MEd Assessment Plan 2005 Graduate Education Assessment Plan

Introduction

The assessment plan for graduate education programs is based on the University and School of Education vision and mission statements as well as the goals and objectives of each individual program, which in turn are linked to standards defined by the State of Missouri and relevant professional organizations.It is designed to measure student competence in defined areas as well as provide an assessment of overall program effectiveness.

The plan is multi-tiered.First, each course is assessed using measures designed to determine the mastery of course material.Second, programs use either a portfolio and/or action research project for assessment purposes.For programs using portfolios, designated materials from each course are collected in a portfolio and are reviewed by a panel prior to graduation to determine growth in the program and evidence of competence in the related standards.For programs using the action research project, the project is evaluated related to the ability of the student to research best practices and to implement them in her/his educational environment. Finally, the graduates from certification programs must successfully pass a standardized exam required by the State of Missouri for certification purposes.The results of these exams are analyzed to assist in determining program strengths and weaknesses.This tiered system provides both formative and summative evaluation for both the program and program participants.

This plan was approved by the Assessment Committee, the Director of Institutional Research and Assessment, the Dean of Graduate and Professional Studies and the Vice President for Academic Affairs.

Description of the Plan

The purpose of graduate education programs is to be focused on the standards and competencies developed by the State of Missouri and related professional organizations.The standards and competencies are unique to the individual program to which they apply and fit the curricular design of Park University graduate education programs.Relevant standards are a part of the syllabi and curriculum for individual courses.

The overall intent of the graduate education program is to guide the student through a course of study, which is related to the standards, while developing skills based upon experience, knowledge and research.The focus of this program is always on the student and his/her individual growth as a professional educator.

The graduate is expected to follow a rigorous course of study, exemplify quality academic work and develop a portfolio or action research project worthy of a professional.Park University is interested in the pragmatic business of running schools but equally interested in producing students who have high-level academic preparation and who will continue in graduate work as well as use research in developing exemplary schools.

There are multiple measures incorporated in each course to ensure that the assessment of program graduates correctly measures their competence in the various standards.These may include, but are not limited to, case study analysis reports, research projects, oral reports, field experiences, and comprehensive examinations.

Students enrolled in programs requiring a portfolio are required to produce a portfolio from course materials that exhibits competence in the standards as set forth by the Missouri Department of Elementary and Secondary Education (DESE).The portfolio contents must exhibit not only specific knowledge, but must also reflect student growth in higher-order thinking skills such as analysis, synthesis and evaluation.A team of faculty will review the portfolio.A satisfactory rating by all team members is required for the student to be cleared for certification.If the portfolio is incomplete or lacking in content mastery, a student will be required to present missing materials and/or modified original submissions for team review before a recommendation for certification is granted by the Program Coordinator.

Students enrolled in programs requiring action research projects are required to apply an action research model in order to address an educational problem or need.In response to an educational problem, students are expected to research best practices, to develop and implement appropriate methodologies, to effectively analyze results, and to formulate conclusions and recommendations.Students are also expected to communicate their actions and findings in both verbal and written form.Both portfolio and action research project evaluation are used to assess program strengths and weakness.

All graduate programs in the School of Education are also evaluated both quantitatively and qualitatively.Each student has the opportunity to evaluate each course each term.The results are returned to the instructor and to the Director of Graduate Education, to become part of the formative information for course revision. Teaching is a high priority in Park University programs. Instructors are expected to model best practices. In addition, each alumnus is surveyed the first two years after graduation to determine if the program met his/her expectations and employment needs.

CHARACTERISTICS OF THE ASSESSMENT PLAN

The Graduate Education Assessment Plan at Park University is based on the School of Education Framework, Part I.The Plan is consistent with the Undergraduate Plan in that it supports and uses developmental techniques and methodology in the assessment process.The Plan also fits the ten-principle assessment model outline in the Characteristics of a Program to Assess Student Academic Achievement as set forth by the Commission on Institutions of Higher Education (1991).

1. Flows from the institution's mission Linkages among University mission statement and the School of Education mission statement, conceptual framework, and program goals are outlined.

University Mission Statement
The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School of Education Mission Statement
The School of Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective teachers, leaders in their communities, change agents in their schools, and advocates for learners.

Both mission statements point to education as the means to living effectively in a diverse world.Both articulate the responsibility of the educated person to think critically and act as a leader in the world, while continuing to learn and improve the world.

Additionally, the School of Education goals directly support both the University and School mission statements. The School of Education goals are:

• to meet the educational needs of our growing and culturally diverse community, both in Parkville and in the Greater Kansas City area.
• to conduct an accessible program of quality for working professional educators.
• to prepare professional educators to work in a diverse and technological environment.
• to develop well-rounded educators who will be prepared to address current social and educational issues in professional and problem solving manner.

2. Has a conceptual framework.
   The conceptual framework of the Graduate Assessment Plan (attached) is based on the philosophy and practice of the School of Education faculty.It is consistent with the Undergraduate Assessment Plan in that it recognizes that preparing educators is lifelong work. Programs and assessment activities reflect this philosophy at all levels.
3. Has faculty ownership/responsibility.
   The faculty, in collaboration with the Director of Graduate Education, originally developed the assessment plan. It has evolved as experience and need have demanded.
4. Has institution-wide support.
   School of Education faculty, in consultation with the Director of Institutional Research and Assessment to ensure consistency with other university assessment programs, reviews the plan annually.Modifications are made as necessary to make certain that the Graduate Education Assessment Plan has institutional support.
5. Uses multiple measures.
   Multiple sources of data, both qualitative and quantitative, are used to evaluate the program.
6. Provides feedback to students, faculty and the larger institution.
   Feed back is provided to students through returned work, portfolio evaluation, and end-of-course grades.End-of-course evaluations are used to allow students the opportunity to provide feedback to the faculty and larger university.An alumni survey is conducted to determine if the program meets individual professional needs.
7. Is cost-effective.
   Course embedded assessment activities and instruments are the heart of the plan. Many of the activities used for evaluation are practical applications of theory taught in the classroom, which is consistent with the praxis model used by program.
8. Does not restrict or inhibit goals of access, equity, and diversity established by the institution.
   The goals of the program state clearly our desire to be inclusive and available to working practitioners.Close proximity to a large urban district and utilization of online instruction make it possible to serve, in a format that is user friendly, a group consisting of considerable diversity.
9. Leads to improvement.
   The purpose of the assessment is to systematically identify areas of strength and areas that need improvement.Assessment tools are evaluated at least annually to allow for change and improvement.Results of surveys are evaluated as they become available each year.
10. Includes a process for evaluating the assessment program.
    Assessment tools are evaluated to determine if they are providing the information needed.Student and faculty feedback help determine the effectiveness of the Assessment Plan, as well as the effectiveness of the program. Changes are made as evaluation indicates. Review of instruments is frequent to allow necessary refinement of the program.

Park University Graduate Education Conceptual Framework

The Graduate Education Framework is based on the School of Education Framework, Part I.The Framework defines the philosophy of the School of Education faculty in that it recognizes that the development of educational professionals is a process that is fostered by lifelong learning.The institutional and school commitment to education for life, diversity and excellence is consistent with the Framework.

The Graduate Education Framework is built on a praxis model that requires time for both action and reflection.Each course is designed to allow the student the opportunity to not only learn theoretical concepts, but to apply them in actual or simulated situations.Knowledge is developed through coursework that deals with general areas such as diversity, social issues, curriculum, and special topics. Students also have the opportunity to specialize in an emphasis area:general studies education, multicultural education, school law education, at-risk education, and special education, educational administration, early childhood education, adult education and content area certification.As advanced professional situations require educators to integrated and synthesized information, graduate education program provide additional opportunity to continue this process.

Because our Framework recognizes that developing educational professionals is a lifelong process, various professional standards are embedded in the various degree programs to ensure students continue to build and develop their skills to be reflective practitioners.The specific professional standards for each degree program follow.

• Master of Education (Generalist, School Law, Multicultural, and At-risk Education)
  – (National Board for Professional Teaching Standards)
• Master of Education (Administration)
  – Missouri Standards for Teacher Preparation Programs as derived from the Interstate School Leaders Licensure Consortium Standards (ISLLC)
• Master of Education (Special Education)
  – The Council for Exceptional Children Standards
• Master of Education (Early Childhood)
  – The NAEYC 2003 Advanced Standards for Childhood Professionals
• Master of Education (Adult Education)
  – The Commission of Professors of Adult Education
• Master of Arts in Teaching (Content Area Teacher Certification)
  – The Missouri Standards for Teacher Education Programs (MOSTEP)

This multi-faceted program results in well-rounded professionals who can think critically, integrate information, and make practical application in a thoughtful, reflective way in their own educational environment.Additionally, the program provides the opportunity for practitioners to become leaders in the profession and to assist in developing effective solutions to educational problems.

Assumption Underlying the Model

The assumptions underlying the graduate education model are consistent with the undergraduate program with the emphasis placed on the development of professional capabilities that enhance practice and promote leadership ability.Specifically, the assumptions underlying the model are as follows.

1.Graduate education is a continuation of a process begun in undergraduate education.(Graduate Education degrees require a Bachelor’s Degree and/or certification that demonstrates competence in the relevant degree areas for admittance to the program.Specially, these requirements are as follows.

• Master of Education (General, School Law, Multicultural, At-risk, Special Education, and Administration) – Bachelor’s Degree in Education or a Bachelor's Degree and Teaching Certification
• Master of Education (Early Childhood) – Bachelors Degree in Early Childhood and Family Studies or Elementary Education, or a related field.
• Master of Education (Adult Education) – Bachelor’s Degree and significant professional experience with adult learners.
• The Master of Arts in Teaching (Content Area Teaching Certification) – Bachelor’s Degree in the appropriate content area and content knowledge as demonstrated by a passing score on the content area Praxis II Exam.

2. Practitioners need to possess a general education, professional expertise (both theoretical and practical), and should be scholars in their area of endeavor.Graduate education should be an enhancement of these areas and allow for continued growth in the competencies addressed by their respective professional standards. (See the preceding section).
3. Knowledge and expertise should be integrated into practice.Assignments are usually related to the individual’s professional experience.
4. Graduate education should encourage the educational professional to participate in lifelong learning that enhances practice.The introduction of new ideas and resources give educators the tools to accomplish this goal.
5. Graduate education should be an empowering experience that enables practitioners to empower those with whom they come into contact to become lifelong learners and citizens of a democracy. Knowledge in and of itself is power.Professional educators explore the issues of a democratic society, the impact on educational institutions, and possible alternative solutions.
6. Graduate education should enable practicing educators to develop a voice in the profession and to become leaders in educational improvement.Understanding is the beginning of wisdom.Equipped with the information and skills learned in the graduate education program, practitioners have the information to enable them to work for change and improvement in their setting.
7. Graduate education should empower practitioners to be problem solvers and change agents capable of addressing the complex issues present in the educational setting. Capstone courses give students the opportunity to explore problems in education, to develop a plan of action to resolve issues, and to implement actions in their own professional situation.Capstone courses vary by program and are listed below.

• Master of Education (General, School Law, Multicultural, At-risk, Early Childhood and Adult Education)
  – ED629 (Critical Reflection Seminar) and ED630 (Action Practicum)
• Master of Education (Administration)
  – ED634 (Directed Field Experiences)
• Master of Education (Special Education)
  – ED 647 (Practicum)
• The Master of Arts in Teaching (Content Area Teaching Certification)
  – ED600 (Field Experience ) or ED602 (Mentorship)

Graduate Education Program Goals

Goals: The goals of the program are drawn directly from the Park University Mission Statement. The linkage is indicated in parentheses.

1. To meet the educational needs of our growing and culturally diverse community in Parkville, the Greater Kansas City area, the United States, and globally. (diversity, accessibility)
2. To conduct an accessible program of quality for working professional educators. (accessibility, academic excellence, best practice)
3. To prepare professional educators to work in a diverse and technological environment. (diversity, communication)
4. To develop well-rounded educators who will be prepared to address current social and educational issues in a professional and problem solving manner. (lifelong learning, develop leaders, change agents and advocates)

Sub-program goals: The goals of graduate education sub-programs are derived from the University and School of Education Mission Statement and the School of Education Framework.The goal of each subprogram below is --

Master of Education (General, School Law, Multicultural, At-risk)

1. To prepare teachers who demonstrate the ability to approach educational concerns critically to effectively solve problems. (Students demonstrate this ability through authentic activities including, vignettes, case studies, problem-solving modules, and in the capstone courses.)
2. To prepare teachers who understand and utilize the praxis model of action/reflection. (The capstone courses are designed to support the two parts of the praxis model, action and reflection).
3. The prepare teachers who are aware of societal issues that impact educational performance and will demonstrate attitudes and methods to effectively deal with these issues. (These issues are addressed in specified program coursework and are designed to allow students to concentrate on societal and educational issues).
4. To prepare teachers who are empowered to assume leadership roles in their work setting and in the community. (Programs are designed to meet the professional standards associated with the respective programs.Additionally, the capstone courses are designed to allow practitioners to exert influence and leadership in their educational environment to bring about improvements and/or solutions.)
5. To prepare teachers who understand the diverse nature of our society and the implications of that diversity on education. (Curriculum projects and other assignments allow the student to demonstrate this understanding.)
6. To prepare teachers who are capable of applying technology to successfully participate in providing education for the future. (Presentations in classes allow students to demonstrate this ability).
7. To prepare teachers for continued graduate education should it be their desire. (The student’s ability to continue graduate education demonstrate this capacity).

Master of Education (Adult Education)

1. To provide a program that embodies a progressive and coherent prospectus in the following fundamental areas: the theoretical and philosophical foundations of adult education; the underlying implications, characteristics, and broad scope of adult education; critical thinking toward social change in adult education; the leadership and facilitation needed for adult learning and development; and adult education research.
2. To encourage degree candidates to engage in active learning through critical thinking, not only to answer the questions, but to question the answers.
3. To instill in degree candidates the importance of experiential and lifelong learning, and the significance of serving as an adult learning facilitator.
4. To assist degree candidates in developing, questioning, and sustaining the essential competencies and knowledge base required for a career in adult education.
5. To promote experiential learning from participant interaction, dialogue, debate, and application of information.
6. To conduct reviews of research and theory in order to create original ideas that will expand the knowledge base in the field of adult education.

Master of Education (Early Childhood Education)

1. To meet the growing need for accomplished teachers to meet high professional standards in serving young children and their families.
2. To prepare early childhood teachers to be leaders, advocates, and lifelong learners in a dynamic and pluralistic society.
3. To build a collegial learning community to support the continuing professional development of early childhood teachers.
4. To provide in-depth study for experienced early childhood teachers to extend their knowledge, skills, and dispositions in the following domains: Promoting Child Development and Learning; Building Family and Community Relations; Observing, Documenting, and Assessing to Support Children and Families; Teaching and Learning; and Growing as a Professional. (NAEYC 2002 Advanced Standards for Childhood Professionals)
5. To provide meaningful, engaging opportunities for early childhood teachers to refine their competence in the following areas: Cultural Competence; Knowledge and Application of Ethical Principles; Communication Skills; Mastery of Relevant Theory and Research; Skills in Identifying and Using Professional Resources; and Inquiry Skills and Knowledge of Research Methods. (NAEYC 2002 Advanced Standards for Childhood Professionals.

Master of Education (Educational Administration)

1. To prepare educational leaders who are capable of promoting the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
2. To prepare educational leaders who are capable of promoting the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
3. To prepare educational leaders who are capable of promoting the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
4. To prepare educational leaders who are capable of promoting the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
5. To prepare educational leaders who are capable of promoting the success of all students by acting with integrity, fairness, and in an ethical manner.
6. To prepare educational leaders who are capable of promoting the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
7. To prepare educational leaders who are capable of continuing graduate education, demonstrating professionalism, and integrating the knowledge of the profession.
8. To prepare educational leaders who are capable of meeting Missouri's requirements for certification as principal (elementary, middle, and secondary)

Master of Education (Special Education)

1. To prepare teachers who are capable of meeting Missouri's requirements for certification in K-12 Cross-Categorical Disabilities.
2. To prepare teachers who are capable of demonstrating their competence of the knowledge and skills associated with the following areas: Foundations; Development and Characteristics of Learners; Individual Learning Differences; Instructional Strategies; Learning Environments and Social Interactions; Communication; Instructional Planning; Assessment; Professional and Ethical Practices; and Collaboration [Council of Exceptional Children's (CEC) Standards for Special Education Teachers].
3. To prepare teachers who are capable of becoming leaders, advocates, and lifelong learners in the education of students with special needs.
4. To prepare teachers who are capable of self-reflection to analyze and adjust education practices with the goal of improving student outcomes.
5. To prepare teachers to work in an ever-changing diverse and technological environment.
6. To prepare teachers who are capable of promoting their professional growth, continuing graduate education, and demonstrating ethical and professional practice Standards.

Master of Arts in Teaching

1. To meet the educational needs of our growing and culturally diverse community, both in Parkville and the greater Kansas City area.
2. To conduct an accessible program of quality for working adults employed in education or anticipating such employment.
3. To prepare teachers to work in an ever-changing diverse and technological environment.
4. To develop educators who will be prepared to address current social and educational issues in a professional problem-solving manner.
5. To prepare Missouri middle and secondary teachers, especially in the content areas experiencing shortages of teachers, in a comprehensive but alternative format.

Explanation of Data Sources

Alumni Survey – Alumni will be surveyed periodically to determine the effectiveness of the program in achieving the objectives set forth.

Authentic Assessments – Authentic assessments (vignettes, case-studies, and problem-solving modules) are used extensively in classes to present situations to assist students in critical thinking, reflection, and the practical application of knowledge.Additionally, portfolio assessments are required for all programs leading to additional educator certification.Student portfolios are evaluated by two School of Education faculty.

Capstone Course(s) - The purpose is to require the student to reflect on the program and to evaluate, analyze, and synthesize what was learned in a practical situation.Courses require the development and implementation of a curriculum, instructional, or administrative plan in his/her work setting (action research), or the actual performance of learned competencies through directed field experiences and practicums.For students not involved in a practicum or directed field experiences, a major research paper dealing with a current issue in education is required.The student will research the topic, evaluate and synthesize the gleaned information, and present his/her findings to the class.

Continue Graduate School - One of the objectives of the program is to equip students to continue graduate study if they desire.An attempt to track this progress will be made.

Course Evaluation - Students complete course evaluations at the end of each term to assess the effectiveness of the course objectives, teaching, and instructional resources.

Course Matrices – Curriculum matrices are developed demonstrate how professional standards and program objectives are met.

Cumulative GPA - The graduation requirement is a 3.0, with no grade lower than a “C”, and with no more than two “C’s” allowed.

External Sources

1. Advisory Boards
   Advisory Boards are used to provide feedback and direction related to subprogram goals and curriculum.Advisory boards currently exist for the following programs:
   •Master of Education and Master of Arts in Teaching
   •Special Education
   •Early Childhood Education
   •Educational Administration
2. State Review - The Missouri Department of Elementary and Secondary Education periodically review all graduate education certification programs.The Department currently reviews the following programs.
   •Master of Arts in Teaching
   •Special Education
   •Educational Administration

Journals - Journals are kept in some classes to allow the student to reflect on what is learned and understood.Journals deal with both affective and cognitive learning and allow students to evaluate progress and understanding.

Portfolios – Student portfolios are used to assess program strengths and weaknesses related to student mastery of goals and competencies related to governing standards.Associated rubrics for the various programs are provided in an addendum.

Praxis – (Master of Arts in Teaching Only) Students must pass the appropriate PRAXIS II content area to be admitted to the program.

Projects & Presentations - Projects and presentation in the graduate program are related to the student’s educational situation whenever possible.The application of learned theory is stressed in classroom activities and in practicum and field experience activities.This practice also allows for demonstration of the ability to use technology.

School Leaders Licensure Assessment – (Master of Education – Educational Administration only)Students desiring certification in the State of Missouri must pass the School Leaders Licensure Assessment.Student scores on this exam are monitored as they become available.

Data Sources for Graduate Education Assessment

(With associated sub-program goals)

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