Central Washington University
Assessment of Student Learning
Department and Program Report
Please enter the appropriate information concerning your student learning assessment activities for this year.
College: COTS
Program: EdS School Psychology
Prepared by: Heath Marrs
Department: Psychology
Degree: EdS
Academic Year of Report: 2014-15
1. What student learning outcomes were assessed this year, and why?
In answering this question, please identify the specific student learning outcomes you assessed this year, reasons for
assessing these outcomes, with the outcomes written in clear, measurable terms, and note how the outcomes are
linked to department, college and university mission and goals.
The School Psychology Graduate Program has chosen to assess all 10 of the student learning outcomes. All 10 of
the SLOs were selected because they are NASP and OSPI standards and annual data collection on these standards
will assist us with future accreditation and certification reports. Please see Appendix 1 “Psychology Student
Learning Outcomes (Revised 2015)” for a list of these SLOs and a summary of the related department, college and
university mission and goals.
2. How were they assessed?
In answering these questions, please concisely describe the specific methods used in assessing student learning.
Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion)
against which you will compare your assessment results. If appropriate, please list survey or questionnaire response
rate from total population.
A) What methods were used?
B) Who was assessed?
C) When was it assessed?
Please see Appendix 1 “Psychology Student Learning Outcomes (Revised 2015)” for a summary of the methods of
assessment employed, which students were assessed, and when the assessments took place. A total of four
graduating students completed their internship this year and all have taken the PRAXIS exam. These are typically
3rd year students in the program. In addition, evaluations of nine 1st year students and eight 2nd year students were
included in the assessment results.
3. What was learned?
In answering this question, please report results in specific qualitative or quantitative terms, with the results linked to
the outcomes you assessed, and compared to the standard of mastery (criterion) you noted above. Please also include
a concise interpretation or analysis of the results.
Student Learning Outcomes
Criterion of Mastery
1. Data-Based Decision Making and
Accountability: School psychology graduate
students will develop knowledge of varied models
and methods of assessment that yield information
useful in identifying strengths and needs, in
understanding problems, and in measuring progress
and accomplishments. School psychology graduate
students will use such models and methods as part
of a systematic process to collect data and other
information, translate assessment results into
empirically based decisions about service delivery,
and evaluate the outcomes of services. Data based
decision-making permeates every aspect of
professional practice.
Internship Evaluation: All
students average at least 3
(Competent) on Domain 1
(Data-Based Decision Making
and Accountability)
12/18/12
1 = Unsatisfactory
2 = Developing
3 = Competent
4 = Exceptional
Method: Direct; knowledge,
performance, attitudes
1
Assessment Results
100% (4 of 4) of interns averaged at
least 3 (Mean = 3.47)
Student Learning Outcomes
Criterion of Mastery
Praxis School Psychology
Certification Exam: All
students earn a passing score
for WA State and NCSP
Method: Direct; knowledge,
performance
2. Consultation and Collaboration: School
psychology graduate students will develop
knowledge of varied methods of consultation,
collaboration, and communication applicable to
individuals, families, groups, and systems used to
promote effective implementation of services.
Students will demonstrate these skills as a part of a
systematic and comprehensive process of effective
decision making and problem solving that
permeates all aspects of service delivery.
Internship Evaluation: All
students average at least 3
(Competent) on ratings for
Domain 2 (Consultation and
Collaboration)
Method: Direct; knowledge,
performance
3. Interventions and Instructional Support to
Develop Academic Skills: School psychology
graduate students will develop knowledge of
biological, cultural, and social influences on
academic skills; human learning, cognitive, and
developmental processes; and evidence-based
curriculum and instructional strategies. Students
will, in collaboration with others, demonstrate skills
to use assessment and data-collection methods and
to implement and evaluate services that support
cognitive and academic skills.
Internship Portfolio Academic
Case Study: All students
average at least 2 (Effective)
on each section of the rubric
(Problem Identification,
Problem Analysis,
Intervention, Evaluation)
4. Interventions and Mental Health Services to
Develop Social and Life Skills: School psychology
graduate students will develop 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.
Students will, in collaboration with others,
demonstrate skills to use assessment and datacollection methods and to implement and evaluate
services that support socialization, learning, and
mental health.
5. School-Wide Practices to Promote Learning:
School psychology graduate students will develop
knowledge of school and systems structure; general
and special education; technology resources; and
evidence-based school practices that promote
academic outcomes, learning, social development,
and mental health. Students will, in collaboration
with others, demonstrate skills to develop and
implement practices and strategies to create and
maintain effective and supportive learning
environments for children and others.
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1 = Needs development
2 = Effective
3 = Very effective
Method: Direct; knowledge,
performance
Internship Portfolio
Behavioral Case Study: All
students average at least 2
(Effective) on each section of
the rubric (Problem
Identification, Problem
Analysis, Intervention,
Evaluation)
1 = Needs development
2 = Effective
3 = Very effective
Method: Direct; knowledge,
performance
Internship Evaluation: All
students average at least 3
(Competent) on ratings for
Domain 5 (School-wide
Systems to Promote Learning)
1 = Unsatisfactory
2 = Developing
3 = Competent
4 = Exceptional
Method: Direct; knowledge,
performance
2
Assessment Results
100% (4 of 4) earned a passing
score (165) on the Praxis (Mean =
176.5)
100% (4 of 4) averaged at least 3
(Mean: 3.42)
50% of students (2 of 4) averaged at
least 2 on each section of the
Academic Case Studies
Problem Identification (100%)
Problem Analysis (75%)
Intervention (50%)
Evaluation (75%)
25% of students (1 of 4) averaged at
least 2 on each section of the
Behavioral Case Studies
Problem Identification (100%)
Problem Analysis (75%)
Intervention (25%)
Evaluation (75%)
75% (3 of 4) of interns averaged
at least 3 (Mean: 3.15).
Student Learning Outcomes
Criterion of Mastery
6. Preventive and Responsive Services: School
psychology graduate students will develop
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. Students
will, in collaboration with others, 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.
Internship Evaluation: All
students average at least 3
(Competent) on ratings for
Domain 6 (Preventive and
Responsive Services)
7. Family-School Collaboration Services: School
psychology graduate students will develop
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.
Students will, in collaboration with others,
demonstrate skills to design, implement, and
evaluate services that respond to culture and
context and facilitate family and school
partnership/interactions with community agencies
for enhancement of academic and social-behavioral
outcomes for children.
Internship Evaluation: All
students average at least 3
(Competent) on ratings for
Domain 7 (Family School
Collaboration Services)
8. Diversity in Development and Learning: School
psychology graduate students will develop
knowledge 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 to
enhance services and address potential influences
related to diversity. Students will, in collaboration
with others, demonstrate skills to provide
professional services that promote effective
functioning for individuals, families, and schools
with diverse characteristics, cultures, and
backgrounds and across multiple contexts, with
recognition that an understanding and respect for
diversity in development and learning and advocacy
for social justice are foundations of all aspects of
service delivery.
Internship Evaluation: All
students average at least 3
(Competent) on ratings for
Domain 8 (Diversity in
Development and Learning)
9. Research and Program Evaluation: School
psychology graduate students will develop
knowledge of research design, statistics,
measurement, varied data collection and analysis
techniques, and program evaluation methods
sufficient for understanding research and
interpreting data in applied settings. Students 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,
Thesis: All full-time students
finish thesis/project within 3
years of starting program.
Method: Direct; knowledge,
performance
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Assessment Results
100% (4 of 4) of interns averaged
at least 3 (Mean: 3.25).
1 = Unsatisfactory
2 = Developing
3 = Competent
4 = Exceptional
Method: Direct; knowledge,
performance
100% (4 of 4) of interns averaged
at least 3 (Mean: 3.28).
1 = Unsatisfactory
2 = Developing
3 = Competent
4 = Exceptional
Method: Direct; knowledge,
performance
100% (4 of 4) of interns averaged
at least 3 (Mean: 3.46).
1 = Unsatisfactory
2 = Developing
3 = Competent
4 = Exceptional
Method: Direct; knowledge,
performance
3
50% (2 of 4) of students finished
thesis within 3 years of starting
program.
Student Learning Outcomes
Criterion of Mastery
Assessment Results
Professional Work
Characteristics and
Dispositions Ratings
(Faculty): Mean ratings of at
least 3 (Satisfactory/Expected)
on rating form for all quarters
for both 1st and 2nd year
students.
1st Year Cohort
Fall Mean = 3.19
Winter Mean = 3.16
Spring Mean = 3.78
measurement, analysis, and program evaluation to
support effective practices at the individual, group,
and/or systems levels.
10. Legal, Ethical, and Professional Practice:
School psychology graduate students will develop
knowledge of the history and foundations of school
psychology; multiple service models and methods;
ethical, legal, and professional standards; and other
factors related to professional identity and effective
practice as school psychologists. Students 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 psychologists, including respect for human
diversity and social justice, communication skills,
responsibility, adaptability, initiative,
dependability, and technology skills.
1=needs substantial
improvement
2=needs some improvement
3=satisfactory
4=better than expected
5=superior
Method: Direct; attitudes
Internship Evaluation: All
student average at least 3
(Competent) on ratings of
professional behavior
2nd Year Cohort
Fall Mean = 3.24
Winter Mean = 3.36
Spring Mean = 3.15
75% (3 of 4) of students averaged at
least 3 on professional behavior
(Mean =3.51). One student
averaged 2.88 with 2 out of 17 rated
as 2 (developing).
1 = Unsatisfactory
2 = Developing
3 = Competent
4 = Exceptional
Method: Direct; attitudes
Based on these assessment results, we can draw the following conclusions:
 All of our 3rd year school psychology graduate students performed satisfactorily on the PRAXIS School
Psychology Certification exam, earning scores that passed both state and national standards. All students
were eligible to become nationally certified school psychologists upon graduation.
 All 3rd year students accepted offers of employment as school psychologists for 2015-2016 academic year,
with each student accepting an offer before graduation.
 3rd year students performed satisfactorily in the 3rd year internship as rated by their field supervisors. 100%
of students were rated “competent” or above for the following Domains: Data-based Decision-Making and
Accountability, Consultation and Collaboration, Preventive and Responsive Services, Family School
Collaboration Services, and Diversity in Learning and Development. For two domains, 1 student did not
average a 3 (Competent). Those domains were School-Wide Practices to Promote Learning and
Professional Behavior. In each case, the student that did not average 3 was close close (2.60 and 2.88,
respectively).
 Areas for growth for 3rd year students were identified on the Portfolio Intervention Case Studies
assignments. For these assignments, students complete an extended case study on an academic and a
behavioral/social/emotional intervention with a child/adolescent at their internship site. 100% of the
students averaged at least a 2 (Effective) on the Problem Identification ratings of the case studies. However,
needs were identified in the Problem Analysis, Intervention, and Evaluation sections.
 Both the 1st and 2nd year cohorts achieved mean ratings of 3 (satisfactory) or above on the Professional
Work Characteristics and Dispositions ratings completed by faculty members each quarter.
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4
4. What will the department or program do as a result of that information?
In answering this question, please note specific changes to your program as they affect student learning, and as they
are related to results from the assessment process. If no changes are planned, please describe why no changes are
needed. In addition, how will the department report the results and changes to internal and external constituents
(e.g., advisory groups, newsletters, forums, etc.).
The current assessment results, as well as feedback received from the Accreditation Review Board of the National
Association of School Psychologists, has led to a number of program refinements and modifications. Many of these
are still in progress as they are being addressed during the 2014-2015 academic year. Listed below are some of the
changes that have been implemented or are being considered.

Streamline Course of Study: In response to feedback from the 2013 NASP review and a review of the
Assessment information the Program has worked on the sequencing of coursework to better prepare
candidates for practicum and internship experiences. For example, we now have a structured course of
study that begins in year 1 with “Foundational Professional Knowledge and Skill Development”, proceeds
to year 2 with “Advanced Skill Development and Applications”, and ends with the year 3 internship. In
creating this structure we have moved courses in the program to better provide foundational knowledge for
later experiences. We have moved PSY559 Advanced Educational Psychology and PSY525 Psychology of
Reading to the first year of study to provide candidates with this knowledge prior to beginning the second
year practicum. This will also allow us to address a slight concern with the timely completion of thesis
projects prior to leaving campus to do the third year internship. With moving up some foundational
coursework, it has allowed students to take thesis credits during the Winter and Spring of the second year.
This should allow them to propose their thesis prior to leaving for internship.

Exposure to school systems organization prior to practicum and internship: Over the past two years of data
for the Internship Evaluation Rating form (completed by the field supervisor), we have noticed that the
ratings for items in Domain 5 (School-wide Practices to Promote Learning) were somewhat lower than
those for other domains. In response we have tried to incorporate more information about school systems
earlier in the program through exposure to various school personnel. During the 2014-15 academic year we
began a “Brown Bag” lunch series in which we invite school personnel as well as professionals from other
agencies in the community to present to our candidates in an informal setting over lunch. The series was
very successful in helping candidates learn about the practicalities of life in the schools from the
perspective of other professionals. In addition, their knowledge of community resources for children,
adolescents, and families was also increased. We plan to continue this series in future years and hope it will
help increase candidate knowledge of school systems and organizations.

Emphasis on intervention and treatment (Intervention) integrity: A review of the first two years of
Intervention Case Studies has led the program to increase the emphasis on interventions and treatment
(intervention) integrity in coursework and the practicum. The lowest rated section of the Intervention Case
Studies over the first two years were the Intervention section of the rubric (See Domains 3 and 4). In
addition, the ratings for the Evaluation section were also somewhat lower than the ratings for Problem
Identification and Problem Analysis. As a result, the program has examined ways to better prepare students
in areas assessed by the Intervention and Evaluation section and will also monitor these sections for trends
in the future. The lowest rated items within the Intervention section were items dealing with intervention
integrity (item 3.8; 1.50), unintended outcomes of intervention selection (item 3.7; 1.67-1.58), and
interventions are evidence-based (item 3.3; 1.67-1.83). As a results of these findings, these areas have
received greater emphasis in the PSY575 School-Based Interventions course. Also, the program
implemented an Intervention Case Study in the Practicum for the first time in Spring 2015. Although the
Case Studies were not evaluated with multiple raters, the program will explore this possibility in the
upcoming year.

Impact on student learning: With the implementation of the Intervention Case Studies in the Portfolio,
candidates have included a description of an intervention they have implemented during the internship year.
The first year of data from the Intervention Case Studies have been encouraging with regard to impact on
student learning (See Domains 4 and 5). The 2014-15 cohort was the first to report effect sizes and the
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5
initial results were promising, with effect sizes ranging from .39 to 1.87 (mean = 1.17) for the Academic
case studies and .58 to 1.87 (mean 1.65) for the Behavioral case studies. Although encouraging, the
program would like to improve the measurement of impact on student learning by refining candidate ability
to engage in visual analysis of single-case designs as well as reporting additional measures of effect size.
Instruction in the PSY575 School-Based Interventions course in Spring 2015 included additional
instruction in these processes (using Evaluating Educational Interventions by Riley-Tillman & Burns) and
there are plans to more explicitly address these issues in future practicum experiences.
5. What did the department or program do in response to last year’s assessment information?
In answering this question, please describe any changes that have been made to improve student learning based on
previous assessment results. Please also discuss any changes you have made to your Assessment Plan or assessment
methods.




The assessment of Professional Work Characteristics has continued to be a useful assessment tool.
Assessment of these characteristics each quarter has provided students with important feedback that they
are then able to use to improve their performance. We continued to use this assessment each quarter during
the 2014-2015 academic year.
Based on feedback from the Professional Educator Advisory Board (PEAB) as well as input from fieldbased supervisors practicum students were placed in a school-based setting with a school psychologist
supervisor for both the winter and spring quarter practicum placements. Previously, students completed a
general school-based placement (not working directly under a school psych) for the winter quarter and then
under a school psychologist for the spring quarter. This change in practicum has allowed students to gain
more experience in a school-based setting that will be useful for preparation for internship.
We have revised the Portfolio completed during the Internship, with a number of new assignments that will
provide more detailed assessment information. The Portfolio is in effect for the 2014-2015 academic year,
with evaluation of the portfolios to be completed at the end of the year. Data from these new assignments
(Academic and Behavioral Case Studies) are reported here for the first time.
In order to enhance our admission process, the program conducted on-campus or phone interviews with
applicants who passed an initial screening for admission.
6. Questions or suggestions concerning Assessment of Student Learning at Central Washington University:
NA
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6
Student Learning Outcome Assessment Plan
Department: Psychology
Degree Program: Ed.S.-School Psychology
Student learning outcomes of the CWU school psychology program are derived from those of the National Association of School Psychology (NASP) and the Washington State
Office of the Superintendent of Public Instruction (OSPI) standards for Residency Level Educational Staff Associate in School Psychology certification programs. 1
Student Learning
Outcome (performance,
knowledge, attitudes)
1. Data-Based Decision
Making and
Accountability: School
psychology graduate
students will develop
knowledge of varied
models and methods of
assessment that yield
information useful in
identifying strengths and
needs, in understanding
problems, and in
measuring progress and
accomplishments. School
psychology graduate
students will use such
models and methods as
part of a systematic
process to collect data and
Related CWU
Strategic
Outcome(s)
http://www.cwu.edu/
strategic-planning/
1.1.1 Students will
achieve
programmatic
learning outcomes.
3.1.2 Sustain the
number of courses
that include research,
scholarship, and
creative expression
skills as key
outcomes.
Method(s) of Assessment
(What is the assessment?)*
Who Assessed (Students
from what courses population)**
When Assessed
(term,
dates)***
Standard of Mastery/ Criterion of
Achievement (How good does performance
have to be?)
Internship Evaluation by field
supervisors
Third year students
During third
year internship
All students will receive satisfactory ratings (3
or higher) on the internship evaluation.
Praxis II Exam in School
Psychology
Third year students
At end of
program
All students will earn a passing score on the
Praxis II Exam for state and national
certification.
1
NASP standards for training programs in school psychology may be found at http://www.nasponline.org/standards/FinalStandards.pdf. Washington State standards for school psychologist
certification programs are codified in WAC 181-78A-270(6), available online at http://apps.leg.wa.gov/WAC/default.aspx?cite=181-78A-270
12/18/12
7
Student Learning
Outcome (performance,
knowledge, attitudes)
other information,
translate assessment
results into empiricallybased decisions about
service delivery, and
evaluate the outcomes of
services. Data based
decision-making
permeates every aspect of
professional practice.
2. Consultation and
Collaboration: School
psychology graduate
students will develop
knowledge of varied
methods of consultation,
collaboration, and
communication applicable
to individuals, families,
groups, and systems used
to promote effective
implementation of
services. Students will
demonstrate these skills as
a part of a systematic and
comprehensive process of
effective decision making
and problem solving that
permeates all aspects of
service delivery.
3. Interventions and
Instructional Support to
Develop Academic Skills.
School psychology
graduate students will
develop knowledge of
biological, cultural, and
social influences on
academic skills; human
12/18/12
Related CWU
Strategic
Outcome(s)
http://www.cwu.edu/
strategic-planning/
Method(s) of Assessment
(What is the assessment?)*
Who Assessed (Students
from what courses population)**
When Assessed
(term,
dates)***
Standard of Mastery/ Criterion of
Achievement (How good does performance
have to be?)
1.1.1 Students will
achieve
programmatic
learning outcomes.
Internship Evaluation
completed by field supervisor
Third year students
During third
year internship
All students average at least 3 (competent) for
ratings in this domain.
1.1.1 Students will
achieve
programmatic
learning outcomes.
PSY683 Internship Portfolio
Academic Case Study
Third year students
During
Internship
All students average at least 2 (Effective) on
each section of the rubric (Problem
Identification, Problem Analysis, Intervention,
Evaluation)
8
Student Learning
Outcome (performance,
knowledge, attitudes)
learning, cognitive, and
developmental processes;
and evidence-based
curriculum and
instructional strategies.
Students will, in
collaboration with others,
demonstrate skills to use
assessment and datacollection methods to
implement and evaluate
services that support
cognitive and academic
skills.
4. Interventions and
Mental Health Services to
Develop Social and Life
Skills: School psychology
graduate students will
develop knowledge of
biological, cultural,
developmental, and social
influences on behavior
and mental health;
behavioral and emotional
impacts on learning and
life skills; and evidencebased strategies to
promote social-emotional
functioning and mental
health. Students will, in
collaboration with others,
demonstrate skills to use
assessment and datacollection methods and to
implement and evaluate
services that support
socialization, learning,
and mental health.
12/18/12
Related CWU
Strategic
Outcome(s)
http://www.cwu.edu/
strategic-planning/
1.1.1 Students will
achieve
programmatic
learning outcomes.
Method(s) of Assessment
(What is the assessment?)*
PSY683 Internship Portfolio
Behavioral Case Study
9
Who Assessed (Students
from what courses population)**
Third Year Students
When Assessed
(term,
dates)***
Standard of Mastery/ Criterion of
Achievement (How good does performance
have to be?)
During
Internship
All students average at least 2 (Effective) on
each section of the rubric (Problem
Identification, Problem Analysis, Intervention,
Evaluation)
Student Learning
Outcome (performance,
knowledge, attitudes)
5. School-Wide Practices
to Promote Learning.
School psychology
graduate students will
develop knowledge of
school and systems
structure; general and
special education;
technology resources; and
evidence-based school
practices that promote
academic outcomes,
learning, social
development, and mental
health. Students will, in
collaboration with others,
demonstrate skills to
develop and implement
practices and strategies to
create and maintain
effective and supportive
learning environments for
children and others.
6. Preventive and
Responsive Services:
School psychology
graduate students will
develop 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. Students
will, in collaboration with
12/18/12
Related CWU
Strategic
Outcome(s)
http://www.cwu.edu/
strategic-planning/
1.1.1 Students will
achieve
programmatic
learning outcomes.
1.1.1 Students will
achieve
programmatic
learning outcomes.
Method(s) of Assessment
(What is the assessment?)*
Who Assessed (Students
from what courses population)**
When Assessed
(term,
dates)***
Standard of Mastery/ Criterion of
Achievement (How good does performance
have to be?)
Internship Evaluation
Completed by Field
Supervisor
Third year students
During
internship
All students average at least 3 (Competent) for
ratings in this domain.
Internship Evaluation
completed by field supervisor
Third year students
During
internship
All students average at least 3 (Competent) for
ratings in this domain.
10
Student Learning
Outcome (performance,
knowledge, attitudes)
Related CWU
Strategic
Outcome(s)
http://www.cwu.edu/
strategic-planning/
Method(s) of Assessment
(What is the assessment?)*
Who Assessed (Students
from what courses population)**
When Assessed
(term,
dates)***
Standard of Mastery/ Criterion of
Achievement (How good does performance
have to be?)
During
Internship
All student average at least 3 (Competent) for
ratings in this domain.
others, 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.
7. Family-School
Collaboration Services:
School psychology
graduate students will
develop 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. Students will, in
collaboration with others,
demonstrate skills to
design, implement, and
evaluate services that
respond to culture and
context and facilitate
family and school
partnerships/interactions
with community agencies
for enhancement of
academic and social12/18/12
1.1.1 Students will
achieve
programmatic
learning outcomes.
Internship Evaluation
completed by field supervisor
11
Third year students
Student Learning
Outcome (performance,
knowledge, attitudes)
Related CWU
Strategic
Outcome(s)
http://www.cwu.edu/
strategic-planning/
Method(s) of Assessment
(What is the assessment?)*
Who Assessed (Students
from what courses population)**
When Assessed
(term,
dates)***
Standard of Mastery/ Criterion of
Achievement (How good does performance
have to be?)
During
Internship
All student average at least 3 (Competent) for
ratings in this domain.
behavioral outcomes for
children.
8. Diversity in
Development and
Learning: School
psychology graduate
students will develop
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 evidencebased strategies to
enhance services and
address potential
influences related to
diversity. Students will, in
collaboration with others,
demonstrate skills to
provide professional
services that promote
effective functioning for
individuals, families, and
schools with diverse
characteristics, cultures,
and backgrounds and
across multiple contexts,
with recognition that an
understanding and respect
12/18/12
1.1.1 Students will
achieve
programmatic
learning outcomes.
Internship Evaluation by field
supervisor
12
Third year students
Student Learning
Outcome (performance,
knowledge, attitudes)
for diversity in
development and learning
and advocacy for social
justice are foundations of
all aspects of service
delivery.
9. Research and Program
Evaluation: School
psychology graduate
students will develop
knowledge of research
design, statistics,
measurement, varied data
collection and analysis
techniques, and program
evaluation methods
sufficient for
understanding research
and interpreting data in
applied settings. Students
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,
analysis, and program
evaluation to support
effective practices at the
individual, group, and/or
systems levels.
12/18/12
Related CWU
Strategic
Outcome(s)
http://www.cwu.edu/
strategic-planning/
1.1.1 Students will
achieve
programmatic
learning outcomes.
Method(s) of Assessment
(What is the assessment?)*
Completion of graduate
thesis/project
13
Who Assessed (Students
from what courses population)**
Third year students
When Assessed
(term,
dates)***
Standard of Mastery/ Criterion of
Achievement (How good does performance
have to be?)
Completion of
program
100% of cohort finish thesis / project within 3
years of starting program.
Student Learning
Outcome (performance,
knowledge, attitudes)
10. Legal, Ethical, and
Professional Practice:
School psychology
graduate students will
develop knowledge of the
history and foundations of
school psychology;
multiple service models
and methods; ethical,
legal, and professional
standards; and other
factors related to
professional identity and
effective practice as
school psychologists.
Students will demonstrate
skills to provide services
consistent with ethical,
legal, and professional
standards; engage in
responsive ethical and
professional decisionmaking; collaborate with
other professionals; and
apply professional work
characteristics needed for
effective practice as
school psychologists,
including respect for
human diversity and
social justice,
communication skills,
responsibility,
adaptability, initiative,
dependability, and
technology skills.
Related CWU
Strategic
Outcome(s)
http://www.cwu.edu/
strategic-planning/
1.1.1 Students will
achieve
programmatic
learning outcomes.
Method(s) of Assessment
(What is the assessment?)*
Professional Work
Characteristics and
Dispositions Ratings
(completed by faculty)
Who Assessed (Students
from what courses population)**
All students in program
When Assessed
(term,
dates)***
Standard of Mastery/ Criterion of
Achievement (How good does performance
have to be?)
Every quarter
Mean ratings of at least 3 (Satisfactory /
Expected) on rating form for all quarters for
both 1st and 2nd year students.
1=needs substantial improvement
2=needs some improvement
3=satisfactory
4=better than expected
5=superior
Internship Evaluation
completed by field
supervisors (rating on
professional behavior)
Third years students
During
Internship
*Method(s) of assessment should include those that are both direct (tests, essays, presentations, projects) and indirect (surveys, interviews) in nature
**Data needs to be collected and differentiated by location (Ellensburg campus vs University Centers) and modality (face-to-face, online)
***Timing of assessment should ideally be at different transition points of program (i.e., admission, mid-point, end-of-program, post-program)
12/18/12
14
All students average at least 3(competent) for
ratings in this domain
rev. 11/14
Assessment Cycle
Analysis and Interpretation:
Improvement Actions:
Dissemination:
Year
SLOs
1
2
3
4
5
6
7
8
9
10
December
Completed by June
Completed by June
15-16
16-17
17-18
18-19
19-20
20-21
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
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Assessment Oversight
Name
Heath Marrs
12/18/12
Department Affiliation
Psychology
Email Address
Marrsh@cwu.edu
15
Phone Number
x2391