Assessments of the Curriculum and Instruction Intensive
Study Area: Ed.D.
Student Outcomes Assessment Plan
The graphic below demonstrates the process for program evaluation used in the Ed.D. program.
Once annual review of outcomes and their relationships to program standards is completed by
the Intensive Study Area (ISA) faculty, the review information is then shared with the
department head and dean for quality assurance, and used by the Office of Academic
Assessment for purposes of institutional archiving and program review.
Annual Program Evaluation for COE Programs
Report to
Office of
Assessmen
t
Report to
Office of
Assessmen
t
Program Outcomes or Standards
Improve
Through
On/Off
Campus
Support
Report to
Department
Head/Dean
If Faculty
See Weak
Elements
Teaching
and
Learning
Activities
Continuous
Improvemen
t Through
On/Off
Campus
Support
Multiple Measures for Evaluating our
Student’s Achievement of the Program
Goals or Standards
Report to
Department
Head/Dean
If Faculty
See Strong
Elements
B. Evaluating and interpreting results
Source: Office of the Dean. (2010). College of Education Doctor of Education Academic Program Review,
unpublished document. Cedar Falls, IA: University of Northern Iowa.
The purpose of academic program review is to create a regularly scheduled, structured
opportunity for programs at the University of Northern Iowa to assess their role with respect to
the missions of the University, their College, and their Department; to examine and/or assert
their place within appropriate strategic plans; to address program quality, effectiveness, and
viability; to utilize student outcomes assessment results; and to stimulate strategic program
planning and improvement. Program review also enables academic programs to obtain external
peer opinion, and gives the Executive Vice President and Provost and the Deans the
opportunity to assess academic programs. A yearly program evaluation process mirrors the
requirements of the Academic Program Review based on goals established for the Program
Evaluation Process.
The students and faculty engage in a variety of teaching and learning activities and the
students demonstrate their attainment of course and program goals through multiple measures.
Those multiple measures of assessment are identified in the Student Learning Outcomes
document. Critical performances are identified from among course outcomes to best represent
the span of growth in student knowledge, skills, and dispositions (see Timeline below). The
process for using the information for program evaluation follows. The Curriculum and Instruction
Intensive Study Area Graduate Committee guides this process.
During an annual review, if faculty see weak elements in the student performance then
faculty improve the teaching and learning activities through use of a variety of support systems
both on and off campus. If faculty see strong elements then they can engage in continuous
improvement activities.
Assessments for Curriculum and Instruction Intensive Study Area: Ed.D.
A. Assessment to enter the program
 Letter of application
 GRE
 Goal statement—responses to 5 questions
 Work experiences
 GPA
 Official transcript(s)
 Three (3) letters of recommendation on approved recommendation forms
B. During initial year of Ed.D. program
 Develop a program of study in consultation with advisor
 Participate in 190:389, Doctoral Seminar
 Participate in 210:389 C&I Doctoral Seminar
C. Upon completion of 80% of course work
 Meet comprehensive requirement
 Identify scholarship area
 Complete practicum, 210:397
 Identify dissertation committee

Present research proposal
D. During final year
 Complete dissertation
 Defend dissertation
E. Exit from program
 Complete program exit survey
Critical Performance Data Collection Timeline
The following data collection points are identified for both assessment of student progress and
for program evaluation.
What
When
Who Completes
Goals Statement
Application materials
Student
Program of Study
Year One
Student in
Consultation with
Advisor
Comprehensive
Requirement
Evaluation
Form
Student’s Completion of 80% of Course
Work
Dissertation Chair
and Dissertation
Committee
Research Proposal Approval
Form
Following Research Proposal
Presentation
Dissertation
Committee
Dissertation
Committee
Dissertation Defense Approval
Form
Following Dissertation Defense
Analysis of Program Exit
Surveys
Collected annually
Program Data
Collated Annually
by C&I ISA
Coordinator
C&I ISA
Coordinator
SOA Analysis Plan
Interpretation, Reporting Results, and Revising Program
A. The entire C&I Intensive Study Area faculty reviews candidate application
materials and goal statements upon entry to the program.
B. Dissertation committee evaluates student performance on comprehensive
requirement.
C. Dissertation committee approves research proposal.
D. Dissertation committee approves dissertation.
E. C&I Intensive Study Area faculty reviews program exit survey.
F. C&I Intensive Study Area faculty uses data annually to identify issues within the
program and makes appropriate modifications to the program based on that data,
including curriculum mapping.
G. C&I ISA coordinator collates and reports data annually to the Department Head.
H. Department Head provides copies of annual reports to Director of Assessment.
I.
C&I ISA completes Academic Program Review every seven years to revise and
update program.