1.4c7 Key Assessments M.Ed. C & I
MID-PROGRAM ASSESSMENT.
During the semester immediately following the completion of the graduate student’s initial 18 hours in the program, eligible students will complete the mid-program assessment. It is the students’ responsibility to notify their major professors the semester they reach this 18-hour point. They must take the assessment the following regular semester (assessments are not offered in the summer semester). The purpose of the midprogram assessment is two-fold: to gain insight from the student about the effectiveness of our program and to guide the student toward achieving his/her educational goals.
The mid-program assessment will comprise an oral exam with two or more faculty members. Students will be asked to demonstrate their knowledge of the theoretical and research base in their particular field of study and to provide evidence of transformations in practice that have resulted from the application of new understandings. The student will be asked to identify one of the roles and responsibilities of professionals in teacher education outlined by the college and to make reference to courses and experiences from relevant theoretical, conceptual, and research literature, in describing how their practice as a professional has changed based on expanded understanding of the selected area. The roles and responsibilities, as described in the conceptual framework of the College of
Education and Human Development are as follows:
Roles and Responsibilities of Professionals in Teacher Education
Effective teachers manage classroom contexts and environments , establishing a culture for learning by managing classroom procedures, managing student behavior, organizing physical space, organizing classrooms to integrate technology, and maintaining accurate records using available technology. They create an environment of respect and rapport by using cultural contexts in the classroom, demonstrating knowledge of diversity among students, and presenting rationales for change to meet student needs.
Effective teachers design curriculum and instruction . They understand and use curriculum and instruction, by knowing content and pedagogy, setting instructional outcomes, designing coherent instruction, designing student assessments , and incorporating knowledge of diversity in the classroom. They plan for the use of technologies in curriculum and instruction and demonstrate knowledge of resources, including technologies. They plan for the use of collaborative group practices in the classroom, and they incorporate effective written and oral communication in the classroom.
Effective teachers deliver instruction and assess learning . They engage students in active learning by interacting effectively with students, demonstrating flexibility and responsiveness, and integrating technology and other resources. They integrate disciplines into instruction by applying connections to multiple disciplines and demonstrating connections to real life. They use assessment in instruction by incorporating performance tasks in the classroom, using questioning and discussion techniques, and using pre-assessment, formative assessment, and summative assessment

appropriately. They embed diversity in decision-making by selecting resources, delivering instruction, and assessing learning,
Effective teachers participate in professional responsibilitie s. They advocate for children, in terms of services and supports by communicating with families and demonstrating knowledge of resources in school and the community. They collaborate to improve professional practice by engaging in a professional community, participating in professional development, collaborating with teachers and mentors, developing goals for social justice, and using research-based practices that include current available technology. They reflect on teaching and learning, focusing on cultural contexts and social justice and systematically collect and analyze data to improve practice.
During the mid-program assessment, students who have selected the field-based project or thesis will present a proposal at the point of the mid-program assessment
Attribute
Content
Master’s Degree Oral Mid-Program Assessment Rubric
Unacceptable (1) Acceptable (2) Target (3)
Theoretical
Practical
Synthesis
Demonstrates surfacelevel awareness of relevant theories; uses some technical vocabulary although not defined in ways that demonstrate understanding of concepts mentioned; vocabulary used is limited, vague, and abstract, and/or occasionally incorrect.
Demonstrates minimal awareness of implications of theory for practice or curriculum design; gives brief description of instructional practices suggested by theorists mentioned.
Demonstrates synthesis of concepts within single courses only.
Demonstrates knowledge of relevant theories; uses technical vocabulary that is well defined and illustrates theoretical concepts discussed; vocabulary use is varied, specific and correct; uses appropriate supporting citations from course material.
Demonstrates thorough understanding of implications of theory for practice or curricular design; provides detailed description of practices suggested by theories discussed in coursework.
Demonstrates synthesis of concepts across multiple courses in the master’s program.
Demonstrates sophisticated understanding of relevant theories; discusses theoretical concepts in ways that demonstrate analytical application; uses sophisticated technical vocabulary; uses appropriate supporting citations from the research literature.
Demonstrates creative insight into the implications of theory for practice; provides compelling, thought- provoking descriptions of theory-based practice with appropriate supporting citations from the professional literature.
Demonstrates synthesis of concepts gathered across the following: areas of concentration, minor/related
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field, and research components of the master’s program.
Depth
Elaboration
Unacceptable (1)
Information provided is limited or unclear; ideas are vague and abstract; relies on clichés and/or jargon without expounding on meaning.
Acceptable (2)
Ideas clear, purposeful, explicit, and detailed.
Shows in-depth understanding. Main ideas supported in ways
Target (3)
Ideas demonstrate insight and weave personal experiences into theoretical and practical examples.
Supporting relevant details that expand, clarify, and add new insight. give make connections and sharing thoughtful insights.
FINAL ASSESSMENT OPTION – Field-based project
A candidate for the M. Ed. Degree in Curriculum and Instruction may select the option of a field-based project or curriculum development/implementation project. This selfinitiated project, which links theory and practice, allows candidates to tailor their program to address burning questions of relevance to their scholarship. (For example, one student was interested in researching and implementing project-based learning in a testdriven environment. Another student was interested in writing and implementing a library curriculum to teach information literacy skills to middle school students.) The project must incorporate content across 3 or more courses and be completed in stages that span at least 2 semesters following approval.
During the first 18 hours of coursework, the student develops an idea for the project and then approaches a faculty member who agrees to direct the project and thereby becomes the student’s major professor. Together, they develop the project plan and select a Project
Assessment Committee.
When a student chooses the field-based project for the final assessment, the mid-program assessment should include a project proposal that is presented in both written and oral form. A written proposal is presented to the Project Assessment Committee at least oneweek prior to the mid-program assessment. (See below for suggested components to address in the proposal/project). The Project Assessment Committee will consist of two or three people, including the student’s major professor, an additional faculty member from the Department of Curriculum and Instruction, and either another university faculty member or someone from the school or community where the project will be initiated.
Committee members will evaluate the proposal, offer feedback, and give final approval to proceed with the project. This same committee will stand as an advisory group through the life of the project. When the graduate student has completed and presented a project
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proposal, he/she must email a copy of the proposal to the Graduate Studies Coordinator
( gradci@uno.edu
).
Nature and Objectives of Project
The format for the final project presentation is similar to the format for the proposal in that the written project, artifacts, and narrative are presented to the project assessment committee at least one week prior to the oral presentation. The paper should adhere to
APA guidelines for citations, grammar, and style. Components of the final written project include (but are not limited to):
Statement of problem or issue
Narrative outlining the supporting theories and research
Action steps
Time line
Outcomes
Evaluation
Reflective analysis of project
References
Appropriate permission forms
During the oral presentation, the candidate discusses with the committee the major aspects of the project as well as the results. The committee may ask questions and offer feedback. They may ask for revisions and these revisions would need to be completed and reviewed by the designated person(s) prior to giving final approval to the project.
FINAL ASSESSMENT OPTION – Comprehensive Exam
A candidate for the M. Ed. Degree in Curriculum and Instruction may select the option of a comprehensive exam. A comprehensive exam allows candidates to synthesize the theoretical underpinnings of all the courses and apply that theory to their practice.
Students will be sent a prompt and will have one week to research and write a 20-30-page paper that addresses theory and practice within their field of study.
Nature and Objectives of the Comprehensive Examination : The Comprehensive Exam is a written examination (although the comprehensive examination committee may request an oral examination after reading the written exam). It is designed to determine if candidates can demonstrate specific competencies that are integral to attainment of the master’s degree. In particular, the examination allows candidates to demonstrate:
1.
Breadth and depth of knowledge of curriculum and instruction commensurate with a master’s degree;
2.
The ability to apply and evaluate knowledge from the major field of study;
3.
The abilities to organize ideas and to communicate effectively about topics of study.
In the paper, the student demonstrates knowledge of relevant theories and should use technical vocabulary that is well defined and illustrate theoretical concepts discussed.
He/she should demonstrate thorough understanding of implications of theory for practice
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or curricular design; provide detailed description of practices suggested by theories discussed in coursework with appropriate supporting citations; and demonstrate synthesis of concepts across multiple courses in the master’s program.
The student’s writing should demonstrate the ability to elaborate ideas, organize thoughts logically, and exercise good control over conventions. The paper should adhere to APA guidelines for citations, grammar, and style.
FINAL ASSESSMENT OPTION –THESIS
A candidate for the M. Ed. Degree in Curriculum and Instruction may select the option of a thesis. Typically, a student who intends to pursue a doctorate degree would select this option. A thesis is original research that explores and seeks to answer a question related to curriculum and instruction.
During the first 18 hours of coursework, the student develops an idea for a thesis and then approaches a faculty member who agrees to direct the thesis and thereby becomes the student’s major professor. Together, they develop the project plan and select a Thesis
Committee.
When a student chooses the thesis for the final assessment, the mid-program assessment should include a project proposal that is presented in both written and oral form. A written proposal is presented to the Thesis Committee at least one-week prior to the midprogram assessment. (See below the suggested components to address in the proposal).
The Thesis Committee will consist of three people, including the student’s major professor, and additional faculty members from the Department of Curriculum and
Instruction or another university faculty member from another department. Committee members will evaluate the proposal, offer feedback, and give final approval. This same committee will stand as an advisory group through the life of the thesis. When the graduate student has completed and presented a thesis proposal, he/she must email a copy of the proposal to the Graduate Studies Coordinator ( gradci@uno.edu
).
During the remaining 18 hours, the student will take additional coursework in research as related to and necessary for the methodology projected in the proposal, such as EDFR
6705, EDFR 6710, or EDFR 6715.
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M.ED. COMPREHENSIVE EXAM RUBRIC
Attribute
Content Unacceptable (1) Acceptable (2)
Theoretical
Target (3)
Demonstrates surfacelevel awareness of relevant theories; some technical vocabulary included, although not defined in ways that demonstrate understanding of concepts mentioned; vocabulary used is limited, vague, and abstract, and/or occasionally incorrect.
Demonstrates knowledge of relevant theories; uses technical vocabulary that is well defined and illustrates theoretical concepts discussed; vocabulary use is varied, specific and correct; uses appropriate supporting citations from course material.
Demonstrates sophisticated understanding of relevant theories; discusses theoretical concepts in ways that demonstrate analytical application; uses sophisticated technical vocabulary; uses appropriate supporting citations from the research literature.
Practical
Demonstrates minimal awareness of implications of theory for practice or curriculum design; gives brief description of instructional practices suggested by theorists mentioned.
Demonstrates thorough understanding of implications of theory for practice or curricular design; provides detailed description of practices suggested by theories discussed in coursework with appropriate supporting citations.
Demonstrates creative insight into the implications of theory for practice; provides compelling, thought- provoking descriptions of theory-based practice with appropriate supporting citations from the professional literature.
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Synthesis
Demonstrates synthesis of concepts within single courses only.
Demonstrates synthesis of concepts across multiple courses in the master’s program.
Demonstrates synthesis of concepts gathered across the following: areas of concentration, minor/related field, and research components of the master’s program.
ATTRIBUTE
Depth
Elaboration
Organization
Unacceptable (1)
Information provided is limited or unclear; ideas are vague and abstract; relies on clichés and/or jargon without expounding on meaning.
Ideas seem strung together in haphazard fashion; transitions not clearly defined; connections between ideas are not explicit.
Acceptable (2) Target (3)
Ideas clear, purposeful, explicit, and detailed. Shows in-depth understanding. Main ideas supported in ways that expand, clarify, and add new insight.
Ideas demonstrate insight and weave personal experiences into theoretical and practical examples. Supporting relevant details give readers information that they could not bring to the text; writer works with and shapes ideas, making connections and sharing thoughtful insights.
Organization is strong enough to move the reader from point to point without confusion; sequence is logical; transitions usually work well, although connections between some ideas may require inference from readers.
Organization enhances and showcases central theme or idea; structure or presentation is compelling and moves readers through the text; transitions are smooth and weave separate threads of meaning into one cohesive whole.
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Conventions
Reasonable control over conventions, although paper would require significant editing to prepare for publication; occasional problems with grammar or usage do not distort meaning; paper reflects only light editing prior to submission; does not consistently use appropriate bibliographic style.
Good control over conventions; paper would require only light editing to prepare for publication; grammar and usage are correct and contribute to clarity; paper reflects careful, thorough editing prior to submission; consistently uses appropriate references and bibliographic style, although some copy editing is needed.
Excellent control over conventions; paper is polished as though for publication; grammar and usage are nearly flawless with errors so minor that only seasoned copy editors would be likely to notice them; consistently uses appropriate references and appropriate bibliographic style with few errors.
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