Graduate Program Data Analysis Report
Program Name: M.Ed. Educational Leadership (degree only – no certification)
Date: August 31, 2015
Contact Person: Dr. Andrew Pushchak
Directions:
1. Review the program assessment data located in D2L.
2. List the assessments for each program in the box provided for Program Assessments.
Examine the data collection for each program. Be sure to review both the fall and spring
data collection. Answer the following questions for each program assessment placing the
information in the appropriate column:
o What does the data indicate for your program?
o What areas of concern if any do you have regarding this assessment?
o What recommendations do have regarding any revisions for this assessment?
o What program changes if any does this data suggest?
3. Save the template as a Word document and submit it to the NCATE Assessment
Committee via a D2L Dropbox provided in the Accreditation-NCATE link by April 9th.
Graduate Unit Data
Program
Assessment
Comprehensive
Exam
Data Analysis
Fall 2014 results
cut-off score = 70
n = 11
range = 70-84
mean = 75.3
Spring/Summer 2015 results
cut-off score = 70
n=9
range = 70-81
mean = 76.3
All students met the established
cut-off score for the 2014-2015
academic year. Program faculty
further analyzed results by
reviewing the user stats, question
stats, and questions details
provided through D2L.
Recommendations
Action Item Implemented – program
faculty will continue to monitor
comprehensive exam results and
determine when and if changes or
modifications may be needed for
individual exam questions.
Personal
Leadership Vision
Essay
Curriculum Needs
Assessment
Building Level
Strategic Plan
Program faculty observed a
strong majority of all candidates
scoring within the Target
Expectations and Meets
Expectations performance levels
for all rubric scoring areas.
Program faculty attribute this
high level of performance to the
knowledge base established in the
introductory course.
Program faculty observed
consistent lower scores for the
following ELCC standards: 3.2,
4.1, and 6.2.
Program faculty observed the
greatest number of candidates
performing at the within the
Target Expectations and Meet
Expectations performance levels
dealing with operating within the
larger community and
communication with all
stakeholders in order to respond
to the larger context. Program
faculty attribute this to instruction
that creates candidates that are
able to broaden their knowledge
of the comprehensive planning
process.
Action Item Implemented – Program
faculty have required candidates to
revisit their personal leadership vision
in subsequent courses. The broadening
of knowledge beyond one class to
make connections to new and different
content contributes to the candidate’s
deeper understanding and application
of the many facets of vision.
Note: Rubric for course assessment
will reflect new ELCC standards.
Results from Fall 2015 and Spring
2016 will be analyzed.
Action Item Implemented – Faculty
member teaching the course adjusted 2
assignments within the course to
highlight the specific content found in
ELCC standards: 3.2, 4.1, and 6.2.
Note: Rubric for course assessment
will reflect new ELCC standards.
Results from Summer 2015 and Fall
2015 will be analyzed.
Action Item Implemented – Program
faculty have modeled desired
behaviors of educational leaders by
engaging in the comprehensive
planning process and facilitating a
continuous improvement model for the
program development.
Program faculty continue to produce
instructional leaders who can analyze
and impact student academic
performance that will further enhance
the program and address emerging
21st Century perspectives.
Note: Rubric for course assessment
will reflect new ELCC standards.
Results from Fall 2015 and Spring
2016 will be analyzed.