Unit: Curriculum Studies
Program: Curriculum Studies (MEd)
Degree: Master's
Date: Mon Oct 18, 2010 - 10:47:49 am

1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.

The program is research-based and grounded in theory. Its goals are to:

  1. Develop well-informed and reflective practitioners.
  2. Enhance teachers’ knowledge and their instructional skills.
  3. Foster the application of new knowledge in the schools.
  4. Enhance teachers’ ability to understand and implement research.
  5. Encourage and increase the professionalism of teachers in Hawai‘i, as well as other States and nations of the Pacific Rim.
  6. Prepare those interested in entering doctoral programs in education.

Objectives of the CS program are that students:

  1. Increase knowledge in one or more areas of inquiry.
  2. Reflect on practice.
  3. Become better informed about the developmental and educational needs of children and adolescents from various communities.
  4. Become more skillful in developing educational programs to meet individual and group needs.
  5. Become more versatile in the use of a variety of teaching strategies.
  6. Learn about new issues and trends in their fields.
  7. Increase understanding of educational issues related to diversity and multiculturalism.
  8. Enhance ability to implement culturally responsive teaching practices.
  9. Investigate issues and trends in assessment.
  10. Increase understanding and ability to apply and conduct educational research.
  11. Acquire understanding of ethical dimensions of classroom research.
  12. Become more able to provide leadership in a classroom, school or school system. 

2) As of last year, your program's SLOs were published as follows. Please update as needed.

Department Website URL:
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

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.

Curriculum Map File(s) from 2009:

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.


5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.

The College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE), so our assessments address program standards (please see Curriculum Map) and the following NCATE standard:

Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards. (Professional Standards for the Accreditation of Teacher Preparation Institutions, NCATE, 2008, p. 16).

6) State the type(s) of evidence gathered.

What percent of students are judged to be acceptable on each of 6 assessments of Program and NCATE standards (Please see Curriculum Map)?

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)

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)

9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.

Assessment 1: 119

Assessment 2: 75

Assessment 3: 55

Assessment 4: 91

Assessment 5: 77

Assessment 6: 34

Total: 451 

10) Summarize the actual results.



(1) Knowledge (knowledgeable):

1. Review of Literature 

2. Concluding chapter Plan A/B


Fall 99%/Spring 95%

Fall 99%/Spring 98%

(2) Skills (effective):

3. Lesson Series: Curriculum Emphasis 

4. Application to Committee on Human Subjects (CHS)

Fall 100%/Spring 100%  

Fall 100%/Spring 100% 

(3) Dispositions(caring/professional/ethical): 

5. Lesson Series: Special Needs/Cultural Emphasis 

 6. Personal Curriculum History

Fall 100%/Spring 98%  

Fall 88%/Spring 98%   

11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.

All department faculty received the results, and our report is posted on the College's NCATE Web site. The College of Education is also making data entry and results available in an on-line Student Information System.

We were pleased to find appreciable improvement in results on all assessments except Assessment 4, where we had 100% acceptable ratings both 2009-10 and this year. We continue to discuss how to improve our program and student learning for further improvement.

We based our conclusions on the following results:

Assessment 1: Candidates performed satisfactorily on the two knowledge assessments, and generally met the standards for knowledge of research, and knowledge of content and pedagogy set by the department. Scores improved when compared to last year.

Assessment 2: A few candidates fell short in their acquisition of technical writing skills associated with thoughtful preparation of research papers. Scores improved when compared to last year.

Assessment 3: All assessed candidates met skills standards and demonstrated that they are able to create research-based curriculum, choose appropriate pedagogical strategies, provide effective instruction and assess the effects of that instruction. Scores improved when compared to last year.

Assessment 4: All students assessed on their IRB applications were deemed acceptable in this process.  

Assessment 5: Nearly all candidates performed well in identifying special needs and planning a series of lessons for an inclusive classroom. Scores improved when compared to last year.

Assessment 6: Most assessed candidates (94%) revealed the expected knowledge of professional ethics in their personal curriculum histories. Scores improved when compared to last year.

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.

Faculty teaching our four core courses have expressed the need to revisit the key assignments in each course and the way we assess them. Therefore, we plan to review our assessment rubrics for possible revision in Spring 2011.

13) Other important information: