Master’s degree in Curriculum and Instruction: Literacy Education – Student Outcomes Assessment In the MAE in Literacy Education, students are evaluated on their knowledge of literacy education through the design, development and implement of a professional development workshop highlighting a specific language and literacy issue, through the selection of a contemporary research-based methodology which is reviewed in light of their own practice and of professional standards, through the writing of an in-depth evaluation of children’s literature through a multicultural and sociopolitical perspective, through the development of leadership perspectives (including knowledge of the change process, best practices in literacy coaching) and understanding of leadership as represented in a written and class presentation, and through the development of a synthesis paper on their knowledge, dispositions and skills as they have changed over the learning process in the master’s program, culminating in the completion of a research paper and the successful completion of a comprehensive examination. In addition, the student learning outcomes represent specific student outcomes assessment per learning outcome. The following learning outcomes highlight specific outcome assessments related to specific coursework within the program of study. The Literacy Education Master’s contains the following courses: Program Part Professional Core Curriculum Core Course Number 250:205 200:214 210:201 240:232 230:212 230:238 Course Title *Educational Research *Foundations of Instructional Psychology *Issues and Trends in Curriculum *Selection and Integration of Materials Methods and Materials in Literacy Education Literacy Advanced Assessment and Evaluation of Literacy Education Development Specialty Area 230:239 Advanced Literacy Studies (includes 230:240 Language Development and Variability endorsement 230:245 Ideological, Cultural, and Sociopolitical Issues in coursework) Children’s Literature 230:247** Remedial Reading 230:260** Roles of the Reading Specialist 230:289 Seminar 230:290** Practicum 230:292** Experience in Reading: Tutoring 230:299 Research Total - MAE Literacy Education Credit Hours 3 3 3 3 3 3 3 3 3 3 3 3 2-4 3 3-6 33 or 36 *These courses are offered through other divisions/department **The courses are offered for students interested in additional coursework for the completion of the K-12 Reading Specialist endorsement The International Reading Association/National Council Teachers of English Standards Addressed by the Following Course Assessments: Student Learning Outcomes Student Outcomes Assessment Standard 1:Foundational Knowledge Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result, candidates: 230:212 Abstracts and Summaries of Theoretical Articles 230:212 Apply theoretical knowledge to practical experiences 1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction. 230:212 Literacy Topic Paper 230:240 Professional Development Workshop 230:245 Critical reading of Socio-political indications in children’s literature 230:299 Research Paper/Thesis Comprehensive Examination 230:212 Written Reflective Responses (research focus) 230:238 Written Responses (research focus) 230:238 Reflective Journal 1.2 Demonstrate knowledge of reading research and histories of reading. 230:239 Initial Literature Review 230:245 Short Paper on Reading Cultural Issues in Children’s Literature 230:245 Critiquing articles on critical issues in children’s literature 230:299 Research Paper/Thesis Comprehensive Examination 1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity. 230:240 Discussions 230:240 Written Reflections 230:240 Professional Development Workshop 230:245 Analysis of Transcripts 230:245 Reflective Journals 230:245 Reading Cultural Issues in Children’s Books with Children 230:247 Oral Status Report 230:292 Lesson Reflections 230:292 Video Self-Evaluations Comprehensive Examination 230:212 Written Responses 1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how these are integrated in fluent reading. 230:238 Portfolio 230:247 Quizzes 230:247 Chapter Discussions 230:292 Anecdotal Records 230:292 Video Self-Evaluations 230:292 Goals and Concepts, Lesson Plans, Standard 2: Instructional Strategies and Curriculum Materials Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction. As a result, candidates: 2.1 Use instructional grouping options (individual, small group, whole class and computer based) as appropriate for accomplishing given purposes. 2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds. Comprehensive Examination 230:212 Literacy Topic Paper/Project 230:212 Discussion 230:212 Written Reflections 230:240 Final Synthesis Paper 230:240 Professional Development Workshop 230:290 Written Report 230:292 Goals and Concepts, Weekly Lesson Overviews, Lesson Plans Comprehensive Examination 2.3 Use a wide range of curriculum 230:245 Incorporating Multicultural Children’s Literature into the materials in effective reading Content Area instruction for learners at different stages of reading and 230:290 Written Report writing development and from different cultural and linguistic 230:292 Weekly Lesson Overviews, Lesson Plans backgrounds. Standard 3: Assessment, Diagnosis, and Evaluation Candidates use a variety of assessment tools and practices to plan and evaluate effective reading instruction. As a result, candidates: 3.1 Use a wide range of 230:238 Portfolio assessment tools and practices that range from individual and 230:238 Field Assessments (QRI-4, Running Records, Phonics group standardized tests to Assessment, Writing Structure Analysis) individual and group informal classroom assessment strategies, 230:247 Report of Tutoring including technology-based assessment tools. 230:292 Field Assessments Advanced (QRI-4, Running Records, Writing Structure Analysis, Phonics Assessment, Other Observation Survey techniques) Comprehensive Examination 230:238 Portfolio 3.2 Place students along a developmental continuum and identify students' proficiencies 230:247 Report of Tutoring and difficulties. 3.3 Use assessment information to plan, evaluate, and revise effective instruction that meets the needs 230:292 Goals and Concepts, Lesson Plans, Weekly Lesson Overviews, of all students, including those at Reflections different developmental stages and those from different cultural Comprehensive Examination and linguistic backgrounds. 3.4 Communicate results of 230:238 Portfolio assessments to specific individuals (students, parents, caregivers, 230:247 Oral Status Report, Initial Status Report, Final Report of colleagues, administrators, policymakers, policy officials, community, etc.) Tutoring 230:292 Parent Oral Status Report Standard 4: Creating a Literate Environment Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments. As a result, candidates: 4.1 Use students' interests, 230:238 Interest Inventories and Attitude Surveys reading abilities, and backgrounds as foundations for the reading and 230:238 Portfolio writing program. 230:240 Discussion 230:240 Written Reflection 230:260 Curriculum Development Project 230:292 Interest Inventories and Attitude Surveys Comprehensive Examination 230:260 Curriculum Development Project 4.2 Use a large supply of books, technology-based information, and nonprint materials 230:292 Lesson Plans representing multiple levels, broad interest, and cultural and linguistic backgrounds. 4.3 Model reading and writing 230:212 Written Responses enthusiastically as valued lifelong activities. 230:245 Reading Aloud Multicultural Picture Book 4.4 Motivate learners to be lifelong readers. 230:260 Curriculum Development Project 230:240 Written Responses 230:292 Field Lessons Standard 5: Professional Development Candidates view professional development as a career-long effort and responsibility. As a result, candidates: 5.1 Display positive dispositions related to reading and the teaching of reading. 5.2 Continue to pursue the development of professional knowledge and dispositions. 230:238 Reflective Journal 230:240 Written Responses 230:240 Final Synthesis Paper 230:240 Professional Development Workshop 230:260 Reflective Journal 230:290 Written Report 230:290 Written Report 5.3 Work with colleagues to observe, evaluate, and provide feedback on each other's practice. 230:290 Field-based Notes 5.4 Participate in, initiate, 230:240 Evaluations of Professional Development Workshops implement, and evaluate professional development 230:260Professional Development Project programs. *Model and table derived September 15, 2004, from International Reading Association website, http://www.reading.org/advocacy/standards/standards03_revised/