Assessment Details
Academic Year: 2020-2021 Level: Graduate
Campus Department: Lynch School of Education & Human Development [UG and Grad]
Program Type: Major [UG] / Program [Grad]
Program Name: Measurement, Evaluation, Statistics, and Assessment PhD (Link)
Description of Data Collection:
The department uses multiple sources of information to evaluate whether our graduates have met the achieved stated outcomes for the degree.
a. Formal assessment information: All PhD students are required to pass a comprehensive exam prior to graduation. The exam allows faculty to evaluate whether students have mastered the formal learning outcomes. It consists of three parts: 100 standardized multiple choice questions after introductory coursework is completed (usually after the first year), on topics related to the first year program of study. After most coursework is completed, but before the dissertation is fully developed, there are two more formal comprehensive exams. Students take a take-home essay component, which students have a week to complete. Afterwards, the student participates in an hour long oral exam with a panel of 3 faculty members to discuss in depth topics related to the Measurement, Evaluation, Statistics, and Assessment program of study.
b. Pre-proposal, proposal, and dissertation research: As evidence of being able to conduct original empirical research, students must complete a doctoral thesis. As part of the process, doctoral students are required to register and complete a 3-credit dissertation seminar at the end of their coursework period. Students create a pre-proposal or proposal, which is evaluated by the seminar leader and by the faculty member who serves as dissertation advisor. The dissertation process requires a review and evaluation of students’ materials by a 3-member committee at the pre-proposal stage, the proposal stage, and the final dissertation defense.
c. Exit Surveys: All graduates of the program complete an exit survey that asks them to self-report on how well the program prepared them to meet the formal learning outcomes.
Review Process:
The Department Chair, faculty, and coordinators, meet monthly to discuss issues such as curriculum coverage, student coursework deficiencies, etc. Changes are made when necessary.
Resulting Program Changes:
A). The MESA department has reviewed the data and has introduced new courses so that students can meet the formal learning goals of the program. Courses on multilevel regression modeling, technology-enhanced assessment methods, advanced psychometrics, and mixed methods have been introduced so that students are better prepared to understand research, evaluation, statistics, measurement and assessment methodology; conduct original research; construct measurement instruments and assessments; and analyze, interpret, and communicate research findings. Based on data we collected from the learning outcomes, the department also introduced opportunities for students to practice their applied research skills through consulting workshops and has set up specialized topic lectures so students can get additional knowledge that may not be discussed in class or coursework.
B). The survey responses have led to extensive curriculum modifications presently underway. These include reducing content redundancy, collapsing courses into more integrated offerings, and explicitly incorporating conversations of social justice and racial bias and inequities into our lectures and practice.
Date of Most Recent Program Review:
A). The MESA department has reviewed the data and has introduced new courses so that students can meet the formal learning goals of the program. Courses on multilevel regression modeling, technology-enhanced assessment methods, advanced psychometrics, and mixed methods have been introduced so that students are better prepared to understand research, evaluation, statistics, measurement and assessment methodology; conduct original research; construct measurement instruments and assessments; and analyze, interpret, and communicate research findings. Based on data we collected from the learning outcomes, the department also introduced opportunities for students to practice their applied research skills through consulting workshops and has set up specialized topic lectures so students can get additional knowledge that may not be discussed in class or coursework.
B). The survey responses have led to extensive curriculum modifications presently underway. These include reducing content redundancy, collapsing courses into more integrated offerings, and explicitly incorporating conversations of social justice and racial bias and inequities into our lectures and practice.
Attachments (if available)