Program: Educational Foundations (MEd)
Date: Wed Oct 09, 2013 - 12:02:10 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, 2012 and September 30, 2013? (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 June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Assessment Questions: How well (unacceptable, acceptable, target) are students achieving each SLO? To what extent do students demonstrate analysis and critical thinking, understanding of concepts, ability to synthesize information coherently, clear and organized writing, and an open mind to multiple perspectives?
All of the SLOs listed in Q1 were assessed using the department's program assements, for all candidates.
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.
Assessment 1. Philosophy of Education Essay, for EDEF 660, Philosophy of Education; or EDEF 610, Foundations of Educational Theory
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.
Assessment 2. Essay on Historical Studies, for EDEF 651, History of Education in America; or EDEF 652, History of Education in Hawai'i
Based on the assigned historical studies on education, write an essay that presents a theme or thesis that integrates the readings. Support your theme/thesis with evidence from the readings and from your experience. Use your analytical skills to produce a thoughtful essay.
Assessment 3. Presentation of a Case Study on Education in a Country/Readings of a Session, for EDEF 669, Introduction to Comparative/International Education; or EDEF 671, Topics in Comparative Education
Presentation on a Case Study, for EDEF 669. Provide an overview of the education in a country, explain strengths and weaknesses, analyze critically one or two issues that are especially important to that country, and lead a discussion on the selected country's education with 2-3 thought-provoking questions.
Presentation on Readings, for EDEF 671. Provide an overview of the readings, critique the readings (e.g., explain the strength and weaknesses of the readings, and offer reflections), and lead a discussion on the topic of the session with 2-3 thought-provoking questions.
Assessment 4. Final Paper, for Plan A Thesis or Plan B Non-Thesis
Plan A and B describes two options available at Manoa as a capstone research project for master's students. In Educational Foundations, these projects may include an action research project, or a research paper involving historical, philosophical, socio-cultural, or comparative/international research.
Assessment 5. Culturally Relevant Teaching/Research Paper, for EDEF 630, Cultural Diversity and Education; or EDEF 683, Social and Cultural Contexts of Education
Culturally relevant teaching, for EDEF 630. Drawing on class readings and other sources you find appropriate, write a paper (about 10 double-spaced pages) that explores diversity and addresses issues regarding culturally 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 approaches to your work setting? Produce a clearly written, well-organized paper, with appropriate spelling, punctuation, and grammar.
Research paper, for EDEF 683. Research a school/society issue or 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.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
All candidates submitted evidence that was evaluated. A rubric for each assessment was used.
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)
Other: Department Advisory Council
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.
Demonstrates Analysis and Critical Thinking. Candidates were remarkably strong in demonstrating analysis and critical thinking on all of the assessment activities. Eighty five students reached the target level, and 17 acceptable level.
Synthesis of Information. Candidates were strong on all of the assessment activities measuring synthesis of information. Eighty five students reached the target level, and 16 acceptable level.
Understanding of Subject. Candidates were strong on all of the assessment activities in understanding of subject. Eighty three reached the target level, and 19 acceptable level.
Writing and Presentation Skills. Candidates did well on all of the assessment activities in writing and presentation skills. Eighty one students reached the target level, and 20 acceptable level.
Professional Dispositions. Candidates were strong in professional dispositions. Seventy seven students reached the target level, and 5 acceptable level.
Overall faculty members were pleased that candidates met either Target or Acceptable levels for these assessment activities.
12) State how the program used the results or plans to use the results. Please be specific.
Faculty used the results to compare it with data gathered for the period June 1, 2011 to September 30, 2012 to assess growth in student learning outcomes.
To improve student learning and outcomes, faculty agreed to discuss further the findings.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
Department faculty members continue to discuss ways to improve assessment procedures, teaching and learning, and programs.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
This ends my report.