California State University, Northridge
2019-2020 Annual Program Assessment Report GuidePlease submit your report to your department chair or program coordinator, the Associate Dean and Dean of your College, and to james.solomon@csun.edu, Director of the Office of Academic Assessment and Program Review, by September 30, 2020. You may, but are not required to, submit a separate report for each program, including graduate degree programs, which conducted assessment activities, or you may combine programs in a single report. Please include this form with your report in the same file and identify your department/program in the file name. Please do not change the date on the form, and be sure to check that your report is ADA accessible.College: Michael D. Eisner College of EducationDepartment: Secondary Education Program: Master of Arts in Secondary Curriculum and Instruction, Master of Arts in Secondary Mathematics Education, Master of Arts in Secondary Science Education Assessment liaison: Julie GainsburgPlease check off whichever is applicable:A. ____X____ Measured student work within program major/options.B. ________ Analyzed results of measurement within program major/options.C. ________ Applied results of analysis to program review/curriculum/review/revision major/options.D. _________ Participated in the 2019-20 assessment of General Education Section D: Social Sciences and U.S. History and Government student learning outcomes Overview of Annual Assessment Project(s). On a separate sheet, provide a brief overview of this year’s assessment activities, including:an explanation for why your department chose the assessment activities (measurement, analysis, application, or GE assessment) that it enactedif your department implemented assessment option A, identify which program SLOs were assessed (please identify the SLOs in full), in which classes and/or contexts, what assessment instruments were used and the methodology employed, the resulting scores, and the relation between this year’s measure of student work and that of past years: (include as an appendix any and all relevant materials that you wish to include)if your department implemented assessment option B, identify what conclusions were drawn from the analysis of measured results, what changes to the program were planned in response, and the relation between this year’s analyses and past and future assessment activitiesif your department implemented option C, identify the program modifications that were adopted, and the relation between program modifications and past and future assessment activitiesif your program implemented option D, exclusively or simultaneously with options A, B, and/or C, identify the GE learning outcomes assessed, the assessment instruments and methodology employed, and the resulting scoresin what way(s) your assessment activities may reflect the university’s commitment to diversity in all its dimensions but especially with respect to underrepresented groupsany other assessment-related information you wish to include: e.g. SLO revision (especially to ensure continuing alignment between program course offerings and both program and university student learning outcomes) and the creation or modification of new assessment instruments2. Overview of Annual Assessment Project(s). The Department of Secondary Education (SED) plans to assess our candidates’ ability, at program end, to critically analyze educational issues and consider their implications for schools. For the 3 (of our 6) MA programs whose cohorts complete the program in Spring 2020, these important goals are captured in PLO 4, although PLO 4 is stated somewhat differently for each program.The 3 MA programs and their respective PLO 4s are:Master of Arts in Secondary Curriculum and Instruction PLO4: Students demonstrate educational awareness of current national and state educational issues and how those impact schools. Master of Arts in Secondary Mathematics Education PLO4: Students demonstrate educational awareness through critical analysis of current issues in mathematics education and general education and how those impact schools.Master of Arts in Secondary Science Education PLO 4: Students critically analyze current issues in science, science education, and general education and how those issues impact schools.The MA in C&I Program has used a consistent, essay-style Comprehensive Exam format for many years. The other 5 programs (recently elevated from options) have switched from a portfolio-and reflection experience to a more standard, essay-style Comprehensive Exam. We are now eager to learn how our MA candidates perform on this new assessment and what it tells us about their learning, within and across programs. PLO 4 is selected because a) it is a major focus of the Comprehensive Exam in all three programs, b) unlike the other PLOs, PLO 4 is measured less frequently over the course of the program, rendering the Comp. Exam an important window on candidates’ growth in this area.The Comprehensive Exams for these three programs were administered in April 2020, with scoring completed the first week in May. The exams and scoring rubrics differ across programs, but they all contain specific items designed to measure PLO 4. For the purposes of this annual assessment, we will extract the 2020 Comp. Exam scores on items measuring PLO 4 for all students in these three programs. We will then calculate the mean PLO 4 score for each program, combining scores for multiple items within a program (because programs differ in how many exam items address PLO 4). Means will be converted to a common scale; standard deviation will also be calculated. These calculations will allow for cross-program comparison as well as intra-program comparison with future cohorts. (The C&I program can also compare to prior years.) Individual programs may also want to compare their mean PLO 4 score with the mean scores for other PLOs.This assessment activity reflects the university’s commitment to diversity and underrepresented groups because our MA candidates are almost all local K-12 teachers in diverse classrooms with large populations of underrepresented minority pupils and English Learners. Improving our candidates’ awareness of educational issues and their impact on schools and classrooms can improve the education of their underrepresented pupils, especially because many of the issues addressed on the Comprehensive Exam relate to educational equity and culturally relevant instruction. 3. Preview of planned assessment activities for 2020-21. Include a brief description as reflective of a continuous program of ongoing assessment. The results will be analyzed by program faculty (including part-timers) and discussed in three venues: program faculty meetings, the SED MA Curriculum and Assessment Committee, and the full SED, for cross-program comparison. In all three venues, we will consider program modifications that address the results and are expected to increase program impact on PLO 4. In Spring 2020-21, the programs whose cohorts are completing will select a common PLO to assess, and will follow the same procedure for data collection and analysis. Because the MA in C&I program has cohorts completing every year, C&I program faculty can re-assess PLO 4 as well as the PLO selected for 2021 (if different). ................
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