Program: Early Childhood Education (MEd)
Date: Tue Oct 13, 2009 - 4:12:22 pm
1) List your program's student learning outcomes (SLOs).
The MEd in ECE program includes a unique set of program assessments designed to measure the candidates’ competency in meeting Five Core Program Standards. These assessments are based on the unit’s Conceptual Framework. They include measures of each candidate’s knowledge about the field of early childhood education, ability to be an effective early childhood educator and leader, and dispositions as caring professionals. These three foci are conceptual framework of the College of Education
The conceptual framework of the COE provides broad direction and focus for the program design: the MEd in ECE provides a narrower lens through which to interpret and manifest the conceptual framework. The two are directly linked through the mission, the program goals and the objectives of the MEd in ECE. These, in turn, are linked to the Program Standards and Key Assessments.
The mission of MEd in ECE is to prepare leaders in the field of education who can work collaboratively to design and implement high quality, inclusive programs for young children.
The goal of the MEd in ECE program is to provide candidates with a conceptual framework, skills, and knowledge that will make them more effective in their roles as early childhood educators. It is designed to develop master’s level competence relating to five Core Program Standards and two additional candidate-selected Program Standards. Learning outcomes are embedded in each of the required courses and the Plan B project—a Standards-Based Portfolio.
The Five Core Program Standards embedded in the required courses are:
- Standard I: Child Development
- Standard II: The Field of Early Childhood Care and Education
- Standard III: Early Childhood Special Education
- Standard IV: Professionalism
- Standard V: Research
The objectives of the program are that candidates:
- Become better informed about the developmental and educational needs of young children from various types of communities;
- Increase knowledge in the areas of early childhood care and education, child development and work with families;
- Learn about current issues and trends in early care and education;
- Learn about current issues and trends in assessment;
- Increase skills in working collaboratively with families and other professionals;
- Increase skills in developing inclusive educational programs to meet individual and group needs;
- Reflect on their own practice;
- Increase understanding and ability to critically analyze, apply, and conduct educational research;
- Increase ability and disposition to advocate on behalf of young children and their families with regard to policy decision-making and government agencies;
- Acquire understanding of the ethical dimensions of work with young children and their families;
- Become more able to provide ethical leadership in an early childhood classroom or agency.
Though engagement in class discussion and activities, exams and research-based papers designed around the objectives and standards of the program, candidates demonstrate that their ability to meet the larger COE mission:
Preparing knowledgeable, effective, and caring/professional educators to contribute to a just and democratic society.
Student Learning Outcomes
What candidates should know, do, and care about
|Standard ONE: Child Development |
MEd ECE graduates are knowledgeable about the developmental needs of young children from the prenatal period to eight years of age. As professionals who care about children achieving their maximum potential, they use that knowledge to effectively create programs that support children’s optimal development and to effectively develop translational strategies for families in an ethical and culturally sensitive manner.
|Standard TWO: The Field of Early Childhood Education and Care |
Med ECE candidates are knowledgeable about current issues and trends in early childhood care and education. As professionals who care about the larger needs of the community, they use that knowledge to effectively provide ethical and culturally sensitive leadership and advocacy with regard to policy decision-making, government agencies, and their own programs.
|Standard THREE: Early Childhood Special Education |
MEd ECE candidates are knowledgeable about children and families with special needs. As professionals who care about equity for all children and families, they effectively use their knowledge to develop inclusive educational programs to meet individual and group needs in an ethical, caring, and culturally inclusive manner.
|Standard FOUR: Professionalism |
Med ECE candidates are knowledgeable about what it means to be a professional in the field of early childhood education. As professionals who care about the field, they work effectively in collaboration with families and other professionals to provide services in an ethical, caring and culturally sensitive manner. Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice.
|Standard FIVE: Research |
MEd ECE candidates are knowledgeable about the role of research in the field of early childhood education. As professionals who care about using research-based strategies and methods, they effectively reflect on their current practice and initiate their own action-research projects. They critically analyze, and apply current educational research to their own settings.
2) Where are your program's SLOs published?
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online: NA
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA
Other: NCATE Advanced Programs Report available on COE Wiki
3) Upload your program's current curriculum map(s) as a PDF.
- File (03/16/2020)
4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)
5) State the SLO(s) that was Assessed, Targeted, or Studied
The SLOs that were assessed are as follows. They were assessed in the summer of 2009 when we began our third cohort.
- Knowledgeable about child development
- Knowledgeable about issues and trends in early childhood care and education
- Professionals who care about children achieving their maximum potential
- Professionals who care about the larger needs of the community
- Effective in creating programs that support children’s optimal development
- Effective in developing translational strategies for families in a culturally sensitive manner
- Effective in providing leadership and advocacy with regard to policy decision-making, government agencies, and their own programs
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
What is the percentage of students who have met the target of "acceptable" on each of the assessment rubrics that measure the Program standards (Please see Curriculum Map).
7) State the Type(s) of Evidence Gathered
The key assessment for EDCS 667B and FAMR 491 for each of the 30 students in the cohort. These two key assessments are designed to primarily measure the content knowledge of candidates in the area of child development and knowledge of issues and trends in the field. This is foundational knowledge for further work.
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
Student work was assigned, explained, modeled, and then collected for evaluation. Individual faculty used a rubric to assess to assess student work.
9) State How Many Pieces of Evidence Were Collected
30 pieces of evidence were collected for FAMR 491; 28 pieces of evidence were collectedfor EDCS 667B.
10) Summarize the Actual Results
For both assessments (FAMR 491 and EDCS 667B) candidates who were assessed performed at an ACCEPTABLE level.
11) Briefly Describe the Distribution and Discussion of Results
The two faculty who taught the courses received the results which were discussed at a meeting two weeks after the courses ended. The results will be sent to NCATE as an addendum to our Advanced Program report, submitted in June, 2009.
12) Describe Conclusions and Discoveries
We are going to revise the rubrics to include an "EXEMPLARY' category next time. Because all students received an "ACCEPTABLE" it was difficult to tease out weaknesses. We discovered that students need more time to complete the key assessment for EDCS 667B. Few students were able to turn in work we would have judged as "EXEMPLARY." We are redesigning the program structure so the next cohort of students will have an entire semester to work on perfecting this important skill and will be better able to demonstrate their fund of knowledge.
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
The program used the results to make modifications in the program/content delivery for Cohort Four. We will offer EDCS 667B in a semester long format so students have enough time to do a thorough job on their key assessment.
14) Reflect on the Assessment Process
Creating an agreed upon rubric for all classes was a helpful process as it allowed us to see where we had depth and potential weaknesses in program delivery. We will use this information to inform our next cohort course of study.
15) Other Important Information
16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.
17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.