaluation of the Professional Development a. Evaluation Questions b. Procedures for Addressing Evaluation Questions c. Data Analysis and Discussion d. Interpretations of the Results e. Implications and Reflections f. Final Reflective Statement 4

5 IV. References and Appendix data a. References b. Needs Assessment Survey c. Needs Assessment Data and Analysis d. IRB Information Handout e. Interview Protocol f. Professional Development Survey V. Structural Aspects of Capstone a. Title b. Abstract c. Table of Contents d. Professional Development Section e. Evaluation of PD Section f. Appropriate use of language conventions (APA, spelling, structure, punctuation) g. Graduate level communication h. Document available in Word electronically i. Document displayed in Website General Comments Major Professor: Date: 5

6 Attachment C Mapping Guide for the MS Degree K-12 Online MS Only the top 5 activities are listed for each outcome. Other activities may also support the outcomes, however data will be collected for those listed in each column. Learning Outcomes: Graduate students in the MS program will demonstrate -> Outcome 1: Knowledge and Scholarship Outcome 2: Communication Outcome 3: Critical Thinking and Problem Solving Outcome 4: Ethical Conduct Outcome 5: Professional Development Activities and Evidence 1. Plan of Study Coursework 2. Interdisciplinary Science/Mathematics Technology Assessment Plan Portfolio 3. Scoop Portfolio Synthesis and Analysis of Instructional Strategies Identify and conduct original research, scholarship or creative endeavors Gain knowledge needed for teaching interdisciplinary science/mathematics/ technology in the K-12 school setting Develop and defend a plan for assessment of interdisciplinary learning in K-12 Develop and defend a critical analysis of instructional strategies when integrating technology in Effectively communicate their field of study Participate in the community of learners discussions to analyze and synthesize important concepts and processes in interdisciplinary K-12 teaching and learning in science/mathematics/ technology. Prepare a formal presentation that effectively communicates plans for assessment of interdisciplinary learning Communicate the cooperative and collaborative groups in the discussion and consolidation of Think Critically, creatively and solve problems in their field of study Actively participate in cooperative and collaborative groups in the completion of course assignments Develop a critical assessment plan for interdisciplinary science/mathematics/ technology learning Critically analyzes student knowledge, skills and dispositions when engaged in instruction directed Conduct research in an ethical and responsible manner Complete CITI training Conduct peer reviews of assessment plans in ethical manner Conduct peer reviews of Scoop Portfolios in ethical manner Demonstrate attributes of development consistent with expectations within their field of study 6

7 math/science instruction instructional strategies for teaching with technologies. toward integrating technology in math/science 4. M.S. Capstone Professional Development Proposal 5. M.S. Capstone Professional Development Evaluation Proposal 6. M.S. Professional Development Project Implementation Develop and defend a proposal for development based on identified needs in the environment Develop and defend a proposal for evaluation of the development based on research-based evaluation literature Develop and defend a proposal for development based on identified needs in the environment 7. MS Oral Defense Demonstrate confidence and fluency with content knowledge and development evaluation practices Actively engage in the community of learners discussions and in the review process in the support of the development of the development Actively engage in the community of learners discussions and in the review process in the design, development and communication of evaluation procedures Actively engage in the community of learners discussions and in the review process in the support of the development of the development Present Capstone in a publication aimed at practitioners in the field Develop a proposal that demonstrates the ability to think clearly and solve problems through a written proposal Develop a proposal that demonstrates the ability to think clearly about evaluation and how it provides appropriate analyses upon completion of Capstone Develop a proposal that demonstrates the ability to think clearly and solve problems through a written proposal Defend the development program results before the student s Advisory Committee Conduct peer reviews of proposals in ethical manner Conduct peer reviews of evaluation procedures and plans in ethical manner; defend the IRB plans for evaluation Conduct peer reviews of proposals in ethical manner Present and defend the ethical practices used in the development project. Conduct needs assessment to direct the identification of the development plan Rely on research-based evidence in the design of plans for evaluation of effectiveness of development Provide leadership in the implementation of a development to support teachers in integrating technology in science/math Present the development project before the Student s Advisory Committee 7

8 Attachment D SED 593/594 Final Scoring Rubric Scoop Electronic Portfolio Participant Name: Review Proficient Needs Work Not Acceptable Scoop Collection: Academic Contribution Responds to all expectations Responds to all expectations but some of them are not complete 1 or more expectations left unanswered Scoop Collection: Partner Assessment and Recommendation Academic Contribution Responds to all expectations Responds to all expectations but some of them are not complete 1 or more expectations left unanswered Scoop Collection: Final Analysis and Reflection Academic Contribution Responds to all expectations Responds to all expectations but some of them are not complete 1 or more expectations left unanswered Communication Portfolio as a whole communicates clearly and concisely with correct English conventions in grammar and spelling. Portfolio as a whole follows page, spacing and font directions. Information is displayed in an easy to read manner. Provides review on time and in an easy to transfer manner Portfolio as a whole communicates somewhat clearly and concisely with some errors in English conventions. Portfolio as a whole follows page, spacing and font directions. Information is displayed adequately. Review is on time but presents some difficulty for transferring the information Portfolio as a whole does not communicate clearly, concisely, or with correct English conventions. Portfolio as a whole does not follow page, spacing and font directions. is not displayed adequately. Is not submitted on time Analysis & synthesis Portfolio as a whole demonstrates deep synthesis and analysis of assigned readings in relation to all topics. References to the readings are clear and adequately cited Portfolio as a whole includes meaningful comments without support from readings OR inappropriate citation. Portfolio as a whole does not demonstrate understanding of basic concepts in the assigned readings. References to the readings are not included. 8

9 Reflection Portfolio as a whole reflects a deep understanding of how all of the materials affect and are affected by the context of one s own teaching AND students learning. Makes connections with substantive and meaningful references to classmates ideas if available. Portfolio as a whole includes the context of ones own teaching AND student s learning. Makes connections with substantive and meaningful references to classmates ideas if available. Portfolio as a whole omits the context of one s own teaching OR students learning OR connections with substantive and meaningful references to classmates ideas Feedback: Scoop Collection: Expectations Considered? Comments Introduction Part 1. Project Overview Part 2. Overall Scoop Description Part 3. Daily Scoops (for entire Scoop period) Part 4 Scoop reflections: Pre-Scoop Reflection Questions Daily Reflection Questions Post Scoop Reflection Questions Part 5. Supporting Documents Video Analyses: Video 1 Analysis Video Analyses: Video 2 9

10 Analysis Video Analyses: Video Analysis Survey and Reflection Photograph Log Daily Supporting Documents: Daily Instructional Materials Artifacts Documenting Learning (Such as Copies of Student Work) and Analyses Scoop Collection: Partner Assessment and Recommendation Considered? Comments Provides explanation of that this section is for (peer review) Clearly identifies partner as the reviewer? Video 1 lesson rating Video 2 lesson rating Summary rating for entire Scoop collection of lessons Recommendations for improving the Scoop Collections Scoop Collection: Final Analysis and Reflection (25 pts possible) Considered? Comments Explains revisions made as a result of peer review and how the peer review was useful in considering these changes Analysis of personal instruction during the scoop collection Analysis of personal instruction when integrating technology in teaching science/mathematics 10

11 Considers how instructional strategies have changed as result of this entire Scoop process (teaching, reflecting on instructional strategies during the Scoop, reflecting on instructional strategies discussed during the term and how/why incorporate when integrating technologies Discusses instructional strategy changes made during scoop Discusses plans for changes in instructional strategies in the future Discusses impact of scoop analysis of another classmates work helped in clarifying thinking about instruction Clearly demonstrates personal growth in the development of instructional strategies and models of technology-enhanced science and mathematics teaching. References readings, discussions and debates in coop groups about instructional strategies for integrating technology in teaching science/mathematics 11

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