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.
     

Formative assessments are completed throughout each semester of the graduate student's academic and clinical preparation.