Counselor Education Graduate Program
Educational Effectiveness
Assessment Plan
Version 3.0
Adopted by
The Counselor Education faculty: January, 2008
Submitted to
The Dean of the College of Education: January, 2008
The Office of Academic Affairs: June, 2008
Table of Contents
Mission Statement 3
Program Introduction 3
Assessment Process Introduction 3
CACREP Standards 3
Core Values 4
Program Outcomes 4
Assessment Measures 6
Table 3: Program Outcomes Assessment Measures and Administration 6
Assessment Implementation & Analysis for Program Improvement 7
General Implementation Strategy 7
Method of Data Analysis and Formulation of Recommendations for Program Improvement 7
Modification of the Assessment Plan 7
Appendix A: Key Course Assignments 8
Measure Description: 8
Factors that affect the collected data: 8
How to interpret the data: 8
Appendix B: Portfolio Review 14
Appendix C: Skills Observation 16
Measure Description: 16
Factors that affect the collected data: 16
How to interpret the data: 16
Appendix D: Case Study 18
Measure Description: 18
Factors that affect the collected data: 18
How to interpret the data: 18
The case study is evaluated using the following rubric. 18
Mission Statement
The M.Ed. in Counselor Education is designed for individuals who desire initial professional preparation as counselors in public schools or community agencies. The program encompasses theory, research, and practice relating to the delivery of counseling services to children, adolescents or adults who require assistance with developmental, academic, personal, social, or career issues.
Program Introduction
The M.Ed. in Counselor Education contains two program options: School Counseling and Community Agency Counseling. The School Counseling Option addresses the State of Alaska Department of Education and Early Development (EED) requirements for a Type C Special Services Certificate with an endorsement in Counseling and Guidance. Both options address the academic requirements for the credential of National Certified Counselor (NCC). Candidates seeking the NCC credential must meet additional requirements specified by the National Board for Certified Counselor (www.nbcc.org). Both options also address partial academic requirements for the credential of Licensed Professional Counselor (LPC). Candidates seeking the LPC credential must have a total of 60 approved credits and meet other requirements specified by the Alaska Board of Professional Counselors (www.commerce.state.ak.us/occ/ppco.htm ).
The School Counseling Option may lead to an institutional recommendation for a Type C Special Services Certificate with an endorsement in Counseling and Guidance. Candidates will be considered for endorsement at the elementary (K-8) or secondary (7-12) level upon completion of an internship at the appropriate level. Thus, candidates seeking institutional recommendation for grades K-12 must successfully complete internships at both elementary and secondary levels. Candidates will need additional coursework not required for the degree. EED requires approved coursework in multicultural education/cross-cultural communication, which is met through completion of EDCN A614 Counseling Diverse Populations if taken after May 2008, and Alaska studies. See the EED web site for more information: www.eed.state.ak.us.
Assessment Process Introduction
This document defines the expected student learning outcomes for the Counselor Education program and outlines a plan for assessing the achievement of the stated outcomes.
The program outcomes for the third version of the Assessment Plan evolved from the results of a comprehensive program review during 2006-2007. A major finding of the review was the noted lack of congruence between the program standards and those of the national accrediting body in counselor education: the Council on Accreditation of Counseling and Related Educational Programs (CACREP). The third version reflects the standards of CACREP and incorporates the Core Values established by the College of Education.
The faculty met and accepted the outcomes and assessment processes in November, 2007.
CACREP Standards
The national standards for counselor education programs states that students should have knowledge and skills in the areas listed below. The standards have been incorporated into the program outcomes.
1. Professional Orientation and Ethical Practice – Professional counselors have an understanding of all of the aspects of professional functioning.
2. Social and Cultural Diversity – Professional counselors have an understanding of the cultural context of relationships, issues and trends in a multicultural society.
3. Human Growth and Development – Professional counselors have an understanding of the nature and needs of individuals at all developmental levels, and in multicultural contexts.
4. Career Development – Professional Counselors have an understanding of career development and related life factors.
5. Helping Relationships – Professional counselors that provide an understanding of the counseling process in a multicultural society.
6. Group Work – Professional counselors have both theoretical and experiential understandings of group purpose, development, dynamics, theories, methods and skills, and other group approaches in a multicultural society.
7. Assessment – Professional counselors have an understanding of individual and group approaches to assessment and evaluation in a multicultural society.
8. Research and Program Evaluation – Professional counselors have an understanding of research methods, statistical analysis, needs assessment, and program evaluation.
Core Values
All programs within the College of Education (COE) have the same major goals that are listed below.
- Intellectual Vitality - Professional educators examine diverse perspectives, engage in research and scholarship, contribute to knowledge and practice in their fields, and apply innovations in technology.
2. Inclusiveness and Equity – Professional educators create and advocate for learning communities that advance knowledge and ensure development, support, and inclusion of peoples’ abilities, ideas, languages, and expressions.
- Leadership - Professional educators are committed to the highest standards of ethical behavior in their professional roles.
- Collaborative Spirit – Professional educators generate, welcome, and support collaborative relationships and partnerships that enrich people’s lives.
Program Outcomes
The program outcomes are congruent with standards mandated by the Council on Accreditation of Counseling and Related Educational Programs and the National Council for Accreditation of Teacher Education programs. At the completion of this program, students are able to:
1. Communicate essential knowledge and understandings of the profession of counseling including an ability to integrate knowledge into personally meaningful frameworks.
2. Apply practical knowledge that is developmentally appropriate to individuals and groups.
3. Utilize assessment, research, and technology to support and improve counseling practices.
4. Show characteristics relating to effective counseling practice.
5. Create positive therapeutic environments for all clients.
6. Engage in work that meets ethical standards and legal mandates in the field of counseling.
Table 1: Association of Assessment Measures to Program Outcomes
Outcomes / Key Course Assignments / Portfolio / Skill observation / Case Study1. Communicate essential knowledge, understanding, and personalized meanings of the counseling profession. / 1 / 1 / 0 / 1
2. Apply practical knowledge to individuals and groups that is developmentally appropriate. / 1 / 1 / 0/1* / 1
3. Utilize assessment, research, and technology to support and improve counseling practices. / 1 / 1 / 0 / 1
4. Show possession of the characteristics relating to effective counseling practice. / 1 / 1 / 1 / 0
5. Create positive therapeutic environments for all clients. / 1 / 1 / 1 / 1
6. Engage in work that meets ethical standards and legal mandates in the field of counseling. / 1 / 1 / 1 / 1
COE Core Value: Intellectual Vitality / 1 / 1 / 0 / 1
COE Core Value: Inclusiveness and Equity / 1 / 1 / 1 / 1
COE Core Value: Leadership / 1 / 1 / 1 / 0
COE Core Value: Collaborative Spirit / 1 / 1 / 0/1* / 0
0 = Measure is not used to measure the associated outcome.
1 = Measure is used to measure the associated outcome.
*This measure may be used if the observation is a group
TABLE 2: KEY COURSE ASSIGNMENTS
EDCN A610 / Profess. & Ethical Orientation / Counseling Philosophy Research Paper
EDCN A614 / Counseling Diverse Pops. / Professional Interview and Reflection Paper
EDCN A616 / Counseling Theories / Counseling Philosophy Research Paper
EDCN A623 / Counsel. Skills & Techniques / Counseling Skills Demonstrations
EDCN A624 / Group Counseling / Group Counseling Design
EDCN A620 / Assessment in Counseling / Test Administration & Interpretation
EDCN A634 / Counseling Practicum / Counseling Philosophy Research Paper
EDCN A695 / Counseling Internship / Counseling Philosophy Research Paper
Assessment Measures
A description of the measures used in the assessment of the program outcomes and their implementation are summarized in Table 3, below. The measures and their relationships to the program outcomes are listed in Table 1, above.
There is a separate appendix for each measure that shows the measure itself and describes its use and the factors that affect the results.
Table 3: Program Outcomes Assessment Measures and Administration
Measure / Description / Frequency/ Start Date / Collection Method / Administered byKey Course Assignments / Evaluation of specific course-based assignments / Each trimester / Course assignments / Instructor
Portfolio / Presentation and defense of artifacts that document outcomes / 2x/per year / Course assignment / Instructor with panel
Skill Observation / Observation of a live counseling activity / 1x/per student / Site visit / Instructor
Case Study / Analysis of a fictional client case / 3x year / Comp exam / Student Service
Assessment Implementation & Analysis for Program Improvement
General Implementation Strategy
Faculty and staff will collect data as described in Table 3. The Program Coordinator will take lead in collating data and writing the annual assessment report. Faculty members are also committed to maintaining a data collection system to track student grades on key assignments, as identified in Table 2. These strategies will allow us to maintain a useful and workable assessment system that will aid in program revision and development.
Method of Data Analysis and Formulation of Recommendations for Program Improvement
The program faculty will meet at least once a year to review the data collected using the assessment measures. This meeting should result in recommendations for program changes that are designed to enhance performance relative to the program’s outcomes. The results of the data collection, an interpretation of the results, and the recommended programmatic changes will be forwarded to the Office of Academic Affairs (in the required format) by June 15th each year. A plan for implementing the recommended changes, including advertising the changes to all the program’s stakeholders, will also be completed at this meeting.
The proposed programmatic changes may be any action or change in policy that the faculty deems as being necessary to improve performance relative to program outcomes. Recommended changes should also consider workload (faculty, staff, and students), budgetary, facilities, and other relevant constraints. A few examples of changes made by programs at UAA include:
o changes in course content, scheduling, sequencing, prerequisites, delivery methods, etc.
o changes in faculty/staff assignments
o changes in advising methods and requirements
o addition and/or replacement of equipment
o changes to facilities
Modification of the Assessment Plan
As described in the Assessment Process Introduction section of this document, the current version of the Educational Effectiveness Assessment Plan has evolved over the last three years. The current plan is an outcome of a comprehensive overhaul of the Counselor Education Program curriculum. It is anticipated that the plan will continue to be revised as a result of the implementation and continued refinement of the new curriculum.
The faculty, after reviewing the collected data and the processes used to collect it, may again decide to alter the assessment plan. Changes may be made to any component of the plan, including the outcomes, assessment measures, or any other aspect of the plan. The changes will be approved by the faculty of the program. The modified assessment plan will be forwarded to the dean/director’s office and the Office of Academic Affairs.
Appendix A: Key Course Assignments
Measure Description:
Several key course assignments have been identified for inclusion in the program assessment process because the specific assignments illustrate the extent to which students have attained the program outcomes. Standard rubrics have been created that will be used by any instructor teaching the course. Instructors will provide the Program Coordinator with one rubric form that aggregates the data for all the course sections taught over the academic year so as to insure individual student confidentiality.
Factors that affect the collected data:
The main factor that will affect the collected data is that it requires consistent and reliable use of the grading rubrics. The Counselor Education Program uses many adjuncts and thus, many different individuals will teach any particular course. It is possible that instructors will differ in their use of subject anchors for grading.
How to interpret the data:
One rubric form has been created to measure most of the key course assignments. It is an adaptation of a rubric that has been created and implemented by professors in the College of Education (namely, Heather Nash, Andy Page, and Janet Steinhauser). A separate rubric has been created for the skills demonstration because the type of information that needs to be collected is more detailed.
Counseling Philosophy Research Paper Rubric
Name: PASS/NO PASS å =
Quality of ideas / Range and depth of position; logic of theoretical integration; quality of research or original thought; appropriate sense of complexity of the position; appropriate awareness of conflicting theoretical concepts; congruence with accepted principals and practices in counseling. Comments: / 1 2 3 4 5Weighted x 3 =
Organization & Development / Effective title; clarity of position statement; logical and clear arrangement of ideas; effective use of transitions; unity and coherence of paragraphs; good development of ideas through supporting details and evidence. Comments: / 1 2 3 4 5
Clarity and Style / Ease of readability; appropriate voice, tone and style for paper; clarity of sentence structure; gracefulness of sentence structure; appropriate variety and maturity of sentence structure; appropriate use of APA 5 formatting. Comments: / 1 2 3 4 5
Sentence Structure and Mechanics / Grammatically correct sentences; absence of comma splices, run-ons, fragments; absence of usage and grammatical errors; accurate spelling; careful proofreading; attractive and appropriate manuscript form. Comments: / 1 2 3 4 5
One or more of these features requires attention / q Your response does not address the assignment. / Additional Feedback
q Grammatical/mechanical errors are numerous enough to interfere with understanding your response.
q The organization of your response is not clear.
q The logic of your position is confusing.
q Your position is not supported by the literature.
q Your position is not congruent with accepted principals and practices in counseling.
Name: Assignment: ∑ =