Program: Educational Foundations (MEd)
Date: Fri Oct 03, 2014 - 5:12:47 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
(Knowledge) Demonstrates analysis and critical thinking, and an understanding of concepts and/or theories and/or issues and/or complexities of the subject.
(Knowledge) Demonstrates a socio-cultural or historical or philosophical or comparative understanding of the subject.
(Knowledge) Demonstrates the ability to synthesize information coherently.
(Skills) Writing or Presentation is organized, clear, and engaging. If applicable, uses correct grammar, spelling, punctuation, and proper citation.
(Disposition) Keeps an open mind to multiple perspectives and interpretations.
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online: NA
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA
3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
No (skip to question 14)
6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
All SLOs listed in Q1 were assessed using our department's program assessments. All candidates in the program were assessed. Assessments and scoring guides were aligned with program SLOs. The department's SLOs were aligned with our College of Education's conceptual framework, to prepare educators who are knowledgeable, effective, and caring professionals.
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
Direct evidence. Assessment for Philosophy of Education Essay, for EDEF 660 and EDEF 610. (Knowledge) Write an essay exploring educational concepts and employing philosophical argumentation and analysis. This assignment requires you to demonstrate your ability to engage in philosophical reflection on an important educational issue. (Skills) Your writing should be organized, clear; it should use proper grammer, spelling, and punctuation. (Disposition) As you develop your essay, keep an open mind to different approaches to the issue.
Direct evidence. Assessment for Culturally Relevant Teaching/Research Paper, for EDEF 630 and EDEF 683. For EDEF 630: (Knowledge and Disposition) Drawing on the class readings and other sources you find appropriate, write a paper that explores diversity and addresses issues regarding cultrually relevant curriculum and teaching. How do your perspectives on human diversity apply in your classroom and/or school? How have you incorporated cultural theories and applicable curricular and pedagogical approches to your work setting? (Skills) Produce a clearly written, well-organized paper, with appropriate spelling, punctuation, and grammar. For EDEF 683: (Knowledge) Research a school/socieity issue or a cultural issue at the national, international, or local level. The paper should include data from at least three interviews as well as research that helps to set the social, historical, cultural and/or political context for your paper. (Skills) Produce a clearly written, well-organized paper, with appropriate spelling, punctuation, and grammar. (Disposition) Be sure to keep an open mind to the perspectives of your three interviewees.
Indirect evidence. The College of Education also collects indirect evidence for each program through program completer surveys. The results are published on the College of Education website. Faculty in my department were pleased to see that the indirect evidence showed that students felt that they learned much in the program, and that the courses were of great benefit to them.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
All students who took the courses completed the assessment. There were 88 candidates who took the courses and submitted evidence for assessment. Student work was assessed using a rubric for each assessment.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
Assessment for EDEF 610/660, Philosophy of Education Essay. Candidates did very well in Analysis and Critical Thinking, with 85 percent reaching Target level. They did well in philosophical understanding of the subject, with 78 percent reaching Target level. The did very well in Synthesis of Information, with 85 percent reaching Target level. In writing, a high percentage reached Target level, 87 percent. Writing is a challenge for many students, and therefore faculty were very pleased with the percentage of students who hit Target level in this area. Faculty were pleased to see that most students were able to reach Acceptable or Target levels in writing, and most students reached Acceptable or Target levels in the other four standards. Only one student received an unacceptable score in writing. The faculty member who taught this course said that this student struggled in writing clearly, even with the help of the instructor. The same student was rated as unacceptable in synthesizing the material. Two students were rated as unacceptable in professional dispositions; the faculty members who taught these courses said that these students had difficulty in being open to the diverse views of their classmates. These three students who were unable to reach acceptable levels in the above areas were a very small minority--only 5 percent--and should not diminish the very high overall student achievement in all 5 standards.
Assessment for EDEF 683/630, Culturally Relevant Teaching/Research Paper. Candidates did very well in Analysis and Critical Thinking, with 82 percent reaching Target level. They did well in philosophical understanding of the subject, with 74 percent reaching Target level. The did well in Synthesis of Information, with 74 percent reaching Target level. As mentioned earlier, writing is difficult for many students. In this regard, faculty were pleased to see that 74 percent of students reached Target level. Furthermore, the fact that all students reached either Acceptable or Target levels in writing pleased the faculty members. As for the other 4 standards, most students reach Acceptable or Target levels. Only one student was rated as unacceptable in professional disposition, and the faculty who taught this course said that this student had great difficulty in listening to the interpretations of her peers. This was the only student, constituting 3 percent of all students, who was unable to reach an acceptable level in one area. Faculty members were pleased to note that all other students reached either Acceptable or Target levels in all 5 standards.
12) State how the program used the results or plans to use the results. Please be specific.
Faculty members used the results to consider ways to help students grow in their understanding of the subject, in their ability to analyze critically, in their ability to synthesize information, in their ability to write well, and in their ability to keep an open mind to multiple interpretations. Faculty discussed ways to help students reach Target level. A variety of ideas were discussed. Faculty shared their SLOs and their full syllabi. This helped them see alternative ways to think about student growth and achievement, and ultimately improve their courses.