Master of Arts in Education/Special Education (MAED/SPE) | 1
Learning Outcomes
College
of inEducation
Master of Arts
Education/Special Education
MAED/SPE
Program
Assessment Guide
Master of Arts in Education/Special Education (MAED/SPE) | 1
Assessment of student learning
The central mission of the MAED/SPE program is to ensure candidates (i.e., students) graduate prepared to become
effective teachers. To that end, candidates’ knowledge, skills and dispositions are assessed at multiple points
throughout the course of the program to determine how well they are meeting program outcomes. The assessment
results provide both formative and summative feedback to candidates, faculty members and College of Education
(COE) staff in order to inform continuous quality improvement.
MAED/SPE program learning outcomes
The international Council for Exceptional Children standards are the MAED/SPE program learning outcomes.
These standards were approved by the National Council for Accreditation of Teacher Education in 2012.
The standards cover the following knowledge domains:
Learner and Learning
1. Learner development and individual learning differences
2.Learning environments
Content Knowledge and Professional Foundations
3.Curricular content knowledge
Instructional Pedagogy
4.Assessment
5.Instructional planning and strategies
Professionalism and Collaboration
6.Professional learning and practice
7.Collaboration
University Learning Goals
In addition to program-specific learning outcomes, University of Phoenix has a set of institution-wide Learning Goals.
These University Learning Goals encapsulate the knowledge, skills and values the institution aims to help students
develop through their educational experience, regardless of the program of study in which they are enrolled.
The University Learning Goals cover the following areas:
1.
Professional competence and values
2.
Critical thinking and problem-solving
3.Communication
4. Information utilization
5.Collaboration
Master of Arts in Education/Special Education (MAED/SPE) | 2
Student learning assessments
The MAED/SPE program assesses candidate learning outcomes using multiple methods of direct assessments,
including comprehensive assignments in capstone courses, a culminating field experience (student teaching) and
core benchmark assignments that align to specific candidate learning outcomes. Below is a brief description of
some of the key activities used to assess candidate learning.
Benchmark assignments/performance assessments*
These are standardized, course-embedded assignments that assess specific candidate learning outcomes at
various points in the curriculum. Faculty members evaluate the assignments using a four-point, standardized
rubric. Student performance is categorized as: (1) unsatisfactory, (2) basic, (3) proficient or (4) advanced.
Teacher Work Sample*
The Teacher Work Sample is completed during student teaching. It is a standardized, five-part capstone
performance assessment that requires candidates to: (1) analyze the teaching setting, (2) plan instruction and
assessment accordingly, (3) implement instruction, (4) make necessary adjustments based on formative and
summative assessment data and (5) reflect on K–12 student learning and their own teaching. Faculty members
evaluate the assignments using a three-point, standardized rubric. Student performance is categorized as:
(1) unsatisfactory, (2) basic or (3) proficient.
Student teaching evaluations*
Candidates are evaluated by their mentor and university supervisor at the midpoint and end of their student
teaching placement. The evaluation corresponds to specific program outcomes and is standardized within
the program and across campuses/states. Faculty members evaluate the candidates using a five-point,
standardized rubric. Student performance is categorized as: (0) no chance to observe, (1) unsatisfactory,
(2) developing, (3) proficient or (4) advanced.
Alumni Academic Questionnaire
During the 2011 fiscal year, the College of Education engaged the Office of Learning Assessment and the
Academic Research Group to collaboratively develop and administer the 2011 Alumni Academic Questionnaire
(AAQ) for programs offered by the College. The AAQ was administered to a sample of alumni who completed
their Bachelor of Science in Education degree, Master of Arts in Education degree, and Principal Licensure
Certification between Sept. 1, 2009, and June 30, 2011. The AAQ was developed to align with the institutional
mission statement, University Learning Goals, and COE-established program student outcomes based on
national standards. Perceptions about satisfaction and educational quality as well as self-reported information
about professional development, volunteerism and employment were gathered.
* A very limited amount of student learning data is available because new program benchmark assessments were implemented with
cohorts beginning in fall 2012 based on Specialized Professional Association (SPA) feedback and/or internal continuous program
improvement analyses. The revised benchmark assessments meet SPA standards, and the unit looks forward to reviewing candidate
data explicitly related to SPA standards. This approach will give the unit valuable information to make informed decisions regarding
candidate knowledge, skills and dispositions. The first complete picture of candidate performance data based on the new assessments
will be available starting in spring 2014.
Master of Arts in Education/Special Education (MAED/SPE) | 3
Student learning outcomes results
In compliance with Title II of the Higher Education Act, University of Phoenix has submitted institutional
questionnaires that detail the University’s program offerings, student demographics and student performance
in those states where we have teacher education programs that have produced graduates.
See the Consumer Information Guide for an overview of the information contained in the Institutional Report for
University of Phoenix, or the state-specific data.
Grade Point Average in Benchmark Courses, AY 2010 – AY 2013
Benchmark Course*
Course GPA (n of course grades)
MTE 508
Models and Theories of Instruction
3.39 (1121)
SPE 511
Special Education Methods
3.44 (1147)
SPE 537
Characteristics of Learning Disabilities
3.59 (985)
SPE 531
Characteristics of Developmental Disabilities
3.61 (1064)
RDG 530
Reading/Language Arts Methods
3.38 (1137)
SPE 588
Special Education Student Teaching Part A
3.81 (1103)
SPE 589
Special Education Student Teaching Part B
3.85 (1087)
** Course in which a benchmark assessment is required.
Master of Arts in Education/Special Education (MAED/SPE) | 4
2012 Alumni Academic Questionnaire Results
Distributions of MAED/SPE Alumni Self-Reported Ratings for Preparedness by Program Outcome
Very Well
Prepared
Well
Prepared
n
%
n
%
n
%
n
%
Total n
Plan objectives and select supporting activities
in alignment with students' IEP.
27
33.33%
34
41.98%
18
22.22%
2
2.47%
81
Effectively use a variety of assessment tools
for diagnosis of various exceptionalities.
17
21.25%
37
46.25%
24
30.00%
2
2.50%
80
Modify and accommodate materials, resources
and activities to support students’ specific
learning needs.
26
32.10%
40
49.38%
11
13.58%
4
4.94%
81
Use assistive technology to enhance
student learning.
19
24.05%
31
39.24%
24
30.38%
5
6.33%
79
Engage families and the multidisciplinary team in
the learning process and classroom community.
22
27.16%
42
51.85%
17
20.99%
0
0.00%
81
Access and utilize support services that align
to students' identified exceptionalities.
20
24.69%
47
58.02%
14
17.28%
0
0.00%
81
Understand current trends in special education.
22
27.50%
44
55.00%
13
16.25%
1
1.25%
80
Understand important issues facing special
education teachers at the local, state and
national level.
20
24.69%
40
49.38%
17
20.99%
4
4.94%
81
Plan and implement instruction to address
cultural diversity in the classroom.
29
34.52%
45
53.57%
10
11.90%
0
0.00%
84
Plan and implement instruction to meet the
needs of English Language Learners.
25
29.76%
35
41.67%
23
27.38%
1
1.19%
84
Plan and implement effective formative and
summative assessments.
34
40.48%
42
50.00%
8
9.52%
0
0.00%
84
Understand the developmental characteristics
of students and use those characteristics as a
guide for planning.
35
41.67%
40
47.62%
9
10.71%
0
0.00%
84
Organize and maintain a learning climate
and classroom environment that supports
student learning and growth.
36
42.86%
40
47.62%
7
8.33%
1
1.19%
84
Understand and convey accurate subjectmatter knowledge.
33
39.29%
41
48.81%
9
10.71%
1
1.19%
84
Use a variety of strategies to support
literacy development.
32
38.55%
42
50.60%
9
10.84%
0
0.00%
83
Employ a variety of research-based
teaching strategies.
36
42.86%
39
46.43%
8
9.52%
1
1.19%
84
Provide opportunities for student involvement
in learning.
40
48.78%
36
43.90%
6
7.32%
0
0.00%
82
Item stem: How well did the
teacher preparation program
prepare you for the following?
Somewhat
Prepared
Not at All
Prepared