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Special Education Masters Program

Assessment Plan

Student knowledge, skills, and dispositions are measured on numerous levels in the program (e.g., individual objectives within courses, by course grades, by performance on authentic integrative products, and by the quality of thesis/creative project), overall programmatic decisions depend most heavily on quality of products because these include all critical objectives and allow for evaluation in appropriately authentic and complex contexts. Assessment activities in the Masters Program are aligned with learning objectives relative to Admission, Course and Field Work, Thesis/Creative Project, and Student Evaluation of the Masters Program at Graduation, as shown below.

Assessment Plan and Outcome Data for Learning Objectives
Learning Objective Assessment Plan Outcomes Data
Admission: (a) Students will enter the program with prerequisite skills and knowledge necessary for high quality graduate-level education. Students submit applications including GRE scores, transcripts, letters of intent, letters of recommendation, resumes, and other relevant information. As an admissions committee, masters program faculty review and score applications of each student, then make decisions as a group based on quantitative and qualitative data.
Admission: (b) Admitted students will surpass rigorous criteria applied in the admission process that compares applicant data to professional standards in a competitive process. Students submit credentials, certifications, and/or awards established by professional organizations for faculty review. As an admissions committee, masters program faculty evaluate student credentials, certifications, and/or awards.
Courses and field work: (a) Courses will include syllabi with (1) measurable objectives, (2) recognized professional standards, and (3) identified competencies. Student performance is compared to grading criteria in syllabi, professional standards, and identified competencies. Student grades for courses and field work.
Courses and field work: (b) Students pursuing BCBA certification. Student performance across all courses is reviewed in a Program of Study. Students who meet/exceed minimum GPA required by the School of Research and Graduate Studies. Student Program of Study and GPA for courses and field work.
Courses and field work: (c) Students pursuing transition concentration. Student performance across all courses is reviewed in a Program of Study. Students who meet/exceed minimum GPA required by the School of Research and Graduate Studies. Student Program of Study and GPA for courses and field work.
Courses and field work: (d) Students pursuing advanced special education concentration Student performance across all courses is reviewed in a Program of Study. Students who meet/exceed minimum GPA required by the School of Research and Graduate Studies. Student Program of Study and GPA for courses and field work.
Thesis or Creative Project: Students will successfully complete a thesis or creative project as the culminating activity for the masters degree.

(1) Students submit a 15-30 page proposal with description of problem/topic, review of research literature, research questions, method, and anticipated results to masters faculty committee.

(2) Students will submit a 20 – 40 page thesis or creative project report with refined and final versions of the above sections plus a complete report of results, discussion, and conclusions.

Faculty approval of research proposal, faculty approval of final thesis/project, approval by School of Research and Graduate Studies.
Student Evaluation of Masters Program at Graduation: Graduates will evaluate the masters program by completing an evaluation survey. Upon completion of the thesis/project, students complete the Special Education Masters Program Evaluation Survey. Quantitative and qualitative data from the Special Education Masters Program Evaluation Survey are submitted to the Masters Faculty Committee for review, analysis, and development of action plans if changes to masters program are warranted.