Program Assessment
The Program uses a comprehensive, multi-method, and multi-source process to assess student learning (e.g., knowledge, skills) and to evaluate program goals. An emphasis is placed on performance-based assessments that correspond with Program goals and NASP standards. Evaluation of the individual and Program occur on a continuous basis through a series of formative and summative assessments. The following three sections provide an overview of the major assessment components.
Individual Evaluation
Individual assessment begins upon admission and extends beyond achievement in individual courses. Performance-based assessment is emphasized, but a range of methods are employed (e.g., exams, projects, presentations and demonstrations, interviews, research papers, literature reviews, reflection papers, critiques, videotaping, audiotaping, simulations, role-plays). The chart below outlines basic sources of data.
Year 1:
- Performance-based assessment related to specific coursework
- Maintenance of a 3.3 or higher GPA
- Self-evaluation of the Professional Portfolio
- Anuual review of the Professional Portfolio by Program faculty
Year 2:
- Performance-based assessment related to specific coursework
- Maintenance of a 3.3 or higher GPA
- Self-evaluation of the Professional Portfolio
- Annual review of the Professional Portfolio by Program faculty
Year 3:
- Performance-based assessment related to specific coursework
- Maintenance of a 3.3 or higher GPA
- Self-evaluation of the Professional Portfolio
- Evaluation of final Professional Portfolio by Program faculty
- Evaluations by supervising school psychologists
- Evaluation of completed intership products
- Self-evaluation of internship performance
- Satisfactory score on PRAXIS exam in School Psychology
Annual Review
On a yearly basis, students are evaluated for retention and progression in the Program through an Annual Review. Each student’s professional portfolio is judged by Program faculty for competency across three domains- Professional Identity, Professional Competencies, and Presentation and Organization. The professional portfolio is submitted to the student’s advisor during the last week of the spring semester. A recommendation for continuation, continuation with remediation, or dismissal will be made by June 15th of each year. The Professional Portfolio is a means for Program faculty to review student progress and accomplishments.
Each domain is introduced by your personal reflection completed as an assignment in EDPS 513—Professional Practice of School Psychology and followed by appropriate work products that demonstrate skills in that domain. Completed course assignments and projects serve as primary evidence. A self-monitoring checklist also is provided for Domain 11-- Information Technology with supporting documents following. Program faculty and site supervisors review student work products to determine whether students are making a positive, measurable impact on youth, families, and schools/agencies. Data-based decision making also must be evident across work products.
Program Evaluation
Overall evaluation of the Program occurs on a continuous basis through a series of formative and summative assessments. Program faculty meet bimonthly to discuss topics of interest and/or student or program concerns. On an annual basis, a Program planning meeting occurs to share information and aggregated data that have been collected for the academic year (e.g. summer, fall, spring semesters). Results are shared and reviewed with program modifications considered so as to improve training. In addition, recent graduates and their employers are surveyed. Program improvements are made based on these findings.
