EHHD_ED_GR_EdD_EDLD_REPORT_Year_0

Graduate Biennial Program Assessment Report  - YEAR 0

Biennial Graduate Assessment Process:

Every graduate program assessment must have the following key components:

1. Program Description: Depending on the program plan (A: Thesis; B: Professional, or C: Course Work) will define the nature of your PLO’s.  Ideally plans would include assessment that would cover all plans, but that would depend on the nature of your Master’s program.
2. Program Learning Outcomes: PLOs are the accumulated knowledge, skills, and attitudes that students develop during a course of study in the program.  Essentially, PLOs tell us what students will learn in the program.   PLOs should be written as specific, measurable statements describing what students will be able to do upon completion of the program. Each PLO should contain an action verb and a learning statement.  (For help in developing learning outcomes see “Program Assessment Overview”, under Resources on Provost Page: https://www.montana.edu/provost/assessment/program_assessment.html)
3. Threshold Values: Along with program learning outcomes, program assessment reports should include threshold values to measure student achievement for learning outcomes.
4. Methods of Assessment:  Every assessment report needs evidence to demonstrate student learning at the program level.  This evidence can be in the form of a direct measure of student learning or an indirect measure of student learning.  Both direct and indirect assessment data must be associated with the program’s learning outcomes, and collected within a timeframe determined by the program.
5. Timeframe for Collecting and Analyzing Data:  Please provide a multi-year assessment schedule that will show when all program learning outcomes will be assessed, and by what criteria (data). Ideally, assessment data should be collected throughout the year on an annual basis.  At the minimum, program faculty should schedule an annual meeting to review these data and discuss student progress toward the SLOs.
6. Use of Assessment Data:  The assessment report should identify who received the analyzed assessment data, and how it was used by program faculty for program improvement (s).
7. Closing the Loop: Assessment reports should also be reflective on previous assessment and program improvements.  Based on assessment from previous years, please include program level changes that have led to outcome improvements.

Part 1. Program Description:

The Ed.D. in Educational Leadership is a doctoral program designed to advance the knowledge and skills of educational leaders (principals, superintendents) as they seek evidence - based solutions to complex problems in current educational settings. An additional focus on theories of leadership and organizational behavior helps students elevate critical thinking skills. 

Part 2. Program Learning Outcomes, Assessment Schedule, and Methods of Assessment

Part 3. Threshold values for program learning outcomes (please include assessment rubrics)

Part 4: Program Assessment:

The assessment plan will need to include: 1. how assessment will be conducted; 2. who receives the analyzed assessment data, and 3. how it will be used by program faculty for program improvement(s).

1. How will assessment artifacts be identified?
   • Assessment artifacts have been identified by program faculty.  Identification of artifacts will consider how effectively each artifact provides evidence of the appropriate PLO.
2. How will they be collected (and by whom)?
   • Assessment Data will be collected by course instructors, and committee chairs as appropriate. Data may include course and project-specific grades as well as results of comprehensive exams.
3. Who will be assessing the artifacts?
   • Program faculty will be assessing data on an annual basis to identify areas for program improvement. Additionally, program learning outcome assessment scores for the specific artifact assignment 
     will not influence the student’s earned grade in the course. 

Part 5: Program Assessment Plan:

1. How will annual assessment be communicated to faculty within the department? How will faculty participating in the collecting of assessment data (student work/artifacts) be notified?
   • Presently, the EDLD Unit has 2 faculty members who will fully participate in the collection and analysis data together. No other communications are needed.
2. When will the data be collected and reviewed, and by whom?
   • Data will be collected spring semester and reviewed on an annual basis by program faculty.
3. Who will be responsible for the writing of the report?
   • The report will be written collaboratively by both program faculty members.
4. How, when, and by whom, will the report be shared?
   • The report will be shared by program leadership with the faculty at a fall department meeting.
5. How will past assessments be used to inform changes and improvements? (How will Closing the Loop be documented)?
   • As part of each cycle’s assessment, we will set goals for continuous program improvement. These goals will be revisited throughout the cycle to determine what progress is being made toward the goals and what additional adjustments need to be made to continue progress.
6. Other Comments: