Department of Counselor Education Assessment Plan€¦ · 2015 - 2016 . Assessment Committee ... applies multicultural competencies and an understanding of how power, oppression,

Department of Counselor Education ~ Assessment Plan

Department of Counselor Education Assessment Plan

2015 - 2016

Assessment Committee: Summer M. Reiner (EDC Assessment Comm. Chair), Susan R. Seem (EDC Department Chair), & Bob Dobmeier


Department of Counselor Education Assessment Plan The department of Counselor Education, in an effort to address the CACREP 2009 Standards and assess specific learning outcomes for counselors, has developed the following assessment plan.

The goals of this assessment plan are to:

1. Provide for students, faculty, and stakeholders a transparent map clarifying the learning expectations and processes by which a student is evaluated in Counselor Education programs

2. Document at the departmental macro-level and course-based micro-level the map for assessing student learning and programmatic success

3. Address specifically the CACREP 2009 Standards and Counselor Education dispositions 4. Connect course-based assignments to overall assessment plan of program curricula to assess student learning outcomes for CACREP Core

input standards, program-based knowledge and skill output standards, and professional dispositions 5. Identify key points of expected competency and learning outcomes in order to establish a student candidacy process 6. Assess programmatic efficacy through the use of post-graduate surveys and examinations

In addition to addressing these goals, this plan defines a process through which assessment results are fed back to the department to improve the quality of the curriculum and departmental policies and procedures.


Curriculum

Delivery

Assessment Data

Collection

Assessment Data

Analysis

Assessment Committee

Report

Faculty Dean/

Provost Students CACREP

Individual Faculty

Curriculum Review

Department Curriculum

Review (Annual)

Curriculum

Revision


Admissions Practicum Internship Graduation

1 year Post Grad

Prog Spec

685 606 604 614 612 603 602 Self

The Assessment Plan for the Preparation of Scholar Practitioners in the Department of Counselor Education at the College at Brockport.

Application for Clinical Coursework: Practicum

EDC 721: Clinical Evaluation

Admissions Assessment

CPCE

EDC 735: Clinical Evaluation

Grad Survey

Alumni Survey

Employer Survey

Each course has SLOs mapped directly to 2009 standards. These are then assessed by specific assignments in each course and mapped across the program for individual student competency assessment

Core Standards: Input

Program Specific Standards: Output
















Dispositional Assessment: EDC 501/502/503, EDC 602, EDC 603, EDC721, EDC 735, EDC 728/729/730, & Clinical Coursework Applications

Application for Clinical Coursework: Implement.

Competency Assessment: Students are assessed on applicable SLO Standards in each class

Site Super Evaluation

Department High Value Standards Assessment: Core: 1d, 1i, 1j, 2b, 2e, 2f, 5a, 5b, 5c, 5e. SC: D1

Capstone Research Project Accepted

Department of Counselor Education ~ Assessment Plan Department of Counselor Education The College at Brockport, SUNY Disposition Assessment Form Student’s Name:

Banner ID:

Program:

Advisor:

Disposition Description 1 Professionally Unacceptable

2 Developing

3 Proficient

4 Exemplary

Counseling Orientation

Candidate demonstrates the traits that embody a professional counselor, such as: an orientation to wellness; the belief that all people can grow and change; the ability to be perceptive, think critically, and to be self directed; the ability and willingness to establish interpersonal connections, develop meaningful relationships, and to work collaboratively.

Integrity Candidate demonstrates the ability to foster trust in clients, colleagues, site supervisors, clinical supervisors, and professors by maintaining a high level of dependability and consistency. Demonstrates sound moral character; is truthful, honest, and sincere; exhibits ethical behavior, professional and intellectual integrity.

Respect for Human Dignity and Diversity

Candidate is: Non-judgmental, empathic, compassionate, respectful to all clients, colleagues, classmates, site supervisors, clinical supervisors, staff and faculty; respectful in advocating for self and others. Candidate demonstrates an appreciation for differences among people; has a strong ability to interact, work and be with people who have characteristics different from self, and continually seeks opportunities to learn more about others’ perspectives; is open to considering the myriad of new attitudes, beliefs, ideas, and opinions that are encountered in the counseling milieu. Candidate applies multicultural competencies and an understanding of how power, oppression, and privilege impact the counseling process.

Self-awareness Candidate demonstrates congruence, genuineness, self-care, and an awareness of one’s own strengths and limitations, assumptions and biases, and the impact these have on professional and counseling relationships. Candidate demonstrates openness to receiving, and a willingness to incorporate, feedback. Candidate seeks supervision or other professional assistance.

Professional Commitment

Candidate exhibits a commitment to their professional development, clients, and the counseling profession. Candidate utilizes a wide range of personal and professional resources to develop as a scholar/practitioner in order to address clinical and other professional issues and facilitate change.

Disposition Rating Rubric Key

Exemplary: Consistently demonstrates attitudes, characteristics, and behaviors that exceed the professional dispositions and serves as a professional role model.

Proficient: Consistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions.

Developing: Inconsistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions and there is considerable room for improvement with additional experience or training.

Professionally Unacceptable: Inconsistently demonstrates attitudes, characteristics, and behaviors that reflect the professional dispositions and has failed to improve despite remediation attempts and/or behavior is not consistent with good professional practice or is deemed inappropriate.


Department of Counselor Education The College at Brockport, SUNY EDC: Writing Rubric

1 Unacceptable

Student demonstrates no performance of this behavior. Poor professional performance; growth is

required

2 Developing

Student demonstrates a basic grasp of this behavior and performs the

behavior occasionally. Average professional performance; growth is

recommended

3 Proficient

Student performs this behavior generally effectively and consistently

4 Exemplary

Student performs this behavior exceptionally given his or her level of training. Excellent professional

performance; ready for professional practice

Intellectual Standards Clarity • Main points are not elaborated • No illustrations or examples are

provided • Main points are broad, unspecific,

unclear

• Some main points are elaborated or expressed in multiple ways

• Few illustrations or examples provided

• Some main points or key questions may be specific but not clear enough to suggest direction or problem resolution

• Main points are elaborated or expressed in multiple ways

• Some illustrations or examples provided

• Some main points or key questions are specific and clear to suggest direction or problem resolution

• All main points are elaborated and expressed in multiple ways

• Illustrations and examples are provided

• Main points or key questions are sufficiently specific and clear to suggest direction or problem resolution

Accuracy • Unclear whether information is

verifiable or opinion • Information not supported by

references • References cited inappropriately

• Some information provided can be verified

• Some information appears to be unsupported opinions

• Some references cited appropriately

• Most information provided can be verified

• Most information appears to be supported

• References cited appropriately

• Information provided can be verified

• Information supported with references

• References cited appropriately according to APA 6th Edition (2nd Printing)

Precision

Department of Counselor Education ~ Assessment Plan • Rarely specific details are

provided • References consulted are from

popular media and do not reflect peer-reviewed contributions to the literature

• Few specific details are provided • References consulted are a mix of

popular media and peer-reviewed contributions to the literature

• Specific details are provided • Most references consulted reflect

peer-reviewed quality and current contributions to the literature

• Any popular media consulted is relevant to the main issue

• Sufficient specific details are provided

• References consulted reflect peer-reviewed quality and current contributions to the literature

• Any popular media consulted is minimal and relevant to the main issue

Department of Counselor Education ~ Assessment Plan Relevance • Unclear how information provided

relates to key questions or main points

• Information may be connected but its relevance is not specified

References consulted are irrelevant to main issue

• Some information provided is clearly connected to key questions or main points

• Some information’s relevance is specified clearly

• References consulted are questionably relevant to the main issue

• Most information provided is clearly connected to key questions or main points

• Most information’s relevance is specified clearly

• References consulted are relevant to the main issue

• Information provided is clearly connected to the key questions or main points

• Information’s relevance to the key questions or main points are specified clearly

• References consulted are current and relevant to the main issue

Depth • Author’s response to key questions

fails to address the issue’s complexities

• Author unaware of problems associated with key questions

• Author’s response addresses key questions in a superficial manner

• Author’s response deals with insignificant or less significant factors of the main point or key questions

References consulted only secondary or tertiary

• Author’s response to key questions addresses a limited degree of an issue’s complexities

• Author has a limited understanding of problems associated with key questions

• Author deals with arguably significant factors of the main point or key questions

• References consulted include few primary sources; majority of references secondary or tertiary

• Author’s response to key questions addresses the degree issue’s complexities

• Author shows an understanding of problems associated with key questions

• Author deals with arguably significant factors of the main point or key questions

• References consulted include primary sources; majority of references are still secondary

• Author’s response to key questions addresses the issue’s complexities

• Author takes into account any problems associated with key questions

• Author deals with most significant factors of the main point or key questions

• References consulted include primary and secondary sources

Breadth

Department of Counselor Education ~ Assessment Plan • Only one perspective or point of view

is considered References consulted are focused narrowly or limited ways in which key questions or main points could be conceptualized

• Some main points or key questions are considered from multiple perspectives

• References reflect a mix in breadth; some key points or questions are referenced broadly

• Most main points or key questions are considered from multiple perspectives

• References reflect a mix in breadth; some key points or questions are still referenced broadly

• Multiple points of view are considered

• Key questions are framed from multiple perspectives, standpoints, and points of view

• References consulted reflect the breadth and scope of how the key questions or main points could be conceptualized

Logic • The combination of ideas do not

support each other mutually • Ideas are contradictory Ideas do not make sense

• Some evidence of consistency • Some arguments have

supporting rationale • Some sequences are

understandable

• Evidence of consistency • Most arguments have supporting

rationale • Most sequences are clear and

understandable

• The author’s main arguments make sense

• Key points are consistent with main arguments throughout paper

• Arguments, supporting rationale, and implications follow in an understandable sequence

• Main ideas support each other and make sense in combination

Paper Elements Main Purpose No main purpose for writing the paper is provided

• The main purpose is stated but is unclear or not accurate

• The main purpose is stated and is clear and accurate

• The purpose for writing the paper is stated clearly and accurately

Key Question No main question(s) stated • Questions are identified but it

is unclear if they are the main question the paper is addressing

• Questions are identified and it is clear that they are the main questions the paper is addressing

• The main question(s) the author is asking in the paper are stated clearly

Main Inferences or Conclusions

Department of Counselor Education ~ Assessment Plan • No key conclusions stated Key conclusions are not logical or inconsistent given supporting material provided

• Conclusions are provided but it is unclear if they are main conclusions of the paper

• Conclusions have questionable consistency or logic based on supporting material

• Conclusions are provided • Conclusions are consistent and

logic based on supporting material

• The key conclusions arrived at by the author are stated clearly

• Key conclusions are consistent and logical based on supporting material

Main Assumptions • No assumptions identified Author does not identify limitations of assumptions

• Few assumptions identified • Few limitations identified

• Assumptions identified • Some limitations identified

• Author identifies what he or she is taking for granted

• Author identifies ways in which assumptions may be limited

Department of Counselor Education ~ Assessment Plan Implications No consequences identified • Few consequences identified • Some consequences identified • Consequences of taking author’s

position seriously are identified • Consequences of ignoring

author’s position are identified Main Points of View • Author does not identify what is being

examined in the paper • Author’s point of view is not provided Author does not consider multiple points of view

• What is being examined is identified but unclear

• Author’s point of view is unclear

• Author considers few points of view

• What is being examined is identified and somewhat clear

• Author’s point of view is clear • Author considers opposing points

of view

• Author identifies what is being examined in the paper

• Author identifies her or his point of view

• Author considers other points of view

Organization • No introductory or concluding

paragraphs provided • Paper contains no sections or section

headings Main argument and supporting information unclear based on paper’s organization

• Introduction provided but paper’s organization is inconsistent with introduction

• Paragraphs disorganized and not supporting main argument

• Conclusion provided but inconsistent with paper’s organization

• Introduction provided and paper’s organization is consistent with introduction

• Paragraphs well organized and supporting main argument

• Conclusion provided

• Paper is organized in a logical manner with introductory and concluding paragraphs and transition sentences between sections and paragraphs

• When appropriate, paper contains sections and section headings to organize content

• Author’s main argument and supporting information clearly identified based on paper’s organization


Grammar, Sentence Structure, Spelling • Multiple grammar and punctuation

errors • Multiple run-on or incomplete

sentences and sentence fragments with inappropriate punctuation

• Multiple misspellings, including commonly confused words (e.g., their/there)

Word choice is consistent with a limited and colloquial vocabulary

• Author demonstrates a limited pattern of grammatical errors

• Run on sentences but punctuation appropriate

• Few misspellings • Word choice indicated limited

attempts to expand vocabulary

• Author demonstrates a pattern of limited grammatical errors

• Some inaccurately structured sentences

• Few misspellings • Word choice shows a consistent

effort to expand professional vocabulary

• Grammar accurate and consistent with elements of writing style

• Sentences structured accurately, concisely, cogently with appropriate punctuation

• Spelling is accurate and word choice appropriate, including commonly confused words (their/there)

• Word choice is consistent with a comprehensive and professional vocabulary

Editing, Proofreading No evidence of proofreading or editing prior to paper submission

• Moderate number of errors • Few Errors • No errors


Faculty Assessment “To-Do” List

1. Document in each course syllabus the specific standards assessed in that class and by which specific assignment. 2. Define and provide in each syllabus appropriate rubrics documenting how knowledge, skills, behavioral, or attitudinal outcome standards will

be evaluated. 3. Indicate in the course syllabus any self-assessments employed.

Candidacy Admission to Candidacy Candidacy is the departmental approval that allows a student to pursue a master’s degree. Candidacy 1 allows a student to proceed to the Practicum Phase of the program, and Candidacy 2 allows the student to proceed to the Internship Phase of the program. The Department of Counselor Education requires that each student seek admission to candidacy after the X credits specified for the program in which the student is matriculated. The application for admission to candidacy can be obtained from the Department of Counselor Education office or the Department of Counselor Education website. To apply for admission to candidacy, the student must provide the following:

1. Completed Candidacy Application Form (now an online form)

2. Provide a copy of liability insurance coverage

3. Provide evidence of completion for the following:

o Mandated Reporter Training (all emphases)

o Project SAVE (school counseling)

o DASA Training (school counseling)

Approval for Clinical Practice A student must have Counselor Education program faculty approval to enroll in any Clinical course work (Integration, Implementation I, II, etc.). The faculty will consider the student’s demonstrated counseling skills, communication skills, appropriate personality characteristics, behavioral characteristics, and ability to establish counseling relationships and professionalism in making their decision. The student must first check with the department Chair to ensure that he/she has been admitted to candidacy. He/She can then request to have his/her advisor bring him/her up for consideration for clinical work at a faculty meeting. After the meeting, the student can check with the department program assistant to ensure that he/she has been approved for the clinical portion of the program. The student may then pick up an Integration or Implementation approval code for registering. These codes are available from the department program assistant once the student has been approved.

Integration Application https://forms.brockport.edu/view.php?id=538233

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Yes


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Outstanding Courses


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Disposition Rating Rubric Key 4-Exemplary: Consistently demonstrates attitudes,


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Implementation Application https://forms.brockport.edu/view.php?id=539539

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Documents

Department of Counselor Education Assessment Plan€¦ · 2015 - 2016 . Assessment Committee ... applies multicultural competencies and an understanding of how power, oppression,