Professional Education Unit
Program Assessment Plan – Advanced Preparation
Name of Preparation Program: Communication Disorders (Initial Certification)
Date Completed: December 12, 2008
Date Submitted: December 12, 2008
Submitted By: Joseph Etienne
Plan Version: 03032008
Page 2 of 8
WKU PROFESSIONAL EDUCATION UNIT WIDE CONTINUOUS ASSESSMENT MATRIX - ADVANCED PREPARATION
Conceptual Framework
Standards/Values
Component 1:
Admission Data
Component 2:
Course Based Assessment Data
REQS
Critical Performances
Component 3:
Clinical Experiences Data
Component 5:
Exit and Follow Up Data
Exit
Survey
Alumni
Survey
Employer
Survey
Content Knowledge
X
X
X
X
X
Designs/Plans
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Implements/Manages
Assessment/Evaluation
Technology
Reflection
Collaboration
Professional Development
Leadership
Dispositions
Field Experiences & Clinical
Practice
Aligned to Kentucky Teacher and
Learned Society Standards
Capstone Assessment
Various Data Required by Graduate Studies and/or Program
Final Clinical
Experience/Evaluation
Learning Climate
Early Clinical
Experiences
Component 4:
Culminating Assessment
Data
Diversity
X
X
X
X
X
X
Impacts P-12 Student Learning
DATA MAINTAINED BY:
X
OTS
Faculty
CEBS ACCSYS
CEBS ACCSYS
DATA REPORTING CYCLE:
Semester
DATA REVIEWED BY:
Program
DATA HOUSED IN:
X
Program
Program
Program
Program
Program
Program
Yearly
Yearly
Yearly
Yearly
Yearly
Yearly
Biannually
Faculty/Programs/PEC
Program
Program
Program/Dean
Program
Program
Program
1: Program
Transition Points:
2: Admission to Culminating Assessment
Admission
*Each advanced program must identify forms or associated questions/rubric items for each X.
(May be part of TP 2 or 3)
3: Program Exit
Page 3 of 8
How Data Fit and Are Used Within the Electronic Accountability System
DEMOGRAPHICS
WKU Professional Education Unit Electronic Accountability System Components
COMPONENT 3
COMPONENT 1
COMPONENT 2
Admission Data
Electronic
Portfolio System
Early Clinical
Experiences
Final Clinical
Experience
Culminating
Assessment
Data
Certification &
Praxis
Follow Up
Surveys
INITIAL
PREPARATION
Data entered by
Office of Teacher
Services after
Student
Orientation
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data entered by
Curriculum &
Instruction staff
after candidates
submit
Fieldwork
Summary Form
Data entered by
Office of
Teacher
Services
Teacher Work
Sample Scores
entered
electronically by
faculty & Ed
Technology
Data entered by
Office of Teacher
Services
Electronic
survey data
merged into
Accountability
System
ADVANCED
PREPARATION
Data entered by
Office of Teacher
Services after
Graduate
Admission
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data currently
housed by each
program
Course Based
Critical
Performances
uploaded by
candidates and
scored by
faculty
Data entered by
Office of Teacher
Services
Data currently
housed by each
program
TRANSITION
POINTS
1: Program
Admission
Data currently
housed by each
program
2: Admission to Culminating Assessment and/or
Final Clinical Experience
*Italics indicates data currently housed elsewhere that will be added to Accountability System in the future.
(Overlap in some
AP Programs)
COMPONENT 4
REPORTS
3: Program Exit
COMPONENT 5
Page 4 of 8
Courses
Critical Performance Assessment Alignment Matrix (Current: June 2007)
Advanced Preparation Professional Education Program (American Speech-Language-Hearing Association (ASHA))
III-A
III-B
III-C
III-D
III-E
III-F
III-G
III-H
Basic Sciences
Basic Human
Communication
Natures
Communication
Knowledge
Ethical Conduct
Research
Professional
Issues
Professional
Credentials
IV
Skills Outcomes
Discuss and write
article summaries
CD 500 Research
Exam
Exam
Discussion
board
Exam
Discussion board
Class
discussion
Paper
CD 509 Speech Science
Evaluation of
demonstrated skills
Group Presentation
CD 507 Aphasia
Exam
Evaluation of
demonstrated skills
Class Assignment
Class Project
CD 511 Neurology
Exam
Evaluation of
Demonstrated Skills
Evaluation of
demonstrated skills
CD 590 Clinical
Internship
CD 502 Motor Speech
Disorders
CD 504 Seminar in
Child Language
Classroom
Assignment
Exam
Independent
Project
Discussion
Paper
Discussion Paper
Class discussion
Presentations
Exam
Exam
Presentations
Clinician
evaluation
CD 514 Dysphagia
Evaluation of
demonstrated skills
Evaluation of
demonstrated skills
CD 591 Externship
Test
Project
CD 506 Fluency
Test
Practicum
Evaluation of
demonstrated skills
Page 5 of 8
Quizzes
Paper
CD 508 Voice
Disorders
Quizzes
Chat
Exam
Quizzes
Chat
Exam
Quizzes,
Chat
Exam
Evaluation of
demonstrated skills
Classroom
discussion
Presentation
Exam
CD 510 Professional
Issues
Classroom
discussion
Classroom
Discussion
Paper
CD 515 Rehabilitative
Audiology
CD 513 Cognitive
Linguistic Dis.
Exams
Presentation
Paper
Class assignment
Exam
Class Project
Class discussion
Exam
Special topic paper
Case Study
application
Research Paper
CD 512 Seminar
Phonology
Assigned
article
Abstract
Special topic
paper
CD 589 (Rank I only)
Alignment
4,5
Standard 1: Content Knowledge
Standard 2: Designs/Plans
Standard 3: Learning Climate
Standard 4: Implements/Manages
Standard 5: Assessment
Special topic paper
Class
discussion
Exam
Special topic
paper
Special topic
paper
1,4,5
7,10
Kentucky Teacher Standards
Kentucky Teacher Standards (KTS)
Standard 6: Technology
Standard 7: Reflection
Standard 8: Collaboration
Standard 9: Professional Development
Standard 10: Leadership
8,9,10
2,3,4,5,8,9
Page 6 of 8
Delineation of Unit/Program Transition Points – Advanced Preparation
Transition Point 1: Admission to Education Preparation Programs
Data Reviewed
Minimal Criteria for Admission/Continuation
Unit Level Data:
 Admission Application
 Undergraduate Degree
 GAP Score (UG GPA x GRE)





Additional Program Specific Data (if any):
Completion of application
Evidence of degree
2200+
Evidence of certificate
Review
Cycle
Reviewed By
Each
Month
Graduate
Studies
Review
Cycle
Reviewed By
at the end
of the
internship
CD faculty
Review
Cycle
Reviewed By
Statement of intent
3 letters of recommendation
GAP Score of 2800
Undergraduate prereqs.
Transition Point 2: Admission to Culminating Assessment
Data Reviewed
Program Specific Data
 Successful completion of CD 590




Minimal Criteria for Continuation
 appropriate clinical skills
 Appropriate dispositions



Transition Point 3: Program Exit
Data Reviewed
Program Specific Data
 Demonstration of academic and clinical
knowledge and skills
 Passing score on Praxis or one of
Department’s comprehensive exams
Minimal Criteria for Exit
 rating of competent in all areas
annually
CD faculty
 score of 600
Remediation Opportunities:
Should the student or supervisor feel that a student needs additional support to help develop a competency, the
following steps are among those that may be taken:






special readings assigned by a faculty member
conferencing with clinical or academic faculty
skill modeling by clinical or academic faculty
adjustment in the placement schedule
adjustment in the length of the placement
assignment to a different placement site or supervisor
Page 7 of 8
Other Key Data Collection Matrix
Preparation Program: Communication
Disorders (Advanced Preparation)
Program Level Data Collection Points (Courses)
CF Values
Unit-Wide Assessment
1
2
3
4
CD590
CD591-1
CD591-2
CD591-3
5
Dispositions
Dispositions Form
Field Experiences & Clinical Practice
Early Clinical Experience Summary Information
***
***
***
***
***
Field Experiences & Clinical Practice
Final Clinical Experience Summary Information
***
***
***
***
***
KTS/Impacts P-12 Student Learning
Capstone Assessment
Submission
of
Knowledge
and Skills
Acquisition
(KASA)
form
Submission
of
Knowledge
and Skills
Acquisition
(KASA) form
Submission
of
Knowledge
and Skills
Acquisition
(KASA)
form
***
***
***
KTS/Dispositions
Final Clinical Experience Evaluation
KTS
Exit Survey
Diversity*
Early/Final Clinical Experience Summary Information
Portfolio
Case Study
Submission
of
Knowledge
and Skills
Acquisition
(KASA)
form
and
dispositions
rating by
clinical
faculty
CD 510
***
*Please indicate the course or experience your program uses to guarantee that all candidates work with diverse students.
*** All graduates of the Master of Science degree in Communication Disorders will demonstrate entry level
***
competencies with clients across the
lifespan and diverse cultural backgrounds as addressed in the 2005 certification standards of the American Speech Language Hearing Association
and the 2008 accreditation standards of the Council on Academic Accreditation in Audiology and Speech Language Pathology.
Annual Program Assessment Report Outline (Due September 15)
Academic Year __________
1. Present your continuous assessment results in the following areas:
a. Admission Data
b. Course Based Assessment Data
c. Clinical Experiences Data – Be sure to include dispositions assessment results, P-12 student
diversity statistics, and results of efforts to ensure all candidates work with diverse students.
d. Culminating Assessment Data – Be sure to include impact on P-12 student learning data.
e. Exit and Follow Up Data
2. Summarize the above results by Kentucky Teacher (Initial Programs) OR Program Standards (Advanced
Programs) AND other key Conceptual Framework values. Be sure to describe what the results tell you
about your candidates’ progress toward/proficiency on each standard/CF value.
3. Summarize your efforts to report and disseminate your results (Unit/College-wide meetings,
department/program level meetings, written reports, presentations, etc.).
4. Summarize key discussions and/or decisions made based on assessment results:
a. Describe any assessment or data collection changes you have made/will make based on your
assessment results.
b. Describe any program curriculum or experience changes you have made/will make based on
your assessment results.
c. Describe any decisions about group/individual student progress you have made/will make based
on your assessment results.