CMHC ASSESSMENT
REPORT
Fall 2014
Data
• Gathered data from Fall of 2012 to Spring of 2014 (2
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academic years ~ 9 terms)
61 CACREP Standards (for the track)
145 assessment points
Data came from assignments in 10 different courses
All standards assessed at least twice
Goals: 100% of students graded 83% or above
100% of students at Acceptable or
above (for site supervisor evaluations)
Results
• Across all terms:
• 49 assessment points (out of 145) reached our goal in every term
• 71 assessment points (out of 145) reached 93% or better of
students getting a B or better across all terms
• Small class sizes impact results significantly
Questions
• B:2: Applying mental health policy: do current event
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presentation and supervisor evaluations balance each
other out?
C: 1 Is program development an appropriate assignment
for 507 which occurs very early on?
“Not observed” option on site supervisor evaluations?
L:2 (Diagnosis) critical item- what to do about not
observed?
Our assessment is not developmental in nature- how to
assess students improvement on certain standards?
Action Points: Teaching
• A:6 More instruction needed re co-occurring disorders,
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emphasize in 523 instead of 543
C:8 Split up teaching of Diagnosis from Treatment
H:3 (Screening for addiction, aggression, danger to self or
others) critical item- must get 100%
I:1 (Critically evaluate research) critical item- assess later
in class?
545 Research being redesigned: make sure standards
covered
Move Advocacy Project to Internship I
Operationalize client feedback and program evaluation
assignments in Internship I
Action Points: Assessment
• Need to look at each standard, how we did, not just
assessment points
• Move target from 100% to 93% except those standards
deemed critical (ethics, assessing for self harm)
• Remove “not observed” from final internship supervisor
evaluations
• Assessment in 507 and 543 needs to be more precise:
use exam questions instead of exams