ASSESSMENT REPORTFOR
Master of Science in School Counseling (MS) Intended Educational (Student) Outcomes: 3. Graduate students completing the Masters program in school counseling will be well prepared to enter the field as fully qualified K-12 school counselors and possess the basic knowledge in collaboration, consultation, and professionalism (domain III).
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I. | Field-based activities (shadowing, internships, interviews, campus/community leadership); |
II. | Staff development (report on conference workshop, member of professional organization, personalization skills; |
III. | Active research (field empirical study, literature review study, position paper, selected readings/book review); |
IV. | Presentations (poster research presentations, class multi-media presentations, presentations for campus, district and/or other educational organizations). |
1b. Summary of Assessment Data Collected:
We have no graduates from the new M.S. Degree in School Counseling
to report during this period. Portfolio assessment is continuing for
current students with the first cohort scheduled to graduate in December
2003.
1b. Use of Results to Improve Instructional Program:
Because there are as yet no graduates of the program, faculty
could not make recommendations for changes.
Master of Science in School Counseling (MS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
October 31, 2003
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. Intended
outcome should be restated in the box immediately below and the intended outcome
number entered in the blank spaces.
2. Graduate students completing the Masters program in school counseling will be well prepared to enter the field as fully qualified K-12 school counselors and possess the basic knowledge to plan, implement and develop a guidance and counseling program (domain II).
First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
All graduate students in the Department of Professional Programs
taking the TExES state certification exam for school counselor will achieve
a minimum scaled score of 240 in Domain II (planning and implementing
the developmental guidance and counseling programs).
2a. Summary of Assessment Data Collected:
Cumulative Results: 100% at or above 240; M=262.5; Mdn=256.0;
n=4.
First Time Test Takers: 100 Percent passed
2a. Use of Results to Improve Instructional Program:
Challenge areas include Competency 5(developmental guidance program) and
Competency 6 (counseling). Each student will be required to develop a Comprehensive
Developmental Guidance Program (in consultation with a practicing school counselor)
in the School Counseling course. Emphasis will continue to be placed on personality
and counseling theory as it relates to both individual and group counseling.
Second Means of Assessment for Outcome Identified Above:
2b. Means of Program Assessment & Criteria for Success:
Using the departmental rubric for portfolio assessment, 90% of
students will demonstrate knowledge and understanding of Domain II
(program management, developmental guidance programs, counseling,
assessment), by providing supporting evidence of completed artifacts
addressing competencies using the following categories of activities:
I. | Field-based activities (shadowing, internships, interviews, campus/community leadership); |
II. | Staff development (report on conference workshop, member of professional organization, personalization skills); |
III. | Active research (field empirical study, literature review study, position/reflection paper, selected readings/book review); |
IV. | Presentations (poster research presentation, class multi-media presentations, presentations for campus, district and/or other educational organizations). |
2b. Summary of Assessment Data Collected:
We have no graduates from the new M.S. Degree in School Counseling
to report during this period. Portfolio assessment is continuing for
current students with the first cohort scheduled to graduate in December
2003.
2b. Use of Results to Improve Instructional Program:
Because there are as yet no graduates of the program, faculty could
not make recommendations for changes.
Master of Science in School Counseling (MS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
October 31, 2003
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. Intended
outcome should be restated in the box immediately below and the intended outcome
number entered in the blank spaces.
3. Graduate students completing the Masters program in school counseling will be well prepared to enter the field as fully qualified K-12 school counselors and possess the basic knowledge in collaboration, consultation, and professionalism (domain III).
First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
All graduate students in the Department of Professional Programs
taking the TExES state certification exam for school counselor will achieve
a minimum scaled score of 240 in Domain III (collaboration, consultation,
and professionalism).
3a. Summary of Assessment Data Collected:
Cumulative Results: 75% Passed this domain: M=243.5; Mdn=255.5;
n=4
First Time Test takers: Although one student earned a 237 on this domain,
the individual’s total score was a 257. Thus, 100% passed the exam the first
time.
3a. Use of Results to Improve Instructional Program:
Consultation, collaboration, and professionalism competencies
are in greatest need of attention. As stated previously, additional
opportunities for field-based activities in each course will strengthen
collaboration and consultation skills. Each course will also revisit
the American Counseling Association Code of Ethics and Standards
of Practice; American School Counselors Association Code of Ethics;
and the legal requirements applicable to counselors in the State
of Texas.
Second Means of Assessment for Outcome Identified Above:
3b. Means of Program Assessment & Criteria for Success:
Using the departmental rubric for portfolio assessment, 90% of students
will demonstrate knowledge and understanding of Domain III (collaboration
in the school and community and professionalism), by providing supporting
evidence of completed artifacts addressing competencies using the following
categories of activities:
I. | Field-based activities (shadowing, internships, interviews, campus/community leadership); |
II. | Staff development (report on conference workshop, member of professional organization, personalization skills); |
III. | Active research (field empirical study, literature review study, position/reflection paper, selected readings/book review); |
IV. | Presentations (poster research presentation, class multi-media presentations, presentations for campus, district and/or other educational organizations). |
3b. Summary of Assessment Data Collected:
We have no graduates from the new M.S. Degree in School Counseling
to report during this period. Portfolio assessment is continuing for
current students with the first cohort scheduled to graduate in December
2003.
3b. Use of Results to Improve Instructional Program:
Because there are as yet no graduates of the program, faculty could
not make recommendations for changes.