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Assessment Information
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 on purpose as the faculty felt that the students, faculty, and department as a whole were part of the team and had responsibility to ensure that the learning outcomes were 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 person 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-Indepedent
- 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 person 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 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.
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Entry level course: aphasia and dementia
- Average rating on all student learning outcomes meet the departmental criteria of a rating of 2 (approaching) to 3 (standard met)
- Mid-program level course: motor speech disorders
- Average rating on all student learning outcomes meet the departmental criteria of a rating of 2 (approaching) to 3 (standard met)
- Capstone clinical externship: medical externship
- Average rating on the student learning outcomes meet the departmental criteria for clinical skills of 4 (refining) to 5 (independent)
SLO for Aphasia and Dementia
Rating:
1 = Emerging,
2 = Approaching,
3 = Standard Met |
Average Rating
2005 |
Average Rating
2006 |
Average Rating
2007 |
Average Rating
2008 |
Average Rating
2009 |
1. Identifies risk factors and preventive influences for aphasia and dementia |
3.0 |
3.0 |
2.92 |
2.06 |
2.9 |
2. Describes and differentiates between the classical aphasia syndromes and their associated site of lesion |
3.0 |
3.0 |
2.92 |
2.83 |
2.8 |
3. Describes and differentiates between the cortical, subcortical and mixed dementia's |
3.0 |
3.0 |
2.98 |
2.61 |
2.8 |
4. Specifies standardized and nonstandardized measures for assessment of acquired disorders of language and communication |
3.0 |
3.0 |
3.0 |
3.0 |
3.0 |
5. Demonstrates principles and techniques for maximizing communication in individuals with neurogenic communication disorders, including relevant evidence-based practices. |
3 |
3 |
2.83 |
2.06 |
2.6 |
6.characteristics of cognitive-communicative disorders |
2.92 |
2.63 |
2.75 |
2.11 |
2.8 |
7. Identifies and selects a variety of standardized and nonstandardized procedures for the assessment of cognitive-communication disorders |
2.92 |
2.5 |
2.58 |
2.22 |
2.0 |
8. Develops appropriate intervention plans for cognitive-communication disorders |
2.97 |
2.84 |
2.84 |
2.06 |
2.0 |
SLO for Motor Speech Disorders
Rating:
1 = Emerging,
2 = Approaching,
3 = Standard Met
|
Average Rating
2005 |
Average Rating
2006 |
Average Rating
2007 |
Average Rating
2008 |
Average Rating
2009 |
1. Differentiates among the motor speech disorders on the basis of etiology, site of lesion, and speech characteristics |
3.0 |
3.0 |
3.0 |
2.56 |
2.1 |
2. Identifies characteristics from the examination of the oral mechanism to help differentiate among the motor speech disorders |
3.0 |
3.0 |
2.75 |
2.06 |
2.8 |
3. Outlines an appropriate assessment for motor speech disorders using a variety of standardized and nonstandardized procedures |
3.0 |
3.0 |
2.92 |
2.33 |
2.6 |
4. Identifies appropriate intervention plans for motor speech disorders |
3.0 |
2.88 |
2.75 |
2.28 |
2.0 |
SLO for Medical Externship
Rating Scale:
1 = Not Evident,
2 = Emerging,
3 = Developing,
4 = Refining,
5 = Independent |
Average Rating
2005 |
Average Rating
2006 |
Average Rating
2007 |
Average Rating
2008 |
Average Rating 2009* |
| 1. Develop setting-appropriate intervention plans with measurable and achievable goals that meet client or patient needs. Collaborate with clients or patients and relevant others in the planning process ** |
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4.7 |
2. Implement intervention plans (involve clients/patients and relevant others in the intervention process)
- Explains/instructs with clarity (2005-2008)
- Gives appropriate feedback (encouragement, reinforcement consequences) (2005-2008)
- Elicits adequate number of responses & participation on part of client (2005-2008)
- Uses behavior management techniques as appropriate (2005-2008)
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4.75
4.88
5.0
4.79 |
4.5
4.5
4.75
4.75 |
4.58
4.83
4.83
4.58 |
4.61
4.72
4.72
4.80 |
4.9 |
3. Selects or develops and uses appropriate materials and instrumentation for prevention and treatment |
5.0 |
4.88 |
4.83 |
4.83 |
4.7 |
4. Measure and evaluate client or patient performance and progress
- Accurately judges and records responses; evaluates client's performance and progress
|
4.94
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4.88
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4.83
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4.78
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5.0 |
5. Modify intervention plans, strategies, materials, or instrumentation as appropriate to meet the needs of clients/patients
- Follows lesson plans; recognizes and adjusts treatment to performance data
|
4.94 |
4.88 |
4.73 |
4.72 |
4.8 |
6. Complete administrative and reporting functions necessary to support intervention** |
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4.7 |
7. Identifies the need and refers clients to other professionals as appropriate |
5.0 |
4.6 |
4.6 |
4.67 |
4.6 |
*Student learning outcomes changed slightly from previous years. Only 7 student learning outcomes are rated beginning 2009.
**Student learning outcomes #1 and #6 are new for 2009. |
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