M. Ed. in Teaching and Learning
PROGRAM ASSESSMENTS
Assessments 2-6 will be required components of each candidate’s e-Portfolio, which is to be submitted when applying to take the comprehensive exam.
Name of Assessment1(See attached pages.) / Type or
Form of Assessment2
(Specific Name of Assignment) / When the Assessment is Administered / Assessment Description (the assignment given to the candidate) / Scale used for meaning of the score
Do you have a scoring rubric/guide? Yes/ No / Description of
Field Experience (required for all programs)
1 / Content Knowledge / Comprehensive Exam - Content / End of Program / Candidates will be challenged on content, as well as pedagogy, to address questions and problems submitted by content (& education) faculty members. / 1: Unsatisfactory
2: Competent
3: Target / NBPTS STANDARD 2
CF Capable Knowledge Level 2,
Connected Communication
Level 2
2 / Content Knowledge / Multimedia Issues Project / EDSEC 765 /EDEL 760: Secondary / Elementary School Curriculum / Candidates will research a contemporary issue in Elementary or Secondary curriculum and present it to the class. The paper should address how the issue relates to curriculum / school / practice and how it is affected by state standards / 1: Unsatisfactory
2: Competent
3: Target / NBPTS STANDARD 3, 4
CF Capable Practice Level 1,
Connected Communication
Level 1
3 / Planning/Implementing appropriate teaching and learning experiences / Curriculum Design Paper / EDSEC 765 /EDEL 760: Secondary / Elementary School Curriculum / Candidates will design a unit of instruction that is focused on content, tied to relevant theoretical literature, and is that differentiated for individual and cultural differences. / 1: Unsatisfactory
2: Competent
3: Target / NBPTS STANDARD 1, 2, 3, 5
CF Caring Beliefs Level 1,
Connected Integration Level 1
4 / Assessment of internship or other field experiences / Action Research Project / ED 860: Action Research / Candidates will work with a team to design and implement a study to measure the impact of an instructional innovation upon student performance. / 1: Unsatisfactory
2: Competent
3: Target / The field experience will involve candidates as their innovation is implemented and then evaluated. / NBPTS STANDARD 1, 2, 3, 4, 5
CF Caring Actions Level 1
CF Capable Knowledge Level 1
5 / Assessment of candidate effect on student learning / Authentic Assessment / Ed 860: Action Research / Candidates will develop and use appropriate (diagnostic, formative, and summative) assessments to determine the impact of different instructional strategies upon student learning / 1: Unsatisfactory
2: Competent
3: Target / Candidates will conduct the study in a classroom over a period of 4 weeks. / NBPTS STANDARD 1, 2, 3, 4, 5
CF Capable Practice Level 2
6 / Additional assessment / Comprehensive Exam – Critical Issue in Content Area / End of Program / Candidates will study an educational problem in their content area, study the literature, and propose a solution that will address standards and would enhance performance for all students in a democratic manner. / 1: Unsatisfactory
2: Competent
3: Target / CF Caring Beliefs Level 2,
Caring Actions Level 2,
Connected Integration Level 2
From CHE Report: SECTION III—RELATIONSHIP OF ASSESSMENT TO STANDARDS/OUTCOMES
(We added the Clemson CF column to show potential mapping.)
I.All programs complete Chart #1.
II.A.Programs for the Advanced Preparation of Teachers complete Chart #2.
B.Other Advanced Programs complete Chart #3.
Chart #1 - For each standard/outcome on the chart below; identify the assessment(s) in Section II that address the standard/outcome. One assessment may apply to multiple standards/outcomes.
ESSENTIAL PROFESSIONAL TOOLS FOR ALL CANDIDATES IN ADVANCED PROGRAMS (all programs) / APPLICABLE ASSESSMENTS FROM SECTION II1. Cultural Competence. Advanced program candidates demonstrate a high level of competence in understanding and responding to diversity of culture, language, and ethnicity. / 3, 4, 5, 6
2. Knowledge and Application of Ethical Principles. Advanced program candidates demonstrate in-depth knowledge and thoughtful application of the Code of Ethical Conduct and other guidelines relevant to their professional role. / 3, 4, 5, 6
3. Communication Skills. Advanced program candidates possess a high level of oral, written, and technological communication skills, with specialization for the specific professional role(s) emphasized in the program. For programs for the advanced preparation of teachers, candidates meet ISTE standards. For doctoral programs, candidates are prepared to publish and present at conferences. / 1, 2, 4, 6
4. Mastery of Relevant Theory and Research. Advanced program candidates demonstrate in-depth, critical knowledge of the theory and research relevant to the professional role(s) and focus area(s) emphasized in the program. / 1, 2, 3, 4, 5, 6
5. Skills in Identifying and Using Professional Resources. Advanced program candidates demonstrate a high level of skill in identifying and using the human, material, and technological resources needed to perform their professional roles and to keep abreast of the field’s changing knowledge base. / 3, 4, 6
6. Inquiry Skills and Knowledge of Research Methods. Using systematic and professionally accepted approaches, advanced program candidates demonstrate inquiry skills, showing their ability to investigate questions relevant to their practice and professional goals. / 4, 6
7. Skills in Collaborating, Teaching, and/or Mentoring. Advanced program candidates demonstrate the flexible, varied skills needed to work collaboratively and effectively with other adults in professional roles. / 4, 5
8. Advocacy Skills. Advanced program candidates demonstrate competence in articulating and advocating for sound professional practices and public policies related to one’s field of practice. / 3, 5, 6
9. Leadership Skills. Advanced program candidates reflect on and use their abilities and opportunities to think strategically, build consensus, create change, and influence better for one’s constituencies and the profession. / 2, 4, 6
Chart #2 – (For Programs for the Advanced Preparation of Teachers Only) For each NBPTS standard on the chart below; identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple NBPTS standards.
NBPTS STANDARDS(Advanced Programs for Continuing Preparation of Teachers) / APPLICABLE ASSESSMENTS FROM SECTION II
CORE PROPOSITIONS
1. Teachers are Committed to Students and Learning.
- Demonstrate an understanding of students’ cognitive development and the influence of context and culture.
- Foster all students cognitive, affective, and social/cultural development, adjusting practice to meet individual needs.
2. Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.
- Know subject(s) they teach.
- Know students’ typical understanding of subjects and how to teach subject(s).
- Foster problem posing and solving.
3. Teachers are Responsible for Managing and Monitoring Student Learning.
- Establish disciplined learning environment and effectively engage students using a range of appropriate teaching techniques.
- Enlist expertise of others to complement own teaching.
- Assess individual students and whole class using multiple measures and communicate assessment/data collection to parents.
4. Teachers Think Systematically about Their Practice and Learn from Experience.
- Demonstrate an experimental and problem solving approach to teaching applying theory, research, and personal experience to making decisions of practice.
- Critically examine practice on an on-going basis.
5. Teachers are Members of Learning Communities.
- Work collaboratively with others, including colleagues and parents, to foster school progress and improve educational experiences in the context of the community/state and through the development of curriculum, instruction, and staff.
- Use community resources to the benefit of students.
STD/ASSESS / 1. Comps - Content / 2. Multimedia Issues Project / 3. Curriculum Design Paper / 4. Action Rsch Proj / 5. Authentic Assessmt / 6. Comps-Crit Issue Content Area
1) Cult Comp / X (CB1) / X / X / X (CB2)
2) Know & App / X / X (CA1) / X (CP2) / X (CA2)
3) Commun / X (CC2) / X (CC1) / X / X
4) Theory/Rsch / X (CK2) / X / X / X (CK1) / X / X
5) Prof Resour / X (CP1) / X
6) Inq & Rsch / X (CI1) / X / X
7) Collab,Tch, Men / X / X
8) Advocacy / X / X / X / X
9) Leadership / X / X / X (CI2)
N1) Commit / X / X / X / X
N2) Cont/Ped / X / X / X / X
N3) Mng/Mon / X / X / X / X
N4) Reflect / X / X / X
N5) Learn Comm / X / X
Comprehensive Examination
(Master’s candidate has completed or will have completed at least 24 hours toward the degree by the end of the semester in which the exam is taken.)
The Comprehensive Examination is a 3-hour written examination that addresses content and professional standards and competencies. It is divided into three sections:
1)A content section, which is used for Assessment #1
2)A critical issues section, which is used for Assessment #6
3)A section to be determined by the candidate’s committee
The content section will be supplied by a committee member in the content discipline and approved by the chair. In this section, the candidate must demonstrate satisfactory knowledge in the appropriate subject as determined by a majority of the committee.
The critical issues section will be given to the candidate a minimum of two weeks prior to the examination date, though the candidate will have to compose her/his response during the examination period without reference to notes. The question follows:
Identify one critical issue in your content area of education (English, mathematics, science, social studies or foreign language). Describe the issue and explain why it is important or controversial. Summarize what the current literature suggests about this problem. Make sure that you allude to at least three (3) thinkers in the field. Finally, give your personal and reflective suggestions or solutions for addressing this critical issue. Explain how your suggestions or solutions would enhance performance for all students in a democratic manner and in accord with state and/or national content standards.
Scoring for these two sections (Assessment #1 and Assessment #6) of the Comprehensive Examination will be based on the following rubrics:
- Unsatisfactory: The response contains significant flaws or has significant omissions.
- Competent: The response is accurate and sufficient.
- Target: The response is accurate, sufficient, well developed and well supported.
Rubrics for Evaluation of Assessment #1 in Regard to Conceptual Framework follow:
Connected Communication
1: Unsatisfactory: Response is vague and does not clearly convey candidate’s ideas
2: Competent: Response conveys candidate’s ideas clearly and effectively
3: Target: Response is clear and conveys conceptual understanding in more than one way
Capable Knowledge
1: Unsatisfactory: Response either does not demonstrate understanding of underlying concepts or demonstrates at a superficial level
2: Competent: Response demonstrates satisfactory understanding of the principal underlying concepts
3: Target: Response demonstrates understanding of underlying concepts at a deep and sophisticated level
Rubrics for Evaluation of Assessment #6 in Regard to Conceptual Framework follow:
Caring Beliefs
1: Unsatisfactory: Response does not address how solution would meet needs of all students in a democratic manner
2: Competent: Response shows awareness of and strategies to enhance learning of all students in a democratic manner
3: Target: Response proposes insightful, creative and original strategies to enhance learning of all students in a democratic way
Caring Actions
1: Unsatisfactory: Response reflects no intent to act on proposed solution or only in a superficial way
2: Competent: Response reflects intent to act on solution in a way that would respect rights of all and encourage a democratic culture
3: Target: Response reflects intent for candidate to become deeply involved in solving the problem in a significant way
Connected Integration
1: Unsatisfactory: Response does not reflect an appropriate synthesis of the literature and does not provide practical solution
2: Competent: Response provides provide solution to problem that is consistent with some of the literature in the field
3: Target: Response synthesizes literature and integrates practical solutions with current thinking in the field