College of Education. Learning Outcomes. Program MAED/SPE Assessment Guide. Master of Arts in Education/Special Education

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1 Master of Arts in Education/Special Education (MAED/SPE) 1 Learning Outcomes College of Education Master of Arts in Education/Special Education Program MAED/SPE Assessment Guide

2 Master of Arts in Education/Special Education (MAED/SPE) 1 Assessment of student learning The central mission of the MAED/SPE program is to ensure candidates (i.e., students) graduate prepared to become effective teachers. To that end, candidates knowledge, skills and dispositions are assessed at multiple points throughout the course of the program to determine how well they are meeting program outcomes. The assessment results provide both formative and summative feedback to candidates, faculty members and College of Education (COE) staff in order to inform continuous quality improvement. MAED/SPE program learning outcomes The international Council for Exceptional Children standards are the MAED/SPE program learning outcomes. These standards were approved by the National Council for Accreditation of Teacher Education in The standards cover the following knowledge domains: Learner and Learning 1. Learner development and individual learning differences 2. Learning environments Content Knowledge and Professional Foundations 3. Curricular content knowledge Instructional Pedagogy 4. Assessment 5. Instructional planning and strategies Professionalism and Collaboration 6. Professional learning and practice 7. Collaboration University Learning Goals In addition to program-specific learning outcomes, University of Phoenix has a set of institution-wide Learning Goals. These University Learning Goals encapsulate the knowledge, skills and values the institution aims to help students develop through their educational experience, regardless of the program of study in which they are enrolled. The University Learning Goals cover the following areas: 1. Professional competence and values 2. Critical thinking and problem-solving 3. Communication 4. Information utilization 5. Collaboration

3 Master of Arts in Education/Special Education (MAED/SPE) 2 Student learning assessments The MAED/SPE program assesses candidate learning outcomes using multiple methods of direct assessments, including comprehensive assignments in capstone courses, a culminating field experience (student teaching) and core benchmark assignments that align to specific candidate learning outcomes. Below is a brief description of some of the key activities used to assess candidate learning. Benchmark assignments/performance assessments* These are standardized, course-embedded assignments that assess specific candidate learning outcomes at various points in the curriculum. Faculty members evaluate the assignments using a four-point, standardized rubric. Student performance is categorized as: (1) unsatisfactory, (2) basic, (3) proficient or (4) advanced. Teacher Work Sample* The Teacher Work Sample is completed during student teaching. It is a standardized, five-part capstone performance assessment that requires candidates to: (1) analyze the teaching setting, (2) plan instruction and assessment accordingly, (3) implement instruction, (4) make necessary adjustments based on formative and summative assessment data and (5) reflect on K 12 student learning and their own teaching. Faculty members evaluate the assignments using a three-point, standardized rubric. Student performance is categorized as: (1) unsatisfactory, (2) basic or (3) proficient. Student teaching evaluations* Candidates are evaluated by their mentor and university supervisor at the midpoint and end of their student teaching placement. The evaluation corresponds to specific program outcomes and is standardized within the program and across campuses/states. Faculty members evaluate the candidates using a five-point, standardized rubric. Student performance is categorized as: (0) no chance to observe, (1) unsatisfactory, (2) developing, (3) proficient or (4) advanced. Alumni Academic Questionnaire During the 2011 fiscal year, the College of Education engaged the Office of Learning Assessment and the Academic Research Group to collaboratively develop and administer the 2011 Alumni Academic Questionnaire (AAQ) for programs offered by the College. The AAQ was administered to a sample of alumni who completed their Bachelor of Science in Education degree, Master of Arts in Education degree, and Principal Licensure Certification between Sept. 1, 2009, and June 30, The AAQ was developed to align with the institutional mission statement, University Learning Goals, and COE-established program student outcomes based on national standards. Perceptions about satisfaction and educational quality as well as self-reported information about professional development, volunteerism and employment were gathered. * A very limited amount of student learning data is available because new program benchmark assessments were implemented with cohorts beginning in fall 2012 based on Specialized Professional Association (SPA) feedback and/or internal continuous program improvement analyses. The revised benchmark assessments meet SPA standards, and the unit looks forward to reviewing candidate data explicitly related to SPA standards. This approach will give the unit valuable information to make informed decisions regarding candidate knowledge, skills and dispositions. The first complete picture of candidate performance data based on the new assessments will be available starting in spring 2014.

4 Master of Arts in Education/Special Education (MAED/SPE) 3 Student learning outcomes results In compliance with Title II of the Higher Education Act, University of Phoenix has submitted institutional questionnaires that detail the University s program offerings, student demographics and student performance in those states where we have teacher education programs that have produced graduates. See the Consumer Information Guide for an overview of the information contained in the Institutional Report for University of Phoenix, or the state-specific data. Grade Point Average in Benchmark Courses, AY 2010 AY 2013 Benchmark Course* Course GPA (n of course grades) MTE 508 Models and Theories of Instruction 3.39 (1121) SPE 511 Special Education Methods 3.44 (1147) SPE 537 Characteristics of Learning Disabilities 3.59 (985) SPE 531 Characteristics of Developmental Disabilities 3.61 (1064) RDG 530 Reading/Language Arts Methods 3.38 (1137) SPE 588 Special Education Student Teaching Part A 3.81 (1103) SPE 589 Special Education Student Teaching Part B 3.85 (1087) ** Course in which a benchmark assessment is required.

5 Master of Arts in Education/Special Education (MAED/SPE) Alumni Academic Questionnaire Results Distributions of MAED/SPE Alumni Self-Reported Ratings for ness by Program Outcome Item stem: How well did the teacher preparation program prepare you for the following? Plan objectives and select supporting activities in alignment with students' IEP. Effectively use a variety of assessment tools for diagnosis of various exceptionalities. Modify and accommodate materials, resources and activities to support students specific learning needs. Use assistive technology to enhance student learning. Engage families and the multidisciplinary team in the learning process and classroom community. Access and utilize support services that align to students' identified exceptionalities. Very Well Well Somewhat Not at All n % n % n % n % Total n % % % % % % % % % % % % % % % % % % % % % % % % 81 Understand current trends in special education % % % % 80 Understand important issues facing special education teachers at the local, state and national level. Plan and implement instruction to address cultural diversity in the classroom. Plan and implement instruction to meet the needs of English Language Learners. Plan and implement effective formative and summative assessments. Understand the developmental characteristics of students and use those characteristics as a guide for planning. Organize and maintain a learning climate and classroom environment that supports student learning and growth. Understand and convey accurate subjectmatter knowledge. Use a variety of strategies to support literacy development. Employ a variety of research-based teaching strategies. Provide opportunities for student involvement in learning % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % 82