The academic programs in the College of Education and Human Services engage in assessment of student learning on a regular basis and many programs are accredited by several national organizations. The following are examples of assessments based on program learning goals and national education based standards.
Elementary or Childhood Education
Assessment of student learning outcomes in the programs for the preparation of elementary school teachers meets the standards of the Association for Childhood Education International (ACEI). Program learning goals for students in the Elementary/Childhood Education programs include students' demonstrating an understanding of children's development, learning & motivation, applying curriculum standards in 4 subject areas, demonstrating instruction standards, demonstrating effective use of assessment strategies, and reflecting on their practicein light of professionalism standards. Assessment of these goals was composed of scores from the Praxis II, clinical evaluations of student teaching, lesson plans, teacher work samples, and class projects.
English - Program learning goals for students in the Secondary English Education program meet the standards of the National Council of Teachers of English (NCTE) Student candidates are expected to demonstrate an ability to follow a specific curriculum, adopt and strengthen professional attitudes, develop knowledge about English Language Arts, and acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. Students were assessed using scores from the Praxis II, English major transcript analysis, lesson plans, clinical evaluations, teacher work samples, portfolios, and unit plans.
Mathematics - Program learning goals for students in the Secondary Mathematics Education Program meet the 15 standards of the National Council of Teachers of Mathematics (NCTM). The candidates in the Secondary Education program complete a variety of field experiences prior to their senior clinical experience (student teaching). The expectations for candidates increase developmentally from sophomore to senior year and are aligned with the courses in which students are enrolled. Students apply the knowledge that they learn in their courses immediately in the field and reflect on field experiences with a group of their peers. Secondary education math majors should demonstrate a strong content knowledge and be able to demonstrate professional and pedagogical knowledge, skills, and dispositions by developing lesson plans that incorporate stimulating curricula, the process standards, technology, and the use of various assessments. Students were assessed using scores on the Praxis II, grades in mathematics content courses, unit plans, field evaluation forms, projects, and lesson plans.
Science - Program learning goals for students in the Secondary Science Education Program meet the standards of the National Science Teachers Association (NSTA) Examples of NSTA standards included students' ability to articulate the knowledge and practices of contemporary science, ability to engage students effectively and enabling to distinguish science from non-science, engage students in active learning through scientific inquiry, recognize that informed citizens must be prepared to make decisions and take action on contemporary science, create a community of diverse learners, implement effective curriculum consistent with the National Science Education Standards and use effect assessment strategies. Students were assessed using scores from the Praxis II, course grades, unit plans, clinical evaluations, teacher work samples, safety and welfare tests, biology research studies, and standards based portfolios.
Social Studies - Program learning goals for students in the Social Studies Secondary Education Program meet the standards of the National Council for Social Studies (NCSS). Examples of NCSS standards include students' ability to understand and express NCSS themes, demonstrate the possession of knowledge and ability to provide instruction in the Social Science disciplines like history and geography, and demonstrate competence in courses on teaching Social Studies. Student assessments were dependent on scores from the Praxis II, course grades, lesson plans, clinical evaluations teacher work samples, and other projects.
Integrated Elementary and Special Education
Program learning goals for students preparing to become Special Education teachers meet the standards of the Council for Exceptional Children (CEC). Special education candidates progress through a series of developmentally sequenced field experiences for the full range of ages, types and levels of abilities, and collaborative opportunities that are appropriate to the license or roles for which they are preparing. These field and clinical experiences are supervised by qualified professionals.Special Education candidates demonstrate mastery of program learning goals through mastery of the CEC Common Core Knowledge and Skills. Examples include students' ability to demonstrate respect for their students first as unique human beings, to demonstrate an understanding of the effects that an exceptional condition can have on learning, to demonstrate mastery of the use of evidence-based instructional strategies, and the ability to create learning environments that foster cultural understanding and use multiple types of assessment information for a variety of educational decisions. Students were assessed through family interview projects, grades, senior lesson plans, clinical evaluations, teacher work samples, learning disabilities case studies, and transition case studies.
Counseling/School Counseling M.A.
Students' knowledge and application of professional ethics was the program learning goal for students in the Counseling/School Counseling program. Students had to pass the Ethics exam as a requirement to move onto clinical field work experiences. Once students were in field work placements, site supervisors assessed students' clinical and ethical performance.All students passed the Ethics exam in Spring 2013.
Education Leadership Management and Policy MA-EdS
Assessment of student learning outcomes in the Education Leadership Management and Policy meets the standards of the Educational Leadership Constituent Council (ELCC) Program learning goals for students graduating with an M.A.-Ed.S. in Education Leadership Management and Policy included students' knowledge and ability to promote the success of all students by facilitating development of a school vision of learning, promote a positive school culture, design comprehensive professional growth plans for staff, manage the organization and operations, collaborate with diverse communities and individuals, act in a fair and ethical manner, and synthesize and apply knowledge and practice. Students were assessed using a school leader's licensure assessment, a supervisory improvement plan, student internship portfolios, an exit survey, case studies, and scores from a comprehensive exam.
Higher Education Graduate Programs Ed.D./Ph.D.
The main program learning goal for students in Higher Education Graduate Programs was students' ability to gain knowledge of education systems, practices, and related literature. Students were assessed through the administration of the qualifying and comprehensive exams.
Marriage and Family Therapy Ed.S.
The program in Marriage and Family Therapy meets the standards of the Commission for Accreditation of Marriage and Family Therapy Education. Program learning goals for students graduating with an Ed.S. degree in Marriage and Family Therapy included students' ability to articulate and apply their model of systemic change, demonstrate clinical competence and ethical understanding, incorporate processes of diversity in their theoretical frameworks and clinical practices, apply knowledge of development, and display awareness of self and others. Students were assessed using course grades, clinical evaluations, exit surveys, and employer surveys.
School Library Media Specialist M.A.E.
Assessment of student learning outcomes in the programs for the preparation of school librarians meet the standards of the American Library Association/American Association of School Librarians (ALA/AASL). Program learning goals for students in the School Library Media Specialist program included students' ability to teach for learning, address the diverse needs and interests of all readers, use research strategies to generate knowledge to improve practice, advocate and lead, and plan, develop, implement, and evaluate school library programs. Students are assessed using digital research and information literacy portfolios, course grades, instructional plans, practicum evaluations, capstone projects, leadership projects, case study analyses, and literature book review projects.
School and Community Psychology M.A., Ed.S.
The program in School and Community Psychology meets the standards of the National Association of School Psychologists (NASP). One program learning outcome for students in the School and Community Psychology program included students' ability to administer, score, interpret, and write-up a meaningful psych-educational report on a student with a suspected learning or behavioral disability. Intern supervisors assessed students by conducting intellectual, visual-motor, personality, and behavioral assessments based on the referral information presented at the time of referral.
Instructional Design and Technology Program M.A.E.
The program in Instructional Design and Technology program meets the standards of the International Society for Technology in Education (ISTE) Program learning goals for students the Instructional Design & Technology Program included students' ability to develop and implement a shared vision for the comprehensive integration of technology, assist teachers in using technology effectively, create and support effective digital-age learning environments, conduct needs assessments, develop technology-related professional learning programs, model and promote digital citizenship, and demonstrate professional knowledge. Students were assessed using Digital Research and Information Literacy Portfolios, student grades, instructional plans, capstone projects, leadership projects, case studies analyses, and other projects.