Program: Educational Foundations (MEd)
Degree: Master's
Date: Fri Oct 08, 2010 - 4:20:05 pm
1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.
EDEF graduate students will broaden and deepen their knowledge and understanding of major issues, controversies, theories, and ideas highlighted in the department's four areas of emphasis.
EDEF graduate students will broaden and deepen their understanding of disciplinary and multidisciplinary perspectives and research methods.
EDEF graduate students will developa reflective, inquring, and inclusive frame of mind reflected in the department's four areas of emphasis.
These are the larger SLOs. For each there are examples of more specific SLOs, some of which are given below.
2) As of last year, your program's SLOs were published as follows. Please update as needed.
Department Website URL: www.coe.hawaii.edu/edef 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: Other: Other: 3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.
- File (03/16/2020)
4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.
0% 1-50% 51-80% 81-99%
100%5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.
How well is the student's knowledge of the educational system and important issues of the country?
How well does the student know the social context for education in the country?
How well is the student's analysis of the strengths/weakness and issues of the country's education?
6) State the type(s) of evidence gathered.
Students did a group presentation in which they were asked to give an overview of the education in that country; explain the strengths and weaknesses of education in that country; analyze issues of eudcation in the country, with supporting evidence in scholarly publications; lead a discussion on the country's education with thoughtful questions.
7) Who interpreted or analyzed the evidence that was collected?
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 8) How did they evaluate, analyze, or interpret the evidence?
Used a rubric or scoring guide Scored exams/tests/quizzes 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) Other: 9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.
Fourteen students submitted evidence, of which 8 were master's students in our program. Therefore the data below will focus only on the 8 students, since they are the ones enrolled in our MEd program. All 8 presentations were analyzed.
10) Summarize the actual results.
Total number of students assessed: 8
How well is the student's knowledge of the educational system and important issues of the country?
100% target
How well does the student know the social context for education in the country?
25% acceptable; 75% target
How well is the student's analysis of the strengths/weakness and issues of the country's education?
37.5% acceptable; 62.5% target
11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.
Course results are discussed at department meetings and in meetings among various faculty members. Suggestions are shared among faculty.
12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.
Course SLOs have been developed to be in tune with the department's vision, mission, and standards.
A review of the department standards have led to a conclusion that the department should reconsider some of its standards. This will be done in the coming year.
13) Other important information:
Graduate students also respond to a questionnaire that asseses the department's program. Based on their responses, the department considers adjustments.
All department courses are evaluated with eCAFE, using a standard set of questions. Faculty members consider students' responses in improving their courses.