Program Assessment Form for Master of Instructional Improvement 2002-2003.

Degree Producing Academic Unit__Master of Instructional Improvement______ Planning Cycle___2______________ Page 1___ of 2____

 

Educational Objectives                           Measures to be Used/Criteria                           Actual Results               Use of Results for Improvement

(Student Outcomes)                                        for Success                                               Obtained                                                                                                     

* 3-5 major ones for each degree producing           How will you measure the outcome?                              When you measured, (observed,                                                                                         What impact did this have on the unit

unit recommended                                                       Multiple measures may be used.  At what                     surveyed, etc.) what did you find?                                                                                        And how will you use this for

                                                                                        degree, do you expect these outcomes to be                                                                                                                                                                  improvement? This should lead

                                                                                        present?                                                                                                                                                                                                                                 Directly to next year's plan.

 

Graduates will be able to develop

an appropriate Individual Education Plan for a student with mental retardation or learning disabilities given appropriate data for one child.

The IEP must conform to legal and best-practice provisions of the Arkansas Procedural Requirements  and Program Standards for Special Education. 

One or more classroom tests (in ELED6823)  of a constructed-response format.  Goals, objectives, materials, and accommodations should be appropriate for at least 80 % of the student’s characteristics.

 

 

Graduates will be able to teach expository, demonstration, inquiry, and individualized lessons with appropriate accommodations for students with retardation in micro-teaching sessions.

Four microteaches in the college classroom with authentic and Flanders Interaction Analysis System data that clearly show adaptations for reduced rates of learning, emphasis on salient characteristics of  the content, insuring success for MR students, accepted lesson design, and positive reinforcement.

 

 

Graduates will be able to write a diagnostic plan for a student with a reading difficulty, given data for that child.

 

 

 

Constructed-response diagnostic plan,  written in  a classroom testing situation, which meets criteria.

 

 

Graduates will be able to construct a curriculum unit for at least two weeks of classroom instruction that includes provisions for needs assessments, goals, objectives, selection of content, organization of content, selection and organization of learning experiences, pilot testing, and evaluation.

Units which contain those elements in adequate amounts.

 

 

Graduates will demonstrate ability to select, conduct, and finalize an action study on a topic of relevance  given some faculty assistance.

Action research paper developed in EDFD6993 and reviewed by a minimum of two faculty.

 

 

 

 

Sid T.  Womack  November 12, 2003