AY PLO Cycle: Five-Year Program-Level Assessment Plan

Transcription

1 AY PLO Cycle: Five-Year Program-Level Assessment Plan Master of Arts in Education Program Kim Tolley, Program Director April 15, 2014 List of Program Level Learning Outcomes Curriculum & Instruction Concentration 1. Students will be able to: 1. Develop, implement, integrate, and assess curriculum 2. Analyze and evaluate the different categories and uses of tests 3. Use a wide range of library and academic online databases and internet resources to research educational problems. Apply a range of internet software programs to analyze and report quantitative and qualitative data. 4. Evaluate practices and systems that support the success of under-represented minority groups 5. Apply critical thinking skills, analytical reading skills, analytical writing skills, and oral communication skills in the evaluation of educational problems 6. Plan, conduct, evaluate, publish, and present a thesis research project based on a socially-relevant research question Disciplinary Studies Concentration 1. Students will be able to: 7. Develop, implement, integrate, and assess curriculum in the disciplinary subject area 8. Analyze and evaluate the different categories and uses of tests in the disciplinary subject area 9. Use a wide range of library and academic online databases and internet resources to research educational problems. Apply a range of internet software programs to analyze and report quantitative and qualitative data. 10. Evaluate practices and systems that support the success of under-represented minority groups in the disciplinary subject area 11. Apply critical thinking skills, analytical reading skills, analytical writing skills, and oral communication skills in the evaluation of educational problems 12. Plan, conduct, evaluate, publish, and present a thesis research project based on a socially-relevant research question 1

2 Pre-requisite Curriculum Map MASTER OF ARTS IN EDUCATION Program Level Learning Outcomes Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5 Outcome 6 Develop, Analyze and implement, evaluate the integrate, different and assess categories and curriculum uses of assessment Use online databases and internet resources to conduct research. Use internet software programs to analyze and report data Implement and evaluate practices and systems that support the success of underrepresented minority groups Apply critical thinking skills, analytical reading skills, analytical writing skills, and oral communication skills in the evaluation of educational problems EDU4113 I I I Education Elective Courses (12 units) EDU4100 I I I EDU4104 I I I EDU4107 P I I I EDU4110 I I I EDU4119 I I I I Core Courses (12 units) EDU4700 M P P EDU4703 P P P P EDU4706 P P P EDU4709 P P P P Master s Thesis Research Courses (6 units) EDU4721 P P P I EDU4724 M M M M M Plan, conduct, evaluate, publish, and present a thesis research project based on a sociallyrelevant research question 2

3 Assessment Timeline Outcomes: 1- Develop, implement, integrate, and assess curriculum 2- Analyze and evaluate the different categories and uses of assessment 3- Use online databases and internet resources to conduct research. Use internet software programs to analyze and report data 4- Evaluate practices and systems that support the success of under-represented minority groups 5- Apply critical thinking skills, analytical reading skills, analytical writing skills, and oral communication skills in the evaluation of educational problems 6- Plan, conduct, evaluate, publish, and present a thesis research project based on a sociallyrelevant research question PACT EDU4724 EDU4724 EDU4724 EDU PACT/ EDU4724 EDU4724 EDU4724 EDU4724 EDU4703* PACT/ EDU PACT/ EDU4724 EDU4724 EDU4724 EDU4724 EDU PACT/ EDU4700 * PACT data will be assessed in the case of students enrolled in the Disciplinary Studies concentration. 3

4 I. Planned Signature Assignment Students will be assessed using PACT data. PACT stands for Performance Assessment for California Teachers. It is a rigorous evaluation system for teacher candidates in both the Multiple Subject and the Single Subject credential programs. Successful completion of this teaching performance assessment is required to earn a California Preliminary Multiple Subject or Single Subject Teaching Credential, which articulates with the MA in Education Program. The PACT teaching performance in curriculum and assessment is measured with a rubric that includes 6 Teaching Performance Expectations (TPEs). Students final MA thesis projects will also be assessed in EDU4724-Education Research. II. Individuals Responsible for Assessment The PACT assessment will be conducted by Dr. Kelly Vaughn and Dr. William Barry and will be scored by instructors that have been calibrated for inter-rater reliability by Stanford University's PACT Program. In EDU4724 Education Research, as explained in the course syllabus and Thesis Handbook, two faculty readers work with students throughout the planning, research, analysis, and writing phases of the thesis. Students from both concentration areas complete the two courses that support the thesis proposal and research. The first reader is the course instructor, Dr. Kim Tolley. Throughout the semester, both readers assess and provide feedback to students on drafts of their final project. Both readers score the final project using a 4-point rubric that includes assessment of the two learning outcomes identified above. Scores are assessed for inter-rater reliability and to evaluate the student s level of competence and skill in learning. III. Planned Assessment Methods The PACT data and data from the rubric scores for the MA thesis will be disaggregated by program concentration, gender, and ethnicity. Descriptive statistics will be used to analyze the data, and the means and ranges will be reported and displayed in table or chart form. IV. Expected Levels of Achievement Students must attain a minimum mean PACT score of 2 to successfully complete the credential program that articulates with the MA in Education Program. 4

5 Students must attain a minimum mean score of 3.0 on the Master's Thesis Final Rubric in order to complete the thesis, which is a requirement for graduation from the MA in Education Program. To pass the course and have the thesis approved, the student must receive a minimum score of 3.0 in every learning outcome category on the rubric. Both faculty readers score this rubric, and the student's final overall score is the mean of the two sets of scores. V. Review and Action PACT data and data from the scoring of MA theses are analyzed each year to determine program effectiveness. Specifically, a spring end-of-the-semester Education Department Retreat reviews all PACT data, and makes decisions accordingly. All of the faculty in the program are invited to participate in the retreat, and faculty discuss the assessment results and decide whether any aspect of the program needs improvement. At the same meeting, data from the final scoring of all MA theses competed during the academic year are also reviewed, evaluated, and discussed. VI. Retention and Use of Assessment Results Students' PACT portfolios are retained in the School of Education for a period of 1 year. Students' final MA theses are filed in the NDNU Library and are permanently housed in the library collection. 5