Program: Educational Foundations (MEd)
Date: Sun Oct 11, 2009 - 9:18:55 pm
1) List your program's student learning outcomes (SLOs).
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 in my response to item 5.
2) Where are your program's SLOs published?
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:
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
a. Increase understanding of the complexity of educational issues, controversies, theories, and ideas.
b. Cultivate openness to a diversity of people and their ways of life and thinking.
c. Exhibit the ability to engage in critical thinking.
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
a. How well is the student’s knowledge of the educational system and important issues of the country?
b. How well does the student know the social context for education in the country?
c. How well is the student’s analysis of the strengths/weaknesses and issues of the country’s education?
7) State the Type(s) of Evidence Gathered
Students did a group presentation on the education system of a country. Students were required to a) provide an overview of the education of that country; b) explain strengths/weaknesses of education in that country; c) critically analyze issue(s) of that country, supporting the analysis with journal articles, book chapters, and/or personal experiences; d) lead a discussion on the country’s education with a set of thoughtful questions.
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
The faculty instructor scored the presentation using a rubric. See http://coe.hawaii.edu/ncate. On the right column, click “Educational Foundations EDEF.” See See pp. 18-19, Assessment 1, Attachment B: Scoring Rubric for EDEF 669
9) State How Many Pieces of Evidence Were Collected
All graduate students who took the course during the period June 08 to September 09 were assessed. Total number of students were 19.
10) Summarize the Actual Results
a. How well is the student’s knowledge of the educational system and important issues of the country? In the class of 10 graduate students, 40% were rated as acceptable and 60% were rated as target. In the class of 9 graduate students, 100% were rated as acceptable.
b. How well does the student know the social context for education in the country? In the class of 10 graduate students, 40% were rated as acceptable and 60% were rated as target. In the class of 9 graduate students, 100% were rated as acceptable.
c. How well is the student’s analysis of the strengths/weaknesses and issues of the country’s education? In the class of 10 graduate students, 60% were rated as acceptable and 40% were rated as target. In the class of 9 graduate students, 100% were rated as acceptable.
11) Briefly Describe the Distribution and Discussion of Results
Students taking the course received the results. Departmental faculty discussed the data collected.
12) Describe Conclusions and Discoveries
Students in one of our programs had greater difficulty in collecting scholarly publications for their study. We concluded that these students required more support from the instructor. Despite this need for more support, these students did meet acceptable standards.
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
Program results are discussed at department meetings, where suggestions are made for instructional improvement. In future on-line courses, instructors will be alerted to the different requirements for on-line courses.
14) Reflect on the Assessment Process
The SLOs have been helpful in helping to keep the faculty in tune with the department’s vision, mission, and standards.
Because the department had developed SLOs many years back, faculty were familiar with the need to align them with assessment efforts. Over the past several years, the SLOs were revisited and revised.
15) Other Important Information
In addition to the SLOs and corresponding rubrics, graduate students respond to a self-assessment questionnaire aimed at assessing the department’s program. The questions on this instrument are tied to the department’s program standards. This student program assessment is given when they complete the program. Departmental faculty have found this questionnaire helpful in assessing the overall departmental program.
In addition, courses are evaluated by students using the university CAFE system. Both the instructor and the department chair review the outcomes.