Advanced Licensure Programs – 2012-13 Annual Report

2013-14 Student Learning Outcomes Assessment Plan and Report

College: College of Education

Department: Reading and Elementary Education

Name of Degree or Certificate Program/Stand Alone Minor/Online Distance Education Program: Masters of Education in Reading Education

Reflection on the Continuous Improvement of Student Learning
1. List the changes and improvements your program planned to implement as a result of last year’s student learning
outcomes assessment data.
2. Were all of the changes implemented? If not, please explain.
3. What impact did the changes have on student learning?
1.  Based upon the 2013 assessment data, the Reading program determined all candidates were meeting Student Learning Outcome goals.
2.  No changes were needed in our READ courses and program.
Student Learning Outcome 1
(knowledge, skill or ability to be assessed)
Advanced teacher candidates demonstrate in-depth knowledge of the content that they plan to teach through inquiry, critical analysis, and synthesis of the subject and are leaders in the content that they teach.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.
The Reading M.Ed. has one Electronic Evidence to evaluate teacher candidates’ progress towards Student Learning Outcomes. This Evidence has multiple phases, and supported in all courses in the revisioned program.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive.
Every Reading Education M.Ed. candidate must complete a State Reading Presentation during of his or her Master’s program.
·  The State Reading Presentation has four parts and is completed during two required courses: READ 6260 offered every Fall and READ 6474 offered every Spring. The instructors of the courses score the work product using a rubric which has a three-point scale.
o  EE1.2a: Analysis of National, state and local data to determine literacy needs requires candidates to look at local, state, and national data on students’ performance to determine areas of need in the area of literacy instruction and is completed in READ 6260.
o  EE1.3: Planning and development of research and standards-based content and EE1.4: Handout and website require candidates use the data and professional literature to plan and propose professional development to meet the requirements determined in the needs assessment and is completed in READ 6260.
Methodology: Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data.
The State Reading Presentation has seven parts and is completed during two required courses: READ 6260 offered every Fall and READ 6474 offered every Spring. The instructors of the courses score the work product using a rubric which has a three-point scale. This project requires teacher candidates to create a work product where candidates conduct a needs assessment that evaluates local, state, and national student performance data; develop a proposal for the State Reading Conference; implement the Professional Development session at the conference, and reflect on the implementation and impact this Professional Development on student performance.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive.)
The program expects 80% of its students to score “2” or better (target/exemplary or proficient/accomplished) on a 3 point scale.
2013 Assessment Data
Program / Reading
M.Ed. / Reading
M.Ed.
2012 / 2013
Count / 0 / 0
Master’s Research Project: Literature Review
Count / 4 / 0
Master’s Comprehensive Portfolio:
Entry 5: Providing Resources as a Collaborative Leader / 100%
Master’s Comprehensive Portfolio:
Entry 6: Leadership Presentation / 100%
Count / 9
EE1.2a: Needs Assessment :Analysis of National, state and local data to determine literacy needs: demonstrate in depth knowledge of content / 100%
EE1.3: Presentation & Reflection: Planning and development of research and standards-based content / 100%
EE1.4: Presentation & Reflection: Handout and website / 100%
Program / Reading M.Ed. / Reading M.Ed.
Semesters / Spring 2012 / 2013
DE / DE
Count / 0 / 0
Master’s Research Project: Literature Review
Count / 0 / 0
Master’s Comprehensive Portfolio:
Entry 5: Providing Resources as a Collaborative Leader
Master’s Comprehensive Portfolio:
Entry 6: Leadership Presentation
Count / 32
EE1.2a: Needs Assessment :Analysis of National, state and local data to determine literacy needs: demonstrate in depth knowledge of content / 100%
EE1.3: Presentation & Reflection: Planning and development of research and standards-based content / 100%
EE1.4: Presentation & Reflection: Handout and website / 100%
Plans for 2014-15: Based upon the 2013 assessment data included in this annual report, what changes/improvements will the program implement during the next academic year to improve performance on this student learning outcome?
All students were successful; no changes needed at this time.
Student Learning Outcome 2
(knowledge, skill or ability to be assessed)
Advanced teacher candidates demonstrate in-depth understanding of the content and theories related to pedagogy and learning and are able to select, use and explain a broad range of evidence-based instructional strategies and technologies that promote student learning.
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.
As part of our revisioned program, the Reading M.Ed. has one Electronic Evidence to evaluate teacher candidates’ progress towards Student Learning Outcomes. This Evidence has multiple phases, and supported in all courses in the revisioned program.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive.
Every Reading Education M.Ed. candidate must complete a State Reading Presentation during of his or her Master’s program.
·  The State Reading Presentation has four parts and is completed during two required courses: READ 6260 offered every Fall and READ 6474 offered every Spring. The instructors of the courses score the work product using a rubric which has a three-point scale.
o  EE1.2b: ability to critique research; ability to analyze and synthesize data requires candidates to look at local, state, and national data on students’ performance to determine areas of need in the area of literacy instruction and is completed in READ 6260.
o  EE1.3: Planning and development of research and standards-based content require candidates use the data and professional literature to plan and propose professional development to meet the requirements determined in the needs assessment and is completed in READ 6260.
Methodology: Describe when, where and how the assessment of this student learning outcome will be administered and evaluated. Describe the process the department will use to collect, analyze and disseminate the assessment data to program faculty and to decide the changes/improvements to make on the basis of the assessment data.
The State Reading Presentation has seven parts and is completed during two required courses: READ 6260 offered every Fall and READ 6474 offered every Spring. The instructors of the courses score the work product using a rubric which has a three-point scale. This project requires teacher candidates to create a work product where candidates conduct a needs assessment that evaluates local, state, and national student performance data; develop a proposal for the State Reading Conference; implement the Professional Development session at the conference, and reflect on the implementation and impact this Professional Development on student performance.
Performance Outcome: Identify the percentage of students assessed that should be able to demonstrate proficiency in this student learning outcome and the level of proficiency expected. Example: 80% of the students assessed will achieve a score of “acceptable” or higher on the Oral Presentation Scoring Rubric. (Note: a copy of the scoring rubric, complete with cell descriptors for each level of performance, is to be submitted electronically to the designated folder on the designated shared drive.)
The program expects 80% of its students to score “2” or better (target/exemplary or proficient/accomplished on a 3 point scale.
2013 Assessment Data
Program / Reading
M.Ed. / Reading
M.Ed.
Year / 2012 / 2013
Count / 0 / 0
Master’s Research Project: Literature Review
Master’s Research Project:
Statement of the Problem
Count / 4 / 0
Master’s Comprehensive Portfolio:
Entry 1: Statement of Philosophy/ Self-reflection / 100%
Master’s Comprehensive Portfolio:
Entry 2: Instructional Project / 100%
Master’s Comprehensive Portfolio:
Entry 3: Knowledge of Diverse Learners / 100%
Master’s Comprehensive Portfolio:
Entry 5: Providing Resources as a Collaborative Leader / 100%
Master’s Comprehensive Portfolio:
Entry 6: Leadership Presentation / 100%
Count / 29 / 0
Research Article Critique Rubric 10:
Identification and evaluation of the results of the study / 89%
Research Article Critique Rubric 13:
Evaluation of the conclusions of the author(s). / 68%
Count / 9
EE1.2b: Needs Assessment : Analysis of national, state and local data to determine literacy needs: ability to critique research; ability to analyze and synthesize data / 100%
EE.1.3: Presentation & Reflection: Planning and development of research and standards-based content / 100%
Program / Reading M.Ed. / Reading M.Ed.
Semester / Spring 2012 / 2013
DE / DE
Count / 0
Master’s Research Project: Literature Review
Master’s Research Project:
Statement of the Problem
Count / 0
Master’s Comprehensive Portfolio:
Entry 1: Statement of Philosophy/ Self-reflection
Master’s Comprehensive Portfolio:
Entry 2: Instructional Project
Master’s Comprehensive Portfolio:
Entry 3: Knowledge of Diverse Learners
Master’s Comprehensive Portfolio:
Entry 5: Providing Resources as a Collaborative Leader
Master’s Comprehensive Portfolio:
Entry 6: Leadership Presentation
Count / 25 / 0
Research Article Critique Rubric 10:
Identification and evaluation of the results of the study / 92%
Research Article Critique Rubric 13:
Evaluation of the conclusions of the author(s). / 72%
Count / 32
EE1.2b: Needs Assessment : Analysis of national, state and local data to determine literacy needs: ability to critique research; ability to analyze and synthesize data / 100%
EE.1.3: Presentation & Reflection: Planning and development of research and standards-based content / 100%
Plans for 2014-15: Based upon the 2013 assessment included in this annual report, what changes/improvements will the program implement during the next academic year to improve performance on this student learning outcome?
All students were successful; no changes needed at this time.
Student Learning Outcome 3
(knowledge, skill or ability to be assessed)
Advanced teacher candidates engage in professional activities and reflective practice which require them to analyze current research and policies related to schooling, teaching, and learning, and to collaborate with the professional community to create meaningful learning experiences for all students
Changes to the Student Learning Outcomes Assessment Plan: If any changes were made to the assessment plan (which includes the Student Learning Outcome, Effectiveness Measure, Methodology and Performance Outcome) for this student learning outcome since your last report was submitted, briefly summarize the changes made and the rationale for the changes.
As part of our revisioned program, the Reading M.Ed. has one Electronic Evidence to evaluate teacher candidates’ progress towards Student Learning Outcomes. This Evidence has multiple phases, and supported in all courses in the revisioned program.
Effectiveness Measure: Identify the data collection instrument, e.g., exam, project, paper, etc. that will be used to gauge acquisition of this student learning outcome and explain how it assesses the desired knowledge, skill or ability. A copy of the data collection instrument and any scoring rubrics associated with this student learning outcome are to be submitted electronically to the designated folder on the designated shared drive.
Every Reading Education M.Ed. candidate must complete a State Reading Presentation during of his or her Master’s program.
·  The State Reading Presentation has four parts and is completed during two required courses: READ 6260 offered every Fall and READ 6474 offered every Spring. The instructors of the courses score the work product using a rubric which has a three-point scale.
o  EE1.2d: ability to contribute to dialogue; requires candidates to look at local, state, and national data on students’ performance to determine areas of need in the area of literacy instruction and adds to the professional dialogue on the topic and is completed in READ 6260.
o  EE1.3: Planning and development of research and standards-based content and EE1.4: Handout and website require candidates use the data and professional literature to plan and propose professional development to meet the requirements determined in the needs assessment and is completed in READ 6260.
o  EE1.4: Handout and website and EE1.5: Presentation of research and standards based content and instruction require candidate to share the ideas for effective instruction as outline by research in the field of literacy instruction and based on the requirements determined in the needs assessment and is completed in READ 6474.
o  EE 1.7: Summary and Reflective Paper requires candidates to evaluate the professional development presentation and the likely impact it will have on the candidate, other professionals in attendance, and the students served by these professionals.