College of Education
Spring 2006 Department Assessment Reports
Department of Child and Adolescent Development
BA Child & Adolescent Development
MA Child & Adolescent Development
Department of Communicative Disorders and Sciences
BA Communicative Disorders & Sciences
MA Communicative Disorders & Sciences
Department of Counselor Education
MA Counselor Education
Department of Educational Leadership
MA Education Leadership
Department of Elementary Education
MA Education
Department of Instructional Technology
MA Instructional Technology
Department of Special Education
MA Special Education
All degree programs now have learning outcomes defined and posted on the UG site; all
degree programs has collected data for Spring 2006 on at least one student learning
outcome and all but one degree program has a plan in place to collect data on all
remaining student learning outcomes by Spring 2007.
Report completed by Theodore J. Montemurro Date 2 June 2006Department of
Communicative Disorders & Sciences
Note: the MA in Communicative Disorders & Sciences is accredited by the American
Speech-Language and Hearing Association.
1.
URL to current set of student learning outcomes on the UG studies web site:
http://www2.sjsu.edu/PA/ap-CDandS.htm
2.
For Spring semester 2006, identify which learning outcome(s) was (were) the
focus of assessment.
BA: Student will administer an audiometric screening test to a client, child or adult,
with accurate skills.
MA: Student were assessed on performance in practicum, specifically evaluation of
speech-language pathology of clients, intervention, and interaction & personal
qualities.
3.
For each learning outcome, identified in item 2, what direct (performance
measures) and indirect (e.g. surveys) information/data were collected, how much,
and by whom?
.
MA: Faculty collect and analyze data on forms and by direct observation on how well
the student has learned the tasks of evaluating, intervention, and interaction &
personal qualities during clinical practice.
The measurements include conducting screening, collecting case history,
administering, evaluating standard & non-standard tests, interpreting diagnosis and
recommendation for intervention, and reporting results.
4.
How and when were the data summarized, analyzed and discussed? (e.g. faculty
retreat, assessment/curriculum committee, report to the faculty).
For the MA program, the chair summarized the data, shared information with faculty
at a faculty meeting. Of the 8 graduate students the about half met all expectations
and about half need improvement in skills and continued supervision.
5.
What findings emerged from departmental analysis of the information/data
collected?
Students need more preparation in conducting speech – language screening, in
interpreting & synthesizing data, and in measuring and evaluating client performance.
More specifically, graduate students met expectations for all but one interaction &
personal qualities goal, met only one intervention goal, and met only one evaluation
goal.
6.
What actions were taken to address the findings? (e.g. curricular revision,
pedagogical changes, student support services, resource management.)
Faculty agreed to provide MA students with more demonstrations and more practice
with coaching and content information.
1. Describe plans to collect data on additional learning outcomes next semester.
Include a calendar for collecting data on all SLO’s by end of Spring 07.
Mar – May 06
Aug. – Dec 06
Jan – May 07
Aug – Dec 07
Jan 08
One SLO measured in BA and MA level course
SLO data collection instruments broadly defined
SLO data collection instruments finalized and assigned to
particular classes
100% of the SLO’s to be measured, collection and analysis
approaches to be discussed
100% of SLO measures to be implemented
Child & Adolescent Development
Degree: Bachelors Child & Adolescent Development
Report written: May 8, 2006
Completed by: Toni Campbell
http://www2.sjsu.edu/ugs/PA/pa-CD.htm
http://www.sjsu.edu/chad/programs/ba/plana/
http://www.sjsu.edu/chad/programs/ba/planb/
1. This academic year the department focused on the development of an integrated plan
for assessing each of our learning outcomes with the goal of collecting data for 50% in
the fall of 06 and 100% by the spring of 07. Except for the data collected each semester
for our five General Education courses, we collected no learning outcomes data during
AY 05-06.
The packet with the Department’s Learning Outcomes Assessment Plan and sample
instruments was sent to the Dean’s Office on 2/27/06. The discussion of the department
assessment plan continued through April with the focus on the collection, review, and
storage of data. Course coordinators will collect, review, and report on the learning
outcome data at the last faculty meeting each spring (to begin May 2007). This
chronology should be sufficient to allow revisions to be made over the summer for fall
implementation.
The next step of the ChAD assessment plan will be implemented in F06 beginning with
learning outcomes numbers 1, 2, 7, and 8 (see below). Coordinators for ChAD 159, 160,
124, 163, 122, 168, 100W will initiate assessments in F06 using the agreed upon
measures. Coordinators will be responsible for the creation of rubrics. All the other
assessments of student learning outcomes will start in S07. It was also decided that
samples of assignments reflecting outstanding, passing, and failing (D/F) performance
would be collected for the appropriate courses. There will be one set of assessments per
course. Procedures for archiving remain to be determined.
Child & Adolescent Development Learning Outcomes
Students who complete a ChAD BA should be able to:
1. demonstrate basic knowledge of children's growth and development in four major
domains and understand the interrelationships among these domains;
2. understand the role of context in the development of children and their
socialization by family, community, and society;
3. connect theories of child growth and development to social policy, education, and
intervention;
4. apply theoretical knowledge and problem solving skills in practical situations with
children;
5. examine and evaluate information about children and families from a variety of
sources (e.g.,major publications in the field, popular journals, newspapers,
websites);
6. formulate good questions and seek answers;
7. read with comprehension and write clearly using APA editorial guidelines;
demonstrate communication and interpersonal skills for facilitating the
development of children and meeting the challenges of working with other
professionals; and
9. understand ethical and advocacy responsibilities in working with children and
families.
8.
2. To assess learning outcomes listed above, data will be collected using the measures:
1. Write a term paper on a topic dealing with adolescence (e.g., autonomy) using
peer-reviewed scholarly research (ChAD 163) or complete an assignment in
which they reflect on how to apply their knowledge of the cognitive, language,
social, emotional, and physical development of students in grades K-3 and 4-6 to
classroom activities and teaching (ChAD 122).
2. Write a four to five page paper on the literature read to children or read by
children and adolescents and consider the implicit and explicit messages they
absorb from this literature about the values their society holds (ChAD 168).
3. Students complete a paper on policy issues related to children and families
(ChAD 195).
4. Students prepare a 10-page term paper in which they analyze the motivational
components of an existing educational program (ChAD 169).
5. Students prepare a 10-page term paper in which they analyze the motivational
components of an existing educational program (ChAD 170).
6. Students complete a 5-6 page writing assignment in which they connect an
educational experience in their own lives to at least two of the major motivational
theories addressed in class (ChAD169).
7. A critical analysis activity is based on an assigned reading. Within the parameters
of the content of the reading, students analyze an object, event, or behavior of
their choice that is germane to child development (ChAD 100W).
8. The K-8 teachers supervising students complete two evaluations of their students’
professionalism, their interactions with students and their instructional skills
(ChAD 159). At the middle of the term and again at the end, all lab students are
assessed using a 21-items instrument that addresses their participation in the lab
(ChAD 160). At the end of the course the instructor completes an assessment of
student dispositions for teaching for each student. That assessment rates the
student for communication abilities, interpersonal skills, and professionalism
(ChAD124).
9. Students complete an exam question or assignment in which they must
demonstrate their understanding of ethical and advocacy responsibilities (ChAD
195).
3. Faculty did not collect data on student learning outcomes in the fall or the spring
semesters of AY 05-06.
4. NA
5. NA
6. See responses 2 and 3 above.
Degree: Masters Child & Adolescent Development
Report written: May 8, 2006
Completed by: Toni Campbell
The ChAD faculty spent AY 05-06 developing the student learning outcomes assessment
plan for the BA degree program. In AY 06-07 we will begin to develop a plan for the
MA program.
Department of Educational Leadership
Please provide the following information for each degree program (undergrad and grad)
that has collected (or will be collecting) data on learning outcomes this Spring 06.
Educational Leadership - MA
1.
URL to current set of student learning outcomes on the EDAD web site:
http://www2.sjsu.edu/edleadership
2.
For this semester, identify which learning outcome(s) was (were) the focus of
assessment.



Building Equity in Diverse Communities
Facilitating Collaborative Change
Inquiry, Research, Learning and Reflective Practice
3.
For each learning outcome, identified in item 2, what direct (performance
measures) and indirect (e.g. surveys) information/data were collected, how much,
and by whom?
 Data was collected on 54 students graduating from the SJSU Ed
Leadership program. Students completed an Evaluation
Questionnaire.
4.
How and when were the data summarized, analyzed and discussed? (e.g. faculty
retreat, assessment/curriculum committee, report to the faculty).
 Faculty (Dr. Speck) analyzed the data (likert scale) by summarizing
responses (mean) to the Evaluation Questionnaire. A report will be
made to the entire EDAD faculty at the fall 06 retreat.
5. What findings emerged from departmental analysis of the information/data
collected?
Overall, students responded positively when asked how well they were prepared
to meet the learning outcomes. As noted in the table below, most of the students
ranked their preparation at a “4” or “5”.
Learning Outcome
Building Equity in
Diverse Communities
Facilitating Collaborative
Change
Inquiry, Research,
Learning and Reflective
Practice
N=54
6.
4-5 Ranking
53 students
50 students
54 students
What actions were taken to address the findings? (e.g. curricular revision,
pedagogical changes, student support services, resource management.)
 A more thorough analysis is being conducted by Dr. Speck as a part of
a longitudinal evaluation of the program. It is anticipated that this
evaluation will be complete by Fall 08.
6. Describe plans to collect data on additional learning outcomes next semester.
Include a calendar for collecting data on all SLO’s by end of Spring 07.
Fall 06 – SLO’s to be assessed include the following:
 Leadership Concepts and Management Strategies

o Vision of Learning (EDAD 200)
o Organizational Management for Student Learning (EDAD 201)
Role of Schooling in a Democratic Society
o Working with Diverse Families and Communities (EDAD 200/201)
Spring 07 – SLO’s to be assessed include the following:



Building Equity in Diverse Communities
o EDAD 205/206
Facilitating Collaborative Change
o EDAD 203
Inquiry, Research, Learning and Reflective Practice
o EDAD 202/253
Department of Elementary Education:
MA: Curriculum & Instruction
1. Web site
2. Upon completion of all requirements for the MA, 79 graduate students responded to a
survey to evaluate the quality of the program.
The survey sampled the effectiveness of instruction, the intellectual stimulation,
adherence to professional goals, the support of staff and faculty, and an overall
satisfaction of the program.
3. Survey scale is Agree Strongly, Agree Somewhat, Disagree Somewhat, and Disagree
Strongly.
4. Results summarized, analyzed, & reviewed by faculty.
5. & 6. Findings
With respect of effectiveness of instruction, 46% of the MA graduates agreed strongly
and 51% agreed somewhat. With respect to intellectual stimulation, 61% of the MA
graduates agreed strongly and 37% agreed somewhat. With respect to supporting
professional goals, 54% agreed strongly and 42% agreed somewhat. With respect to
support of staff and faculty, 62% agreed strongly and 33% agreed somewhat. With
respect to overall program satisfaction, 48% agreed strongly and 39% agreed somewhat.
7. Next year, MA students’ knowledge and application of research design and
methodology will be analyzed.