SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
Part One: Identify the program and guiding principles.
Program/Unit Name: School Psychology-Education Specialist Degree
Program/Unit Director(s) Wendy Cochrane, PhD, NCSP
Type of Program (Please Check One):
 Undergraduate
 Undergraduate Certificate
Date: 9/10/2014
Person(s) completing this report: Jennifer L. Reynolds, Ph.D.
 Graduate/Professional
 Post-Baccalaureate Certificate

Associate
Mission:
The School Psychology Program is committed to training and preparing professionals who have expertise in education and psychology, who function
as both mental health specialists and instructional specialists, and who provide data-driven, evidence-based, and culturally-responsive services to
children and their families. This is accomplished using a scientist-practitioner model with an ecological orientation emphasizing prevention and
early intervention through a collaborative problem solving approach that is guided by data-based decision making. After successfully completing the
program, students will be expected to:
Objective 1: Demonstrate respect for human diversity and individual differences in their practice as school psychologists.
Objective 2: Deliver a full range of school psychological services from indirect to direct evidence-based interventions, to standardized and
curriculum based assessment, to evaluation of system-level programs and services.
Objective 3: Function using a scientist-practitioner ecological problem-solving model that is guided by data-based decision making.
Objective 4: Adhere to legal and ethical guidelines in their professional practice.
External accreditation status:
The school psychology program is accredited by NCATE and approved by the National Association of School Psychologists (NASP) and the Ohio
Department of Education. We submitted our program report to NASP (our NCATE SPA) February 1, 2013 and we were notified August 1, 2013 that
we received full approval through September 2020. Because we have to align our national program reviews with the NCATE review of the JH
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 1 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
College of Education, our next report will be submitted to NASP by February 1, 2019 so that we are mid-cycle with next NCATE accreditation site
visit.
Part Two: Identify student learning outcomes.
Student learning outcomes:
List the student learning outcomes (SLOs) for the academic or educational program.
The Program is designed to prepare school psychologists who have a strong and broad-based knowledge of psychology and education and are
prepared to apply that knowledge to school settings functioning as both mental health and instructional specialist. The knowledge base is outlined in
the document School Psychology: A Blueprint for Training and Practice III (2006) as well as the Standards for Graduate Preparation of School
Psychologists (2010). The 10 domains are recognized nationally as domains for training and practice and are the foundation of the knowledge and
skills used to evaluate student progress and graduate entry-level competence/attainment of candidate proficiencies upon completion of The
University of Toledo School Psychology Specialist-level Program.
Domain 2.1: Data-Based Decision-Making and Accountability
Competency: Graduates will have knowledge of varied methods of assessment and data collection methods for identifying strengths and needs,
develop effective services and programs, and measure progress and outcomes. As part of a systematic and comprehensive process of effective
decision making and problem solving that permeates all aspects of service delivery, graduates will demonstrate skills to use psychological and
educational assessment, data collection strategies, and technology resources and apply results to design, implement, and evaluate response to
services and programs. Specific knowledge and skills:
1. Demonstrates use of scientific methods of assessment and data collection (e.g., direct, norm-referenced, observation,
environmental, CBA)
2. Demonstrates ability to develop interventions based on data collected
3. Demonstrates ability to progress monitor and modify interventions
4. Demonstrates ability to evaluate interventions outcomes
5. Demonstrates ability to make empirically based educational decisions
Domain 2.2: Consultation and Collaboration
Competency: Graduates will have knowledge of varied methods of consultation, collaboration, and communication applicable to individuals,
families, groups, and systems and used to promote effective implementation of services. As part of a systematic and comprehensive process of
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 2 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
effective decision making and problem solving that permeates all aspects of service delivery, graduates will demonstrate skills to consult,
collaborate, and communicate with others during design, implementation, and evaluation of services and programs. Specific knowledge and skills:
1. Listens attentively to others
2. Asks appropriate questions
3. Demonstrates patience in difficult situations
4. Demonstrates use of systematic problem solving process
5. Addresses consultee resistance appropriately
6. Collaborates effectively with teachers, parents, and other school staff
Domain 2.3: Interventions and Instructional Support to Develop Academic Skills
Competency: Graduates will have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and
developmental processes; and evidence based curriculum and instructional strategies. Graduates, in collaboration with others, will demonstrate
skills to use assessment and data-collection methods and to implement and evaluate services that support cognitive and academic skills. Specific
knowledge and skills:
1. Demonstrates knowledge and application of appropriate cognitive and academic methods of assessment
2. Demonstrates knowledge and application of effective instructional techniques
3. Demonstrates knowledge and application of learning theory and cognitive strategies
4. Develops appropriate academic goals for students based on individual needs
5. Develops, implements, and monitors academic interventions
6. Assesses treatment integrity of academic interventions
Domain 2.4: Interventions and Mental Health Services to Develop Social and Life Skills
Competency: Graduates will be have knowledge of biological, cultural, developmental, and social influences on behavior and mental health;
behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental
health. Gradates, in collaboration with others, will demonstrate skills to use assessment and data-collection methods and to implement and evaluate
services that support socialization, learning, and mental health. Specific knowledge and skills:
1. Demonstrates ability to set appropriate behavior, affective, and adaptive goals
2. Demonstrates knowledge of human development
3. Demonstrates knowledge of behavior management
4. Demonstrates knowledge and use of counseling techniques
5. Demonstrates knowledge and application of appropriate methods of assessing affective, social and adaptive behaviors
6. Demonstrates ability to assess the classroom environment
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 3 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
7. Links assessment results to behavioral and social interventions
Domain 2.5: School-wide Practices to Promote Learning:
Competency: Graduates will have knowledge of school and systems structure, organization, and theory; general and special education; technology
resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health. Gradates, in
collaboration with others, will demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive
learning environments for children and others. Specific knowledge and skills:
1. Demonstrates knowledge of regular education
2. Demonstrates knowledge of special education
3. Demonstrates knowledge and use of technology resources
4. Demonstrates knowledge of how to design, implement and evaluate school policies and practices in areas such as discipline,
problem-solving, staff training, retention, and home-school partnerships.
Domain 2.6: Prevention and Responsive Services:
Competency: Graduates will have knowledge of principles and research related to resilience and risk factors in learning and mental health, services
in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response. Graduates, in
collaboration with others, will demonstrate skills to promote services that enhance learning, mental health, safety, and physical well-being through
protective and adaptive factors and to implement effective crisis preparation, response, and recovery. Specific knowledge and skills:
1. Demonstrates knowledge of child development
2. Demonstrates knowledge of developmental psychopathology
3. Demonstrates knowledge of crisis intervention
4. Demonstrate knowledge of prevention strategies
5. Develops, implements, and evaluates tiered interventions based to foster resilience and address factors that lead to academic and
behavioral difficulties
6. Collaborates with other professionals to promote good mental health for children
Domain 2.7: Family-School Collaboration Services
Competency: Graduates will have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based
strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between
families and schools. Graduates, in collaboration with others, will demonstrate skills to design, implement, and evaluate services that respond to
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 4 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
culture and context and facilitate family and school partnership/ interactions with community agencies for enhancement of academic and social–
behavioral outcomes for children. Specific knowledge and skills:
1. Demonstrates knowledge of family systems and impact on students
2. Demonstrates knowledge of evidence-based methods for integrating family, school and community resources to improve outcomes for
children
3. Establishes relationships with families and involves them in instructional decision-making processes for the child
4. Promotes and provides comprehensive services for the child
Domain 2.8: Diversity in Development and Learning:
Competency: Graduates will have knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and
research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role
differences; and evidence-based strategies. Specific knowledge and skills:
1. Demonstrates understanding of individual differences, abilities, disabilities, and other diverse characteristics
2. Demonstrates strategies for addressing diversity factors when selecting methods for assessment
3. Demonstrates strategies for addressing diversity factors when designing, implementing and evaluating interventions.
Domain 2.9: Research and Program Evaluation:
Competency: Graduates will have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and
program evaluation methods sufficient for understand research and interpreting data in applied settings. Graduates will demonstrate skills to
evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources
for data collection, measurement, and analysis and program evaluation to support effective practices at the individual, group and/or systems levels.
Specific knowledge and skills:
1. Demonstrates ability to design, conduct, and analyze research
2. Demonstrates ability to review body of research and identify findings for effective service delivery
3. Provides assistance in interpreting research information in applied settings.
Domain 2.10: Legal, Ethical and Professional Practice
Competency: Graduates will have knowledge of the history and foundation of school psychology; multiple service models and methods; ethical legal
and professional standards; and other factors related to professional identify and effective practice as school psychologists. Graduates will
demonstrate skills to provide services consistent with ethical, legal, and professional standards; engage in responsive ethical and professional
decision-making; collaborate with other professionals; and apply professional work characteristics needed for effective practice as school
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 5 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
psychologists, including respect for human diversity and social justice communication skills, effective interpersonal skills, responsibility adaptability,
initiative, dependability and technology skills. Specific knowledge and skills:
1. Demonstrates knowledge of history and foundations of school psychology
2. Demonstrates knowledge of school psychology service models
3. Demonstrates knowledge and application of ethical and legal practice
4. Exhibits involvement in professional organizations in order to foster professional identify
5. Demonstrates a commitment to career-long development of skills through professional development
Are the program’s SLOs made available to students?
Yes
___ No
If yes, please indicate how (check all that apply):
X
Program SLOs on our website
X
Program SLO required on course syllabi (if applicable)
X
Other: School Psychology Program Handbook, Prepractica Field
Experience Manual, Practica Field Experience
Manual and Internship Field Experience Manual.
Do you have course specific SLOs in addition to your program SLOs?
Yes
___ No
If yes, do the course SLOs map to the program SLOs?
Yes
___ No
Comments:
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 6 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
Part Three: Identify the types of measures utilized in your program.
Assessment measures:
Complete the following table. Add additional rows as needed.
Data collection methods,
metrics and sources
Applicable student learning
outcomes
Direct or Indirect Measure of
student learning
Frequency of data collection
and review
Person(s) responsible for
reviewing data
Student annual written
evaluations (completed in
conjunction with yr. 2
portfolio meetings)
Practica Supervisor
evaluations (eval completed
by field supervisor)
Formative yr. 2 Portfolios
(contains examples of
reports, intervention case
studies, results from course
simulations, exams, and
scholarly papers)
Internship Supervisor
evaluations
Domains 2.2, 2.5, 2.8, 2.10
Direct
One time per year
Student’s advisor and
program director
All Domains 2.1 to 2.10
Direct
Two times per year
All Domains 2.1 to 2.10
Direct
One time per year
Student’s university
practica supervisor and
program director
Student’s advisor and
program director
All Domains 2.1 to 2.10
Direct
Four times per year
Indirect
One time per year
Data on number of school
Domains 2.1, 2.2, 2.3, 2.4,
children who received some 2.9
type of intervention from
our practica students at
Tier 2, and Tier 3
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 7 of 17
Student’s university intern
supervisor and program
director
All school psych faculty and
program director
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
Data on number of school
Domains 2.1, 2.2, 2.3, 2.4,
Indirect
One time per year
children who received some 2.9
type of intervention from
our interns at Tier 1, Tier 2,
and Tier 3 (results provided
in a data table and results
of two best interventions
provided in intervention
summary report with selfassessment and scoring
rubric)
Summative (yr. 3)
All Domains
Direct
One time per year
Portfolios (completed by
field supervisor)
Specialist Test in School
Psychology Praxis scores
All Domains
Direct
One time; near end of
program
Comments:
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 8 of 17
All school psych faculty and
program director
All school psych faculty and
program director
All school psych faculty and
program director
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
Part Four: Provide a sample of your assessment results and actions to improve student learning.
Assessment results and actions to improve learning:
Complete the table below and provide comments in a brief narrative regarding the significance of your results and the corresponding actions to improve student
learning. Use the key below to categorize actions to improve learning in the table.
Kinds of decisions that assessment findings may guide or contribute to:
(Enter letter(s) under “Actions to Improve Learning” in the table below.)
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
Curriculum (e.g., revise one or more courses for knowledge and skills; revise course sequence or prerequisites; continue or expand a successful course)
Instruction (e.g., pilot new instructional approach or assignment; improve communication of SLOs to students and faculty; continue or expand a successful approach or assignment)
Faculty, professional development (e.g., opportunity for faculty to apply an aspect of assessment in their own courses; training for faculty on assessment, changing faculty
participation in assessment)
TA Training (e.g., introduce or adjust TA training)
Advising (revise advising practices)
Facilities (labs, classrooms, etc.)
Course Scheduling (modify frequency or schedule of class offerings)
Assessment Processes, Plan, or Infrastructure (e.g., change methods of data collection; revise student outcomes; adjust process of infrastructure to support assessment)
Recommendations that involve other units of the university (e.g., units such as the libraries, that provide support to other programs)
Equipment (e.g. hardware/software)
Other (please explain in comments)
Corresponding
Student Learning
Outcome
1. Summative
Portfolio
2. Score on Praxis II
test in School
Psychology (best)
3.Intern Supervisor
Ratings
All outcomes
All outcomes
All outcomes
Target Performance
Ratings of 4 or
better in each
domain
State level minimum
score of 161 and for
national certification
a 165
Ratings of 3 or
better on all skills
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Results from 20132014
Results from 20122013
100% of students
rated 4 or better
100% rated 4 or
better
Actions to improve
learning
No actions to
improve
Comments
Average score 188
No actions to
improve
Results satisfactory
100% met or
exceeded
h
Results are
satisfactory but wish
more variability
across students to
Average score 174
100% met or
exceeded
Page 9 of 17
Satisfactory
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
100% met or
exceeded
4.Practica
Supervisor Ratings
(average)
All outcomes
Ratings of 4 or
better
5.Formative 2
Annual Student
Evaluation
All outcomes
Ratings of
satisfactory on all
items
100% Satisfactory
Ratings of 2 or
better
50% rated needs
development. Too
many students select
documents that do
not fit skill or are
weak examples.
6.Formative 2
Portfolio (needs
most improvement)
All outcomes
100% met or
exceeded
h
100% satisfactory
No actions to
improve
40% rated as needs
development.
Improved, but still
too many selecting
documents that do
not fit or are weak
examples
b, e, h
differentiate good
students from
excellent students
Results are
satisfactory but wish
more variability
across students to
differentiate good
students from
excellent students
Results satisfactory
Want less students in
needs development
range at this point
Results Narrative:
We collect both formative and summative data over the two years of the Ed.S degree portion of our program. On our national licensure exam, Praxis
II test in school psychology, 100% of our students have obtained a score exceeding the state requirement for licensure as a school psychologist. The
summative portfolio reflects mastery of all student learning objectives and differs from the formative 2 portfolio in that it includes many examples of
applying knowledge and skills in the real world setting. The application of the knowledge and skills is also documented as meeting or exceeding entry
level expectations for a beginning school psychologist as reflected in the intern supervisor ratings. The summative portfolio, intern evaluation, and
Praxis II test scores are all assessments reflecting measurement of all student learning outcomes/NASP domain competencies. We present this as
evidence that our program is meeting its student learning outcomes.
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 10 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
Actions to Improve Learning Narrative:
From our fall 2012 assessment report, we identified three areas for improvement during the 2012-2013 academic year. We did begin identifying key
assessments in our SPSY courses. Beginning spring semester 2012, students were held accountable for their performance on the key assessments and
in all future semesters, students will be held accountable for their performance on all key assessments in all SPSY courses as follows:
Students must pass all key assessments by reaching the criterion of 90 percent or better on each assignment. If a student does not meet this criterion
on an assignment, he or she will need to revise the assignment. The revision is due 30 days from the date the key assessment results are provided and
likewise if a second revision is required it is due 30 days from the date the rescored results are provided. If after the second revision, the student has
not reached the criterion on the key assessment assignment, a remediation plan will be written. Students will not be permitted to begin their next field
experience setting until all key assessment from the prior year have been passed. Examples of key assessments are SPSY 5030 Domain Paper, SPSY
5040 Take home exam, SPSY 5170 Exam, SPSY 5300 & 5310 Scoring of tests, Administration of tests, Report Writing, SPSY 7180 Home School
Collab Paper, and in SPSY 6260 Exam.
We also made changes to our practica and internship field evaluations. We piloted the practica last year and the internship evaluation is being used
beginning this academic year. The prior evaluation asked supervisors to rate students from 1 to 7, but the ratings were not defined. The ratings are
now defined as follows: 1- remediation plan needed, 2-3 developing/demonstrating knowledge and skills, 4-5 mastery for novice entry to next level of
training/into profession, 6-7 advanced mastery for novice entry to next level of training/into profession.
We had planned to develop an advanced applied behavior analysis class in collaboration with faculty in the College of Education but were not able
to complete that task. We do plan to complete it this academic year.
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 11 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
Part Five: Describe how students are involved in the assessment process for your program.
Students’ involvement:
Students are asked to evaluate the program, its coursework, assessments, and requirements on two formal occasions during the EdS degree portion
of the program: during the formative 2 portfolio and annual student evaluation meeting and during their exit meeting when the complete the
program. At the program exit meeting, students complete an anonymous survey (turn in as a word document, placed in sealed envelope and all
surveys are labeled the same and opened after all students complete their program exit meeting). They also are interviewed (unstructured/openended) by the program director to provide any feedback and/or recommendations for program improvement. We also informally ask for feedback in
courses, review our course evaluations, and keep regular office hours during which times students are encouraged to provide suggestions and
feedback.
Part Six: Discuss the assessment process within your program.
Actions to improve the assessment process:
Describe changes made in any aspect of the process of assessment of student learning for your academic or educational program.
For this academic year we intend to make the following changes:
1. Revise the scoring rubric for our portfolios. While it currently is a 7-point likert scale, we will better define the ratings to be 1-must
revise, 2-3 needs development before submitting next portfolio, 4-5 effective at this submission, 6-7 exemplary evidence of the knowledge
and skill area.
2. Identify key assessments in all SPSY courses that students must pass based on the following criteria and hold students accountable to the
criterion.
3. Explore the development of two new courses, a preschool to high school child development course and an advanced applied behavior
analysis course.
4. Explore how to better integrate more technology/using online resources in our courses and to use more of our on-campus class time for
direct instruction and applied learning activities as opposed to didactic teaching/lecturing.
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 12 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
Sharing and discussing assessment:
In the past academic year, with whom have you discussed your assessment results in your program? (Check all that apply.)
___ Assessment Coordinator(s)
_X_ Department/Program Assessment Committee (or equivalent)
___ Department/Program Curriculum Committee(s) (or equivalent)
___ Other Committee: ___________________________________
_X_ Students in your program
___ Alumni
_X_ Prospective students
_X_ Chair
___ Associate Dean(s)
___ Dean
___ University Assessment Committee College Liaison
___ College Assessment Committee (or equivalent)
_X_ Advisory Board
___ Ad hoc
___ Unsure
___ Other: _____________________________________________
Comments:
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 13 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
Which of these have taken place in your program in the past academic year? (Check all that apply).
X
X
X
X
Assessment work is rotated among faculty so all members gradually build familiarity with key components of program
assessment and weigh in
Faculty meetings include a regular time devoted to assessment
Assessment is integrated into regular standing committees (e.g. curriculum)
Annual retreat to discuss assessment
Assessment reports are available to program faculty and chair
Assessment leadership has continuity in some way; may be led by a senior faculty or administrator
Assessment coordinator given one-course reduction or other release time
Program has paid part-time or full-time position devoted to assessment
Please explain:
Program displays assessment results on performance indicators
In-house professional development occurs: faculty share ideas, practices or questions about teaching, learning, and assessment
at informal activities (idea-share, brownbag discussions, etc.)
Faculty attend workshops or conference sessions on assessment
Training sessions for faculty in assessment process-offered by the program or college, or others
Faculty attend professional accreditation workshops and/or evaluator training
Publications are available on assessment, teaching, or curriculum development
Other: ______________________________________________________
Comments:
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 14 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
Identify the level of faculty involvement in the assessment process. (Check all that apply).
X
Faculty members do not review assessment data.
Faculty members review assessment data at the level of the individual course.
Program faculty members meet as a group annually to review and discuss assessment data (structured review such as curriculum
or assessment committees, etc.)
Program faculty members meet as a group regularly (at least 3 times per year) to review and discuss data (structured review
such as curriculum or assessment committees, etc.)
Comments:
Dissemination of this assessment report:
A copy of this report will be distributed to your UAC liaison, the entire UAC and your dean or vice-provost. Please list other individuals or groups to whom you
will send a copy of this report.
Departmental Alumni Advisory Board
Chairs of collaborative departments
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 15 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
Part Seven: Overall Program Summary
Self-Assessment/ Supporting Documentation:
Overall, where would you rate your program’s assessment? (choose one)
___ Beginning
___ Developing
___ Refining
_X__ Continuously Improving
Please attach example(s) of artifacts of performance indicators (e.g., displays, rubrics, graphs, charts, etc.) that have been made available to constituents
(e.g., faculty, staff, students, administrators, etc.)
Comments:
Approved by UAC, January 15, 2014
School Psychology-Education Specialist Degree
Page 16 of 17
SAMPLE ACADEMIC LEVEL ONE ASSESSMENT REPORT 2013 - 2014
Assessment of Student Learning
The University of Toledo
Data from Praxis II school psychology licensure exam
Years 2010-2011 and 2011-2012
Description of assessment and use in program: Assessment is administered during the last year of the program and
students must obtain a passing score (161 or greater) in order to be recommended for state licensure in Ohio and a
passing score (165 or greater) for national certification (NCSP).
Praxis II Scores
2010-2011 Completers
Obtain Ohio
passing score
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Did not obtain
Ohio passing
score
X
X
X
X
X
X
X
X
Obtained NCSP
passing score
Did not obtain
NCSP passing score
X
X
X
X
X
X
X
X
Score
178
178
166
180
171
168
182
176
Praxis II Scores
2011-2012 Completers
Obtain Ohio
passing score
Student 1
Student 2
Student 3
Student 4
Student 5*
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Did not obtain
Ohio passing
score
X
X
X
X
X
X
X
X
X
X
X
X
Approved by UAC, January 15, 2014
17
School Psychology-Education Specialist Degree
Obtained NCSP
passing score
Did not obtain
NCSP passing score
X
X
X
X
X
X
X
X
X
X
X
X
Score
165
180
175
165
163
177
182
186
175
167
168
175
Page 17 of