California State University, Hayward
Department of Communicative Sciences and Disorders
Mission Statement
It is estimated that there are 46 million people in the U.S. with some form of
communication disorder including problems with formulating or understanding
language, speaking, reading, writing, or hearing. Some of these persons were
born with conditions like deafness, cleft palate or cerebral palsy which limit their
ability to acquire communication skills. Others acquire communication problems
through illnesses like cancer or strokes or as the result of an accident.
Limitations in the ability to communicate can severely limit developmental,
educational, occupational and social opportunities and reduce the quality of these
persons lives. Individuals with impairments in language, speech or hearing can
benefit substantially from the services provided by audiologists, speech-language
pathologists and deaf educators.
The primary mission of the undergraduate and graduate programs in SpeechLanguage Pathology and Audiology is to provide students pre-professional and
professional training in the areas of speech-language pathology and audiology to
prepare them; to serve the needs of persons with communication disorders and
their families, to develop sensitivity toward culturally diverse and disabled
populations and to foster skills which lead to successful citizenship in an
increasingly complex society. This is accomplished by enabling students to
sample a wide variety of courses comprising a multifaceted major, which includes
classes in normal and pathological conditions of the speech, language and hearing
processes and human development from infancy to the aged, and from biological,
psychological, linguistic and sociological points of view.
For majors and non-majors alike, the program demands considerable rigor and
high standards which foster critical thinking, analytic and writing skills, all of
which are essential for success in the profession. For majors and graduate
students, the program provides advanced studies leading to professional
employment as a speech language pathologist.
Program Goals
The undergraduate program in Speech-Language Pathology primarily prepares
students to pursue advanced professional training in speech-language pathology
or in related disciplines such as deaf studies or audiology through course work,
clinical observation, and limited clinical experience.
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Undergraduate majors learn;
1. The professional requirements of the field of Speech-Language Pathology,
including the ethical basis of the profession
2. The foundations and process of human communication, including
development of speech and language by children.
3. They understand the bases for a wide range of communication disorders, their
diagnosis and treatment and learn about developing appropriate diagnostic and
treatment goals.
4. Through observation and shadowing of professional speech-language
pathologists, they understand how to evaluate outcomes of treatment and the
importance of accountability
Additionally the undergraduate major=s didactic and practical training
emphasizes the development of clear thinking, clear writing and speaking and
successful problem solving and that along with course work requirements within
the major and outside the major in the social and biological sciences allows the
undergraduate major to consider other career choices including; Special
Education, Human Development, Psychology, Nursing and Health Science.
The graduate program prepares students through advanced course work,
laboratory experiences, and extensive internal and external supervised clinical
practice:
1. To assess and treat individuals with a variety of communicative disorders, and
assist in integrating them into their communities.
2. To evaluate their own clinical skills, to be able to act as their own supervisors.
3. To recognize the need for additional information and be able to conduct
research appropriately,
especially in the area of clinical outcomes.
4. To use competently written professional communication (evaluations, therapy
notes, summaries, and written correspondence).
5. To behave according to ethical professional standards.
6. To recognize and respect the limits of their professional preparation and work
effectively with other professionals.
At the completion of the graduate program, graduates will be eligible to
obtain the various licenses, certifications, and credentials needed to provide
competent professional services in a variety of work settings for people with
specific communicative needs, including those from linguistically and culturally
diverse populations.
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Learning Outcomes and Performance Indicators for Undergraduate
and Graduate Majors in Speech Language Pathology
Learner Outcomes for the Undergraduate Major in Speech-Language
Pathology
The major will complete a program of study that includes academic course work
sufficient in depth and breadth to achieve the following outcomes
1. The major will demonstrate skill in performing a variety of written and oral
communication tasks;
1. For oral communication, the major will demonstrate speech and language
skills in English, which are consistent with ASHA=s most current position
statement on students who speak English with accents and nonstandard
dialects.
2. The major will demonstrate the speaking and listening ability necessary for
effective clinical and professional interaction with clients/patients and
their relevant others.
3. For written communication, the major must be able to write and
comprehend technical reports, diagnostic and treatment reports, treatment
plans, and professional correspondence.
2. The major will demonstrate knowledge of the principals of biological and physical
sciences, mathematics, and the social/behavioral sciences.
3. The major will demonstrate knowledge of basic human communication and
swallowing processes, including their biological, neurological, acoustic,
psychological, developmental, linguistic and cultural bases.
4. The major will demonstrate a basic knowledge of the nature of speech, language,
hearing, and communication disorders and differences including the etiologies,
characteristics, anatomical/physiological, acoustic, psychological, developmental,
linguistic and cultural correlates.
3
Performance indicators for the Undergraduate Major in Speech-Language Pathology
2. Measures of oral performance will be formal and informal.
1. One indicator will be passage of a speech and hearing screening conducted
by a Master=s level student under the supervision of certified clinical
supervisor.
2. Oral classroom presentations will be assessed by the course instructor,
noting any variations that require improvement.
3. For written communication, majors will be required to complete a number
of written tasks including research papers, abstracts and technical reports
in all upper level undergraduate courses, demonstrating an ability to write
in various styles. In addition each major will complete reports for 25
hours of Clinical Observation as well as a Diagnostics class in which
written performance for clinical cases will be reviewed.
2,3 & 4 Performance indicators will consist of transcript credit (course work,
advanced placement, CLEP, or examination of equivalency for each of the areas.
5. Completion of the undergraduate capstone class, SPPA 4859, Senior Seminar
6. A final performance indicator for the undergraduate major will be acceptance into a
graduate program in Speech-Language Pathology.
Learner Outcomes for the Graduate Major in Speech-Language Pathology
In addition to the competencies demonstrated by the person completing the undergraduate
major in Speech-Language Pathology, the graduate major will complete a program of
study that includes academic course work and clinical practice sufficient in depth and
breadth to achieve the following outcomes;
1.The graduate major will demonstrate an advanced understanding of the nature of
speech, language, hearing, and communication disorders and differences including
the etiologies, characteristics, anatomical/physiological, acoustic, psychological,
developmental, linguistic and cultural correlates. Specific knowledge must be
demonstrated in the following areas;
1. articulation
2. fluency
3. voice and resonance, including respiration and phonation
4. receptive and expressive language(phonology, morphology, syntax, semantics,
and pragmatics) in speaking, listening, reading, writing and manual modalities
5. hearing, including the impact on speech and language
6. swallowing (oral, pharyngeal, esophageal, and related functions, including oral
functions for feeding; orofacial myofunction)
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7. cognitive aspects of communication (attention, memory, sequencing, problemsolving, executive functioning)
8. social aspects of communication (including challenging behavior, ineffective
social skills, lack of communication opportunities)
9. communication modalities (including oral, manual, augmentative, and
alternative communication techniques and assistive technologies)
3. The major will possess knowledge of the principles and methods of prevention
and assessment, and intervention for people with communication and swallowing
disorders, including consideration of anatomical/physiological, developmental and
linguistic and cultural correlates of the disorder.
4. The major will demonstrate knowledge of standards of ethical conduct
5. The major will demonstrate knowledge of processes used in research and the
integration of research principles into evidence-based clinical practice.
6. The major will demonstrate knowledge of contemporary professional issues.
7. The major will demonstrate knowledge about certification, specialty recognition,
licensure, and other relevant professional credentials.
Performance indicators for the Graduate Majors in Speech-Language Pathology
The major must demonstrate the ability to analyze, synthesize, and evaluate information
about communication differences and disorders and swallowing disorders. Specific
knowledge may be demonstrated by
1.
2.
3.
4.
5.
6.
7.
Successful performance on academic course work and examinations
Application of information obtained through clinical teaching
Completion of independent projects
Passage of the NESPA examination in Speech-Language Pathology.
Completion of Graduate Synthesis Class SPPA 6030
Comprehensive Examinations
Final Portfolio Review
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Outcome Measures
1. Written Comprehensive Exams. Each Comprehensive Examination will be evaluated in six
competence areas from Bloom=s(1956) taxonomy: knowledge, comprehension,
application, analysis, synthesis, and evaluation. A four-point scale will be used to
measure each area. Average scores across students for each academic year will be used as
indicators of outcomes. These averages will be computed for each of the six competence
areas and across areas (See Appendix A.)
2. Clinic and Student Teaching Evaluation. Each semester, Supervisors and Master Teachers
complete an evaluation of students under their supervision. Those items reflecting on
student performances will be averaged (per item) and tracked across semesters. (See
Appendix D: Student Practicum Evaluation and Evaluation of Student Teacher)
3. Course Content Evaluation: Beyond the current student evaluation of instruction a second
brief survey of course content will be administered. The results for each item will be
averaged across classes as will the average total ratings. A five-point scale (the same
used for student evaluations of instruction) will be used.
4. Writing Assessment. All students are required to complete the Writing Skill examination.
In addition writing skills will be formally assessed in the following undergraduate
classes; SPPA 3853, 4854 and 4859. Writing skills for Graduate Students will be
formally assessed in the following Graduate classes; SPPA 6000, 6030 and 6056 All
students will be required to pass writing competency assignments (papers, in-class,
essays and clinical reports). The number of students per semester passing or failing these
assignments will be totaled and tracked. Students not passing will be noted as having
difficulties on one or more of the following areas:
a. Comprehensibility.
b. Clear organization and presentation of ideas
c. An ability to arrange ideas logically so as to establish a sound scholarly argument.
d. Thoroughness and competence in documentation;
e. An ability to express in writing a critical analysis of existing scholarly/professional
literature in the student=s area of interest; and
f. An ability to model the disciplines overall style as reflected in representative journals,
including use of APA style (American Psychological Association, 1994).
5. Research Paper Evaluation. Grades for research papers will be compiled by number of
students receiving each letter grade. These results will be tracked across semesters.
Students with scores below a B will be noted as to whether they had difficulties in one or
more of the following areas:
a. Comprehensibility.
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b.
c.
d.
e.
Clear organization and presentation of ideas
An ability to arrange ideas logically so as to establish a sound scholarly argument.
Thoroughness and competence in documentation;
An ability to express in writing a critical analysis of existing scholarly/professional
literature in the student=s area of interest; and
f. An ability to model the disciplines overall style as reflected in representative journals,
including use of APA style (American Psychological Association, 1994).
6. Employer Survey. With the approval of each alumnus, a survey will be sent to their
employer. The results for each item on the numeric scale will be averaged per year. (See
Appendix D: Administrative Evaluation Form)
7. Alumni Survey. Each alumnus will be sent a survey. The results for each item on the
numeric scale will be averaged per year (See Appendix D: Program Evaluation by
Program Graduates.)
8. Client Survey. Each Client in the Speech and Hearing Clinic is provided a survey regarding
the services they received. Those items reflecting on student clinical performances will
be averaged(per item) and tracked across semesters. (See Appendix D: Speech and
Hearing Clinic Client Questionnaire.)
9. NESPA Results . The number of graduate students passing or not passing the National
Examination in Speech-Language Pathology and Audiology (NESPA) will be summed
for the academic year.
10. Alumni Professional Authorization. Each alumnus will receive a survey to determine if he
or she has acquired any of the following; (See Appendix C):
a. CA clinical rehabilitation credential
b. Professional License
c. Professional association certification
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Report of Results of Pre-pilot of assessment methods, Spring, 2002
Submitted by Assessment Committee
Department of Communicative Sciences and Disorders
Following is a summary of the Results of the Pre-Pilot of assessment methods which was conducted during
the Spring, 2002 quarter. Also included in this document are re-designs that will be made in these methods
in the 2002-03 academic year, along with plans for implementation of additional measures in the next
academic year. We have indicated with a (*) those areas where assistance will be needed from the college
in completing the assessment testing.
Skill Outcome 1: The student will demonstrate speaking and hearing abilities necessary for clinical and
professional interaction with clients and relevant others.
Method of Assessment:
Speech and Hearing screenings were conducted on 30 volunteer first year undergraduate majors in Speech
Language Pathology enrolled in SPPA 3853 and SPPA 3854 . The screenings were conducted by 2 nd year
graduate students enrolled in a Diagnostic Clinic under the supervision of a certified Speech-Language
Pathologist.
A standard screening protocol was used to evaluate all areas of communication including; Articulation,
Pronunciation, Voice, Fluency, Expressive and Receptive Language, and pure tone hearing levels.
The Rubric used to assess was a three point rating scale: 1 indicated no notable differences in
Communication Ability, 2 indicated variations in communication ability which would not interfere with
management of persons with communication abilities, 3 indicated notable communication variations which
might interfere with management of communication problems.
Outcome: Hearing screening; All 30 students passed the hearing screening with a score of 1.
Speech Screening: Twenty-four passed with a 1, two received 2 and four persons were rated as 3. Of the
four who were rated as having communication variations which might interfere with client care, declined
further assistance and two students requested further speech evaluation and were referred for complete
diagnostic evaluations.
Conclusions: The methods accomplished the desired assessment; Student Speech and Hearing abilities were
evaluated. In addition screening provided an excellent educational tool for both the undergraduate students
screened and the graduate students performing the screenings.
Most of the undergraduates learned that their communication skills were appropriate for clinical
interactions. Some had the opportunity to confirm communication variations they knew existed. Others
had the opportunity to identify communication variations they never knew existed. Those who had
communication variations will be given an opportunity, early in the major, to make modifications which will
allow them to communicate more appropriately with clients and relevant others.
Other outcomes: Undergraduates experienced what its like to have one’s communication evaluated giving
them empathy for clients they’ll be evaluating in the future. This experience could lead to a Disposition
outcome to be evaluated in future efforts at assessment.
The graduate students profited from this experience in that they had an opportunity to assess a large number
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of persons with essentially normal communication abilities. This will serve as a valuable normal database
for them to compare to persons who they evaluate for communication disorders in the future.
Knowledge Outcome 1: Graduate and Undergraduate majors, Incoming, Midpoint , Outcome
The major will demonstrate knowledge of the nature of speech, language and communication disorders,
including etiologies and correlates.
Method: Standard Examination - NESPA
Thirteen second year graduate students took the NESPA (National Examination in Speech-Language
Pathology and Audiology) during the Spring quarter. This standardized comprehensive examination is
designed to assess the mastery of the professional concepts to which they have been exposed throughout
their professional, educational, and clinical practicum. Passage of this exam is a requirement to be certified
and licensed as a Speech-Language Pathologist. The NESPA is administered three times a year as a
Specialty Area of the Praxis Series by the Educational Testing Service (ETS). The examination is
approximately two hours long and consists of 150 objective, multiple-choice questions.
Rubric: The current passing score is a 600.
Outcome: All 13 passed the examination.
This exam will serve as a terminal knowledge measure for all outgoing graduate students.
Undergraduate Major Incoming Learning Measure: We also wish to determine if a modified version of the
NESPA could be used to test the knowledge of Speech Language Pathology as an incoming measure. As a
pilot of this measure, a hard copy practice version of this examination was obtained from ETS. It consists of
50 test items drawn from previous versions of the examination was administered to three first year
undergraduate students who had completed two quarters in the major.
Results: Adjusted scores from this sample exam indicated results far below the 600 passing score required
for the actual exam. These results suggest, as expected, that incoming undergraduate students have little of
the information required to pass the full examination. The examination might serve as an incoming
measure administered early in the program and serve as a baseline for comparison with retest performance
at the end of the undergraduate program and with results from the nationally administered full examination
as gauge of the knowledge acquired during the undergraduate and graduate majors.
Several modifications should be made in this assessment measure. A computerized version of the exam
should be obtained. These form of the sample test would be self-administered and scored to streamline the
process of pre-testing on a large number of incoming majors at both the undergraduate and graduate level.
Skill Goal 2: The student will demonstrate an ability to evaluate a variety of communication disorders and
summarize results of evaluation in an appropriate written form.
Method of Assessment: Portfolio
Six students, who were enrolled in the graduate capstone class SPPA 6030, completed clinical portfolios as
part of the class requirement. Included in the portfolios were hard copy samples of completed standardized
examinations for a variety of communication disorders which they had administered and scored. Each
examination had been reviewed, evaluated and graded by a clinical supervisor with appropriate
Certification and Licensure in Speech-Language Pathology. Also included in the portfolio were copies of
diagnostic and progress reports which had been prepared by the graduate students and reviewed and
evaluated by a clinical supervisor as part of their clinical experience over the previous year. They also
included reports on adults and children covering a wide range of organic and non-organic pathologies. Also
collected were letters to clients and other professionals summarizing the results of the evaluation these also
had been reviewed and evaluated by clinical supervisors.
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Rubric: Each item included in the portfolio was a sample for which a grade of B or better had been assigned
by a Certified and Licensed Speech-Language Pathologist.
Outcome: All six graduate students were able to complete this activity with appropriate samples.
It led to a better understanding of the depth of clinical preparation that had been completed by each student
in anticipation of performing as a professional Speech-Language Pathologist.
Assessment Testing Goals for 2002-2003 Academic Year:
Skill Outcome 1: The Speech & Hearing Screening protocol fulfilled it’s desired goal of assessment and
will be expanded to include all incoming students in SPPA 3852 Survey of Speech and Language
Disorders--Part I . This is the first course taken by entering undergraduates and will give an early
opportunity to identify students who may need assistance in modifying their communication abilities to
allow for maximum future client benefit.
Knowledge Outcome 1: A CD version of the NESPA will be utilized to test all incoming majors in SPPA
3852 . This CD allows multiple randomized versions of sample exams to be generated using items that
have appeared on previous examinations. Students self-score and record results for future comparison.*
To accomplish this goal the necessary software must be purchased. Also computer lab facilities need to be
provided where the program can be installed. for self-administration.*
Skill Outcome 2:
Portfolios currently exist for all incoming graduate students in Speech-Language Pathology. These files are
kept in the department to document appropriate completion of each phase of the major including academic
and clinical performance. The portfolio project conducted during the Spring quarter was the beginning of a
process which will expand on the information showing performance in a wide range of skills and
knowledge.
Preliminary efforts will be made to expand this activity to the incoming undergraduate majors and incoming
graduated students.
Most of the records that were placed in the portfolio this quarter were hard copy documents such as sample
tests, reports and letters. Many of these originated as electronic word processing files which could as easily
be kept in electronic form and this will be a modification to the portfolio project that will be made during
the 2002-03 academic year. The portfolio will also expand to include records demonstrating competencies
in a whole range of other skills including the use of a wide range of instrumentation for diagnostic and
therapy purposes.
A final goal for the 2002-03 academic year will be to construct a means of assessing the Disposition
Outcome: The student will demonstrate sensitivity when dealing with persons from cultural settings
different than their own. This measure will be developed as an; incoming, midway and outcome measure in
the undergraduate and graduate degree programs.
Several assessment methods may be used for this goal. All students in SPPA 3853 will write a Diversity
Essay to determine the degree of experience incoming students have in working with persons from diverse
backgrounds. The essays will be evaluated using an established Rubric to identify responses that indicate
1. A high level of sensitivity to cultural diversity 2. A moderate level of sensitivity to cultural diversity, 3.
Some sensitivity to cultural diversity. 4. No apparent sensitivity to cultural diversity.
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It would also be helpful to develop a performance vignette tape which could be played for students in SPPA
3856 Observation of Clinical Procedures in Communicative Disorders. This lab class is already structured
for the viewing of clinical treatment tapes where client and clinician interactions are evaluated using an
established Rubric. The performance tape could demonstrate a number of clinical situations in which an
understanding of cultural diversity in such areas as race, gender, religion, ethnicity, disability, age, and
sexual orientation might make a difference in successful management of persons with communications
disorders.
Assistance would be helpful in the creation of this tape and in establishing the Rubric for evaluation of
student performance.*
Conclusions
The first steps have been made in establishing an assessment plan to meet the goals of the college for
undergraduate and graduate majors in Speech-Language Pathology. This plan has been built on the
exhaustive requirements mandated by the American Speech-Language Hearing Association for
accreditation of programs in Speech-Language Pathology and Audiology, which the Dept has successfully
completed over the past 30 years. The assistance of the ALSS assessment team will be most helpful in
those areas (*) in the current report. Some of these resources are include consultation from with the team.
A number of others will require funds, technical and secretarial support and space to complete the process.
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ASSESSMENT 2001-2002
DEPARTMENT OF CSD OUTCOMES ANALYSIS
Outcome Key Coding
Outcomes
DEPT.
LEARNING OUTCOME DESCRIPTION
Primary
Key Code
Secondary
Key Code
Knowledge
CSD
The major will demonstrate knowledge of basic human communication
and swallowing processes, including their biological, neurological,
acoustic, psychological, developmental, linguistic and cultural bases.
AK
MD
K
CSD
CSD
CSD BA
CSD BA
CSD BA
The major will demonstrate a basic knowledge of the nature of speech,
language, hearing, and communication disorders and differences
including the eitiologies, characteristics, anatomical/physiological,
acoustic, psychological, developmental, linguistic a
The major will demonstrate knowledge of the principals of biological
and physical sciences, mathematics, and the social/behavioral sciences.
Skill
Disposition
CONTENT KEY CODE DEFINITION
Area Knolwedge
AK
DK
MD
K
K
Discipline Knowledge
For oral communication, the major will demonstrate speech and
language skills in English, which are consistent with ASHA’s most current
position statement on students who speak English with accents and
nonstandard dialects.
AGE-O
The major will demonstrate the speaking and listening ability necessary
for effective clinical and professional interaction with clients/patients
and their relevant others.
AGE-O
S
For written communication, the major must be able to write and
comprehend technical reports, diagnostic and treatment reports,
treatment plans, and professional correspondence.
AGE-W
S
S
Advanced General Education - Oral Communication
Advanced General Education - Writing
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Outcome Key Coding
Outcomes
Primary
Key Code
Secondary
Key Code
Knowledge
AK
MD
K
Area Knolwedge
ECR
K
Ethics/Civic Responsibility
PK
K
The major will demonstrate knowledge of processes used in research
and the integration of research principles into evidence-based clinical
practice.
PK
K
CSD MA
The major will demonstrate knowledge of contemporary professional
issues.
PK
K
CSD MA
The major will demonstrate knowledge about certification, specialty
recognition, licensure, and other relevant professional credentials.
PK
K
DEPT.
LEARNING OUTCOME DESCRIPTION
CSD MA
The graduate major will demonstrate an advanced understanding of the
nature of speech, language, hearing, and communication disorders and
differences
including
the
eitiologies,
characteristics,
anatomical/physiological, acoustic, psychological, developmen
CSD MA
The major will demonstrate knowledge of standards of ethical conduct
CSD MA
The major will possess knowledge of the principles and methods of
prevention and assessment, and intervention for people with
communication and swallowing disorders, including consideration of
anatomical/physiological, developmental and linguistic and cul
CSD MA
Skill
Disposition
CONTENT KEY CODE DEFINITION
Professional Knowledge
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ALSS Learning about Student Learning
YEAR-END -REPORT 2002-03
1. Degree Program B.S./M.S. Speech-Language Pathology
Report Writer(s) Robert C. Peppard, Ph.D.
2. Mission Statement: Last Revised June,02 on Blackboard Site? Yes
3. Program Goals: Last revised June, 02 on blackboard Site? Yes
4. Program Outcomes: Last Revised June, 02 on Blackboard Site? Yes
5. Program Outcomes Listed on Course Syllabi? Yes
a.
If yes, which courses? SPPA 3852, SPPA 3856, SPPA 4852, SPPA 4859
6. For Each Study ~ Complete the following
a. Date
Sept., 2002-June, 2003
b. Title of Study
Assessing students’ written and oral communication skills
c. Why study was done?
To determine levels of performance on written and oral abilities
in areas relevant to clinical skills needed in providing services to
persons with communication disorders.
d. What population was
covered?
Students taking prerequisite courses in Speech-Language
Pathology and Audiology
e. What was assessed - i.e.
program outcomes?
The major will demonstrate skill in performing a variety of
written and oral communication tasks.
1. The major will demonstrate speech and language skills in
English consistent with ASHA standards.
2. The major will demonstrate speaking and listening ability
necessary for effective clinical and professional interaction.
3. The major will write and comprehend technical reports,
treatment reports and treatment plans.
1. For outcomes 1 & 2 each student received a speech-language
and hearing screening conducted by graduate students in speechlanguage pathology under the supervision of a certified SpeechLanguage Pathologist.
2. In addition each student completed oral presentations on
clinical information in three different settings.
3. For outcome 3 each student was presented with sample case
studies and video clinics and were required to write sample
diagnostic and treatment reports.
e. What type of instrument
or data-gathering
approach was used?
f.
What was the response
rate or number of
people assessed?
g. How were the results
analyzed?
30 students were assessed for each outcome measured.
1. For the speech-language and hearing screenings each student
h. What was the impact of
the study on dialogue
within the department
and/or decisions?
i.
Where is the data and
analysis housed?
was rated pass or fail. If a student failed, specific areas
needing to be addressed were identified, such as faulty
articulation, or disordered voice or pitch patterns.
2. Oral presentations were rated as High Pass, Low Pass or Fail
3. Written samples were rated High Pass, Low Pass or Fail
Results from these measures were tabulated and summarized on a
spreadsheet.
Results suggested that, while most students entering the major
meet minimal requirements in oral and written abilities, a
significant number did not and that these deficits were often
based on having English as a second language or a pre-exiting
communication deficit. These findings led to the development of
an action plan for guiding students in remediating oral or written
difficulties including referral to group or individual resources such
as the Department’s Verbal Skills class.
Individual assessment of student performance is filed in a
permanent portfolio for each student in the department.
Summaries of the results and analysis are kept on the computer of
the Graduate Coordinator.
How is data & analysis
presented and made
available to your faculty?
Summaries of the data were presented at faculty meetings for
discussion and copies of the individual results were reviewed each
quarter by the student’s academic advisor.
j. Reflecting on your
Continued efforts should be made in refining the data collection
and analysis process and providing feedback to students and
faculty about individual and group results.
responses to the
previous questions, what
do you observe and
recommend for the
coming year's
assessment efforts?
Assessment of changes made, as the result of identification of
communication deficits and appropriate referral for those who do
not pass the screenings should be completed. This would include
pre-post testing of those speech-language pathology majors who
enroll in the Verbal Skills class.
Further efforts need to be made in assessing learning outcomes in
the area of knowledge of the nature of speech, language, hearing
and communication disorders including the etiologies,
characteristics, anatomical/physiological, acoustic, psychological,
developmental, linguistic and cultural correlates. This can be
accomplished by pre-testing and post-testing using two computerbased programs available in these areas including the sample.
These include the NESPA examination in Speech-Language
Pathology which is the National Qualifying Examination in SpeechLanguage Pathology and SALT which a standardized computerized
assessment of language abilities. These tools would more
efficiently evaluate and analyze these measures of performance.
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