University of Nebraska Kearney

Specialist (Superintendent/District Level) Graduate Program Assessment Report 2005: Assessment of the Assessment Process

Submitted Fall, 2005

The faculty members have considered the following:

1. Is the data collected relevant to the department objectives?

   The department objectives are aligned with the College of Education (COE) Ten Desired Outcomes; COE Dispositions; COE Conceptual Framework; Nebraska Department of Education (NDE) Rule #24; and the National Policy Board for Educational Administration (NPBEA) Standards.  The assessments are aligned with the objectives; therefore the faculty felt that the data collected is relevant to the department objectives. 

2. Is the focus of the assessment based on “best practices”?

   The NPBEA standards provide a guide to ensure that our graduates can accomplish tasks associated with each standard and to participate in an extensive internship. 

3. Is the assessment data being used for department decision making?

   As a department, time was devoted to discussing the 2002 Triennial Graduate Survey and the assessment data was used to make department decisions. 

   “When asked what topics should have been covered more thoroughly during their graduate education, 25 principals responded and identified school improvement and aligning state standards with curriculum and assessment.” 

   Documented changes based on the assessment data were the inclusion of more specific activities that focused on the alignment of state standards with curriculum and assessment and development of a special topics course with the focus on school improvement.  This course has been taught the past two summers with high ratings from students.  

   Data from the 2005 Triennial Graduate Survey would indicate that there has been an improvement in the area of school improvement.  On a scale of 1-5, there was an increase from 3.65 in 2002 to 3.78 in 2005. 

4. Are the various strategies for assessing student learning outcomes successful?

   The faculty members feel that there is an appropriate mix of direct and indirect assessment strategies. 

5. Is there a need to discontinue or add any assessment activities?

   Since the 2002 Triennial Graduate Survey, there has been a gradual move to offer the Educational Specialist Program online.  Discussions among faculty members indicate an interest in adding questions on distance learning to the Triennial Graduate Survey.

   Overall, department members believe that our assessment practices are relevant and provide excellent feedback for the evaluation of our program.