Assessment Timeline Timeline Recruitment

Assessment Direct Measures Number of applicants Indirect Measures Email/phone inquiries Website traffic Number of attendees at informational sessions

Assessed By CLED Faculty, SOE Graduate School, University Graduate Admissions

Application

CLED Faculty, SOE Graduate Direct Measures Personal statement School, University Graduate Admissions Indirect Measures GRE Scores MAT scores Transcripts, References Interview (rubric and rating form for references, personal statement, and interview) Indirect Measures Self-evaluation on counseling dispositions CLED Faculty

Orientation

CLED Content Courses

CLED Faculty Direct Measures Course grades and course assignment grades (scored using a rubric) Tests and examinations

Course-based assessments of written work/presentations scored with a rubric (see Rubrics for Counseling Theories, Career Counseling, and Research Methods in Counseling) Indirect Measures Clinical evaluation and dispositions form Course evaluation forms Assessment of discussion threads in Blackboard using a rubric Student journals Observations of student counseling skills Focus groups Student attendance at conferences/workshops Student self-assessment Direct Measures Portfolios of student work Assessment of discussion threads on Blackboard graded with a rubric Indirect Measures Clinical evaluation and dispositions form CLED Faculty, Site Supervisors

Practicum/Internship

Course assignment grades Ratings of counseling skills by site supervisors Observations of counseling skills End of course feedback forms Site supervisor satisfaction surveys Honors/awards earned by students CLED Faculty, SOE Graduate Direct Measures Scores and pass rates on School state and licensure counseling exams Indirect Measures Retention and graduation rates Graduate student perception of satisfaction with learning collected via surveys Interviews, and/or focus groups Indirect Measures Job placement of graduates Employer satisfaction survey Alumni perception of satisfaction with CLED Faculty, SOE Graduate School, Alumni Employers

Graduation

Post-Graduation

education or career responsibilities survey

Faculty and Staff Narrative We have noted seven areas which must be assessed and evaluated. Beginning with recruitment, the CLED faculty, SOE graduate school, and university graduate admissions all have responsibilities in recruiting potential applicants. The SOE, CLED faculty, and university graduate admissions are responsible for the marketing, promotion, and attending recruitment fairs across the country. Furthermore, when application materials are received, they input them into the database to be reviewed by CLED faculty. The CLED faculty and staff is responsible for planning specific information sessions, maintaining a strong web presence, fielding phone/email inquiries, and ultimately deciding who is accepted into the program. Next, the CLED faculty is responsible for orienting new graduate students to the school. This process typically involves holding an orientation session that provides basic information to students (how to register for courses, timelines, etc.) to help them become acclimated to the program. When students begin to take classes, the CLED faculty is heavily involved in the assessment and evaluation of student learning outcomes (SLO). It is the responsibility of both individual instructors and CLED faculty to outline which person is responsible for what measure during this time. During the practicum and internship period, the CLED faculty must work closely with site supervisors to continuously evaluate SLOs and serve as gatekeepers to assure students are meeting standard benchmarks. When students have successfully completed all coursework and field experiences, all CLED faculty and SOE stakeholders are responsible for the graduation process. This process involves entering

data regarding comprehensive test scores, final grades, making sure all coursework is completed, and completing graduation forms. The SOE and CLED faculty should follow alumni post-graduation and gather feedback and data regarding their educational experiences and current job status. While all of these assessment areas require multiple stakeholders, it is ultimately the responsibility of the CLED faculty to collect, analyze, and disseminate all program data as it relates to counselor education. The form will be presented in annual report inclusive of graduation exit interview data, job placement, and alumni satisfaction survey. It will disseminated yearly at the close of the Spring semester of the academic year. The SOE Deans Office and the University School of Graduate Studies are the recipients of this annual data report with pending approval to post on SOEs website for all stakeholders to view.

Stakeholders/Roles Stakeholder CLED Faculty (professors, adjunct faculty) Role Access, analyze, and disseminate all program data, shares with appropriate stakeholders Recruitment Application Graduation Post-Graduation Data Recruitment Application Graduation

SOE Deans (Deans and administrative staff)

Graduate School Admissions (admissions officers and staff)

Practicum and Internship Site Supervisors

Local School Districts (field/job placement sites) Local College and Universities (field/job placement sites) Employers/Prospective Employers Students (enrolled and prospective)

Post-Graduation Data Ratings, Observation Evaluation of counseling skills for students Employer satisfaction data Employer satisfaction data

Alumni

Employer satisfaction data End of course feedback forms Honors/awards earned by students Graduation exit interview Job Placement Alumni perception of satisfaction with education or career responsibilities survey

Multicultural Career Center Project Presentation and Guidelines and Rubric Instructor: Shajuana Isom-Payne Component CACREP Standards Rating/Scoring Comments/Grade

A1. Presentation: Conducted through either PowerPoint or Prezi (no more than 18 (5 per person and 3 for theory overview) slides and/or frames with bulleted points). The presentation will be limited to 30 minutes.

Unmet (0-2 points) More than 18 slides are used. Slide content is crowded, confusing, overanimated, or in a font that is difficult to read. Cannot read from 20 feet. All group members do not participate in both theory and technique/assessment components. Presentation is shorter than 25 minutes or longer than 30 minutes. Met/Exceed (>2-4 points) No more than 18 slides are used. Slide content is not crowded or overanimated. Easy to read from a distance of 20 feet. All group members participate in the

presentation of both theory and technique or assessment components. Presentation is 30 minutes in length.

A2. Presentation Theory Content: -Students will provide an overview of the assigned theory with an explanation for using the theory in prek-12 and postsecondary settings. -Students will provide a rationale for using the career counseling theory with specific populations and/or in specific situations. Examples are required. -Students will explain the social, cultural, and legal concerns regarding the theory.

CACREP G.II.4.a-Develop an understanding of career development theories and decisionmaking models. G.II.4.g- Demonstrate knowledge of career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy

Unmet (0-2 points) All questions in the Exceeds rating are not addressed. Met (>2 to 4 points) -All areas in the Exceeds rating are addressed but not adequately enough to understand the scope and appropriate application of the theory. Exceeds (>4 to 6 points) Main tenets of the theory are highlighted. Rationale for using the theory with specific educational background is provided (could be with both prek-12 and postsecondary settings). Specific examples of the use of the theory are provided (i.e., population

and situation). The social, legal, and cultural concerns regarding the theory are highlighted (all three areas are addressed). Literature is cited (in handout) for information about theory (Books allowed).

A3. Presentation Technique Content -Each student in the group will present a technique or career service (inclusive of at least 2 assessments) related to the assigned theory that can be used with children in prek-12 or adults in post-secondary settings. -Literature will be

CACREP G.II.4.g-Develop an understanding of career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy. G.II.4.f Demonstrate knowledge of assessment instruments and

Unmet (0-2 points) All elements in the Exceeds area are not included. Met (>2 to 4 points) All elements in the Exceeds area are included but all may not be clear or explained/demonstrated well. Exceeds (>4 to 6 points) 3 techniques/assessments are presented and each one is designed for a

used as a basis for the technique design, assessment instruments and a clear relationship between the technique, assessment and theory should be highlighted. -The assessment or technique should also be designed for one of the stages (beginning, middle, end) of a series of individual counseling sessions.

techniques relevant to career planning and decision making

different age population (i.e., elementary, middle school, high school, postsecondary) and for a different stage in career counseling (beginning, middle, end). An explanation of the connection between the technique and assessment and career counseling theory is provided. Directions/steps of the technique and/or assessment are explained. A demonstration of each technique or explanation of assessment (with group partners) is provided. Direct the class in practicing them with each other. Briefly discuss process questions you developed to use with specific population to use with technique or assessment. Explain how to evaluate the effectiveness of the technique or assessment.

Hint: Each student should present a technique for different ages and stages.

A4. Presentation Materials The presentation group will create a group handout to include highlights of the assigned theory and information on each of techniques/career center services (inclusive of at least 2 assessments) are presented.

Literature (peer-refereed research articles) should be the basis for each technique or assessment. Unmet (0-2 points) All elements listed in the >2-4 points category are not included and/or comprehensively. Met/Exceeds (2-4 points) One group handout will include: -Theoretical basis for techniques or assessments and explanation of how they reflects theory -Purpose of technique or assessment -Objective/s of technique or assessment -Target population -Materials Needed -Step-by-step instructions for using technique or assessment -No less than 3 process questions used to help

class understand and reflect on the technique or assessment and the outcomes -5 references (minimum) used for presentation are included in a reference list. APA (6th edition) style needs to be applied correctly. Majority of references need to be peer-refereed resources. -Handout should be edited for wording, grammar, and possible spelling errors. Copies are provided to class and instructor. Presentation Total: (0-20 points)

Final Grade

Research Report vs Study Rubric Julia V. Taylor

Componen t News Report and Research Article (II.G.8.a, II.G.8.e, II.G.8.f )

Does Not Meet Expectations 0 Up to 1 Point News report does not address a topic related to the field of social science Research article is not from a peer reviewed journal Study and article are not current (over 5 years old)

Meets Expectations 1 Up to 2 Points News report addresses a topic that relates to the field of social science Research article is not from a peer reviewed journal Study and article are current (within the past 5 years) Up to 2 Points Provides adequate background information on both study and article Paper somewhat moves from topic to topic rather than from citation to citation All major points are somewhat addressed (e.g., were any important facts left out of the report?) Research questions from article are identified, but not clearly stated Type of research (qualitative/quantitative/mi

Compare and Contrast (II.G.8.a, II.G.8.b, II.G.8.e, II.G.8.f )

Up to 1 Point Provides some background information on both study and article Paper is not well synthesized and moves from citation to citation All major points are not addressed (e.g., were any important facts left out of the report?) Research questions from article are unclear or not included Type of research (qualitative/quantitative/mi xed methods) and design (experimental, quasi-

Exceeds Expectations 2 Up to 3 Points News report addresses a topic that relates to the field of social science Research article is from a peer reviewed journal Study and article are current (within the past year) Up to 3 Points Provides relevant background information on both study and article Paper moves from topic to topic rather than from citation to citation All major points are addressed (e.g., were any important facts left out of the report?) Research questions from article are identified and clearly stated Type of research

Point Total

experiment, causalcomparative, correlational, survey, interview, observation, case study), is not referenced Transferability or generalizability is not referenced or discussed

xed methods) and design (experimental, quasiexperiment, causalcomparative, correlational, survey, interview, observation, case study), is referenced Transferability or generalizability is referenced and/or discussed

(qualitative/quantitative /mixed methods) and design (experimental, quasi-experiment, causal-comparative, correlational, survey, interview, observation, case study), is referenced Transferability or generalizability is referenced and discussed

Discussion

Up to Point Your thoughts about the report prior to and after reading the article are unclear and poorly articulated Up to Point Reference errors are present in both references section or in-text More than 2 APA errors are present Font is not Times New Roman Major spelling, grammatical, and mechanical errors are present Paper does not meet length requirement Directions were not

Formatting and references

Up to 1 Point Your thoughts about the report prior to and after reading the article articulated Synthesis errors are present Up to 1 Point Reference errors are present in either references section or intext Minor APA errors (less than 2) Times New Roman 12point font is used throughout the paper Some spelling, grammatical, and mechanical errors are present Paper does not meet

Up to 2 Points Your thoughts about the report prior to and after reading the article are clearly articulated Up to 2 Points All references cited intext are included in the references section No references are included in the references section that are not cited in-text APA formatting is used throughout the paper Times New Roman 12point font is used throughout the paper Free of spelling, grammatical, and

followed when submitting the assignment

length requirement Directions were not followed when submitting the assignment

mechanical errors Paper is between 3 to 4 pages in length Paper is submitted in Blackboard as a Word document (.doc or .docx), along with a link to the news study and research article

POINT TOTAL

Theoretical Orientation Paper Rubric Jen Gerlach CACREP Standard: Counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling (II.G.5d) Does Not Meet Expectations (1 point) Content: Review Paper does not of historical clearly identify context of theory historical context, (how it was central tenets, and founded), central techniques of theory tenets of theory, and techniques of theory Discussion: Paper does not Discusses identify potential strengths/limitations, strengths and multicultural limitations, limitations, and multicultural legal/ethical issues implications, and legal/ethical issues Application: Paper does not Evidence-based identify or discuss application of theory and techniques theory and as applied to school techniques as counselors and/or applied to school college student Evaluative Criteria Meets Expectations (2 points) Paper clearly identifies historical context, central tenets, and some of the techniques of theory Exceeds Expectations (3 points) Paper thoroughly and clearly identifies historical context, central tenets, and all techniques of theory Score

Paper identifies, but does not thoroughly examine the strengths/limitations, multicultural limitations, and legal/ethical issues

Paper thoroughly and clearly discusses strengths/limitations, multicultural implications, and legal/ethical issues

Paper identifies, but does not thoroughly discuss theory and techniques as applied to school counselors and/or

Paper thoroughly and clearly discusses theory and techniques as applied to school counselors and/or

counselors and/or college student development population APA Format and References: Adheres to APA Publication Manual (2010) and a minimum of 10 peerreviewed journals and/or publications

development population. Evidence-based applications are not used. Paper does not include a clear Reference section (e.g., congruence between works cited in paper & those included in the Reference section) and/or section contains excessive errors. Reference section contains less than 10 peerreviewed journals/publications Paper is not written at masters level as evident by having excessive grammar and punctuation errors

college student development population. Some evidence-based applications are used throughout paper. Paper includes a clear Reference section (e.g., congruence between works cited in paper & those included in the Reference section) &/or section contains minimal errors. Reference section contains less than 10 peerreviewed journals/publications Paper is written at masters level as evident by having minimal grammar and punctuation errors

college student development population. Evidence-based applications are used throughout paper. Paper include a clear Reference section (e.g., congruence between works cited in paper & those included in the Reference section) &/or section contains few to none errors. Reference section contains 10 or more peerreviewed journals/publications Paper is written at masters level as evident by having few to none grammar and punctuation errors

Overall Clarity and Readability: Minimal syntax, grammar, and punctuation errors. (Graduate level work?)