The assessment of candidates will be conducted as the comprehensive exam. The comprehensive exam is administered independent of individual courses during one of the last semesters of the candidate's completion of the program of study. The comprehensive exam is typically scheduled at the first of November (fall), April (spring), and July (summer).
Four program objectives were identified and assessment tasks and rubrics were developed. The assessment cycle for these objectives will be as follows:
|Objective 1: November
||Students will select any K-12 student with identified reading difficulties in order to demonstrate the ability to assess, diagnose, develop and implement prescriptive instructional plans for struggling readers in a supervised practicum situation.
|Objective 2: April
||A case method format will be used. The student will be given one of two options:
- The student will be presented with a case study that focuses on a topical issue. The student will then use professional publications to access and recommend research based evidence supporting best instructional practices.
- The student will use a case study created from original inquiry and substantiate the results of the study by linking with published research on the topic.
|Objective 3: July
||The student will be presented with a topical issue related to literacy instruction. The student will assume the perspective of a school (district) literacy leader. The student will access evidence of current research and best practice to develop a position statement on the issue. The student will be directed to either develop and present a group presentation or create an informational brochure targeting a specific audience.
|Objective 4: November
||The student will demonstrate the ability to select, evaluate and implement effective instructional strategies in a specific teaching situation based upon the assessment of a selected K-12 student with identified reading difficulties. The student will complete a self evaluation regarding the ability to problem solve and analyze his/her effectiveness.
There are usually one to three candidates completing the comprehensive exam each semester. Therefore, this schedule will provide for consistent collection of assessment data. In the event that no one is scheduled for an exam in a particular semester, the schedule will be followed for the next semester.
The assessment task will be given to the candidate for completion during the scheduled week for the comprehensive exam. The candidate will complete the task independently and submit it to the faculty member supervising the assessment task for that semester.
A team with a minimum number of three faculty members will be used to assess the assessment task completed and submitted by the candidate. Each faculty member will use the assessment rubric and conduct a "blind" scoring of the assessment task. The team will compare scores as a reliability check and resolve major differences in scoring to determine if the candidate passed the assessment.
Each spring semester, the members of the literacy faculty will review the results of the assessment of the program objectives and recommend program changes.
Survey instruments are administered that assess each of the four programs alumni's perceptions of their accomplishment of the programs objectives using a Liker-type scale.
Local school administrators, teachers, members of professional groups, and other advisor groups, a group we collectively refer to as our "critical friends," are also administered a similar Liker-type survey.
All objectives will be assessed but special questions will be added to the current survey that will indicate level of leadership that candidates use when they are working in the schools as curriculum advisors for best practices in literacy.