Academic Affairs

Formative Assessment

Formative assessment involves evaluating the developing knowledge and skills of an individual throughout the student's program of graduate study. The faculty developed the Team-Managed Assessment of Knowledge and Skills in Speech-Language Pathology (T-MAKS SLP) as its formative assessment tool, which was implemented in 2004.  The term "team" was selected purposefully to imply that both students and faculty are working collaboratively to ensure that the learning outcomes are met.

  • Academic Courses (Knowledge Rubric)
    • Faculty use a rubric to rate a student's performance using the following scale:
      • 1 - Emerging
      • 2 - Approaching
      • 3 - Standard Met
       
    • No student may graduate with an emerging (1) rating. If a student receives an emerging rating, an improvement plan will be developed by the faculty member to help improve the student's knowledge and concepts in that area.
    • The goal is to have all students at the approaching (2) or standard met (3) level for all learning outcomes.
     
  • Clinical Competency Rating Scale (CCRS) (Skills Rubric)
    • Faculty use a rubric to rate a student's performance using the following scale:
      • 1 - Not evident
      • 2 - Emerging
      • 3 - Developing
      • 4 - Refining
      • 5 - Independent
       
    • No student may graduate with an emerging (2) or not evident (1) rating. If a student receives an emerging or not evident rating, an improvement plan will be developed by the faculty member supervising the student to help improve the student's clinical skills in that area.
    • The goal is to have all students at the refining (4) or independent (5) level for all learning outcomes.
     

The T-MAKS is monitored using the Student Assessment Management System  (SAMS) . SAMS is a web-based system that allows both faculty members and students to monitor progress on the student learning outcomes. Characteristics of the T-MAKS for the Department of Communication Disorders includes:

  • 11 entry level outcomes that must be met by all graduate students. These outcomes demonstrate a level of performance in undergraduate or leveling courses (e.g., biological and physical sciences, behavioral/social sciences, mathematics, clinical phonetics, language development, elements of statistics, etc.)
  • 2 entry level outcomes that are preferred but may be waived by academic advisors (e.g., introduction to linguistic science, principles of multiculturalism)
  • 76 student learning outcomes across 15 graduate level courses which are part of the knowledge areas in speech-language pathology
  • 18 student learning outcomes across the clinical areas of clinical evaluation and treatment and professional skills

Formative assessments are completed throughout each semester of the graduate student's academic and clinical preparation. The following are examples of assessments for 2005 through 2009 on the neurological sequence for graduate students.