ASSESSMENT REPORTFOR
Master of Science in School Counseling (MS-Ed) (Pending CB Approval) August 26, 2003 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). 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).
ASSESSMENT REPORTFOR
August 26, 2003 1. 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 understand learners (domain I). First Means of Assessment for Outcome Identified Above: Second Means of Assessment for Outcome Identified Above:
1b. Summary of Assessment Data Collected: 1b. Use of Results to Improve Instructional Program:
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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/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:
N/A at this time.
Master of Science in School Counseling (MS-Ed) (Pending CB Approval)
Instructional Degree Program
Spring 2003
Assessment Period Covered
August 26, 2003
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed. The
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 Texas Examination of Educator Standards (TExES) state certification
exam for school counselor will have a passing rate of 70% cumulative
in Domain III (collaboration, consultation, and professionalism).
3a. Summary of Assessment Data Collected:
Cumulative results: 36% at or above 70%; M = 68.5; Mdn = 67; N
= 11.
First Time Test Taker Results: 43% at or above 70%; M = 69.8; Mdn = 64; N
= 7.
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 rubric developed by the Department of Professional Programs
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 (filed 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:
N/A at this time.
SUPPORT DOCUMENTATION
SOURCE |
LOCATION/Special Instructions |
Texas Examination of Educator Standards (TExES) |
|
Rubric developed by the Department of Professional Programs |
|