1.4.c Key assessments and scoring guides used for assessing candidate learning against professional and state standards as well as proficiencies identified in the unit’s conceptual framework

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1.4.c Key assessments and scoring guides used for assessing candidate learning against professional and state standards as well as proficiencies identified in the unit’s conceptual framework

1.4.c Key assessments and scoring guides used for assessing candidate learning against professional and state standards as well as proficiencies identified in the unit’s conceptual framework

Standard	Exhibit
1.4.c.1	Programs not under National or State Review: Applied Behavior Analyst
1.4.c.2a	Assessment Handbook – cross-list with 2.4.a.4
1.4.c.2b	Assessment Handbook Addendum
1.4.c.3	Initial Certification Programs AIMS – cross-list with 2.3.g.1
1.4.c.4	MS in Ed Options
1.4.c.4a	ED 501 Introduction to Educational Research Final Project
1.4.c.4b	ED 592 Capstone Project in Education Final Project
1.4.c.4c	EPY 505 Measurement and Evaluation Final Project
1.4.c.4d	ED 500 Contemporary Educational Issues Final Project
1.4.c.4e	Documentation of 2-Day Diverse School Experience Draft
1.4.c.4.f	Advanced Program Disposition Instrument – see sample EdD – cross-list with 1.4.c.4.f
1.4.c.5	EdD in Instructional Leadership
1.4.c.5a	Comprehensive Exam (Refer to Assessment 1a, p. 2)
1.4.c.5b	Leadership Portfolio Syllabus (Syllabus ED 800 – Refer to Assessment 2a, p. 9; Assessment 2b, p. 12; Assessment 2c, p. 17)
1.4.c.5c	Planning Portfolio (Syllabus ED 820 – Refer to Assessment 3a, p. 9; Syllabus ED 805- Assessment 3b, p. 11)
1.4.c.5d	Dissertation Defense Field Work (Syllabus ED 885 – Refer to Assessment 4a, p. 5)
1.4.c.5e	Assessment of WCSU Graduates in Leadership Positions (Link to Assessment and Scoring Guide- Refer to Assessment 5a, p. 2) cross-list with 1.4.c.4.f
1.4.c.5f	Student Learning Portfolio (Syllabus ED 804- Refer to Assessment 6a, p. 6; Assessment 6b, 11, Assessment 6c, p. 17)
1.4.c.5g	Advanced Program Disposition Instrument – cross-list with 1.4.c.4.f
1.4.c.6	School Counseling
1.4.c.6a	EPY 600 Assessment Project
1.4.c.6b	EPY 603 Group Intervention Project
1.4.c.6c	EPY 605 Individual Counseling Project and Case Study
1.4.c.6d	Advanced Program Disposition Instrument – cross-list with 1.4.c.5.g
1.4.c.6e	Practicum and Internship (EPY 610, 612, and 613)
1.4.c.7	Music Education
1.4.c.7a	Overall GPA for Content Courses – cross-list with Exhibit 1.4.d.2c
1.4.c.7b	Comprehensive Exam – The scoring guide for the comprehensive examination is broad, approved by NASM, and graded by three professors in each area. The exam is divided into three categories, Music Education, Music History & Literature, and Music Theory and Structure. The assessments given by the professors for each area are: High Pass – student exhibits a high level of ability and insight in this subject area Pass – student passes this portion with no deficiencies Low Pass – student passes this portion but should be aware of some deficiency in this subject area which may affect further study Fail – this portion of the graduate comprehensive examination must be taken again to qualify for graduation
1.4.c.7c	Music Seminar Final Paper (MUS 590) : The capstone music education projects and cited research paper from the final seminar, MUS 590, do not have a rubric or scoring guide, approved by NASM. The MUS 590 course, where these assessments occur, is a PASS/FAIL course. – cross link with 1.4.d.4c
1.4.c.7d	Advanced Program Disposition Instrument – see sample EdD – cross-list with 1.4.c.4.f
1.4.c.8	Administrator and Supervisor (#092), Assessment #5 – See AIMS