FORM 201C: SUMMARY OF TREND [COE/CAS Education Programs]


Program & Department                        School Counseling Graduate Program,  Psychology                    
Assessment Coordinator
  __Lindsay Bicknell-Hentges                                                                                                                                                      

Directions: Assessment trend data is recorded in 3-year cycles.  Provide the information requested in each column along with a summary of actions taken.

May 2010 Report

May 2011 Report

May 2012 Report

Instruments

2008/2009 Results

Actions Taken

2009/2010 Results

Actions Taken

2010/2011 Results

Actions Taken

Summary of Actions Taken

Indirect Required Assessments

Graduation Rates /
Program Completer Rates [UG/PB/MAT]

1st Year Retention Rates

COE/CAS Education Program Self-Survey Report

Exit Survey

4.37/5.0 Avg.

100% Satisfactory

Faculty will review results and bolster content in relevant courses

Areas which students indicate they are less confident will be presented to faculty to assist in course enhancement

Direct Key Unit/Program Required Assessments

COE 1 – Licensure
Basic Skills, Content, APT: IL Type 73 in School Counseling Certification Exam Results for Program Completers

Fail – 0

Pass – 11

100% PASS

Completers

Fail – 2

Pass – 18

95.6% PASS

Current students

Faculty examined study materials from other states to supplement the limited materials provided by Illinois

Fail – 0

Pass – 18

100% PASS

Completers

Fail – 2

Pass- 16

88% PASS Current Students

Exam content will be emphasized in PSYC 5760.

Fail – 0

Pass – 12

100% PASS

Completers

Fail – 2

Pass- 12

  86% PASS Attempts

Faculty will develop a practice test to assess student preparation for exam prior to taking the exam

Scores on this exam have continued to improve with increased focus and preparation in COUN 5760. Starting Fall 2013 the program will be revised to better prepare students in school counseling.

COE 2 – Content Knowledge:

Comprehensive Exam

Objective Part One

Fail – 3

Pass – 16

Pass Hi – 6

88% PASS

Study materials for the NCE ( the model for this exam) are now required texts for practicum

Fail – 1

Pass-19

Pass Hi – 4

96% PASS

Students will take practice tests in Practicum.

Fail – 0

Pass – 3

Pass Hi – 5

100% PASS

Students will be required to purchase an NCE Study Guide in their first intro course in program

The focus on preparation for this exam has increased but will next be infused throughout the curriculum using the Study Guide.

COE 3 – Planning:

Comprehensive Exam Part 2

Essay- conceptualization & treatment planning

Fail – 0

Pass – 25

Pass Hi – 4

100% PASS

New review materials were developed for Part 2

Fail – 0

Pass- 13

Pass High  - 7

100% PASS

Theoretical emphasis on case conceptualization in all clinical courses.

Fail – 0

Pass- 4

Pass High  - 4

100% PASS

Students will be asked to write a paper on their own theoretical perspective at the start of internship

There has been increasing emphasis on both clinical writing and case conceptualization which has evidenced gains on this exam.

COE 4 – Effective Practice:

Practicum Field Supervisor Rating Form

Satisfactory= 10

Unsatisfactory = 1

91 % Satisfactory

Faculty discussed individual student concerns during formal meeting with practicum field supervisors and addressed these concerns with the student

Satisfactory = 17

Unsatisfactory = 0

100% Satisfactory

Faculty will have biweekly consultation with site supervisors through e-mail and phone contact.

3.70/4.0 Avg.

100% = Good/Satisfactory

Unsatisfactory = 0

Faculty will help establish internship goals based on these evaluations.

The specific results of these ratings are being used more to work individually with student to help improve weaker clinical and other professional skills.

COE 5 – Impact on Student Learning/
Learning Environment:

Internship Field Supervisor Rating Form

Satisfactory

= 22

Unsatisfactory = 0

100% Satisfactory

Data from these forms will be also  analyzed across sections in the future  to better assess areas of strengths and weaknesses

Satisfactory = 46

Unsatisfactory = 0

100% Satisfactory

Plan for improvement for students will be developed following first internship.

3.90/4.0 Avg.

Excellent = 17

Fair = 1

94% Excellent

Faculty will review Practicum results to set specific goals for internship

Ratings are being used to both assist in individual development and to identify any general areas that are noted across students to modify program curriculum.

COE 6 – Professional Portfolio & Dispositions:

Satisfactory

= 21

Unsatisfactory = 0

100% Satisfactory

Portfolio scoring rubrics were developed to assess all of the school and clinical mental health standards

Satisfactory = 49

Unsatisfactory = 0

100% Satisfactory

Exit Survey will be added as an indirect measure with the portfolio remaining in this category.

Satisfactory = 11

Unsatisfactory = 0

100% Satisfactory

Students will review the related ISBE and CACREP standards that are expected to be met by internship

This comprehensive assessment of student performance across the program and at the end assures that all ISBS and CACREP standards are adequately met.

7-  Candidacy Evaluation Results

Accepted = 13

100% - Satisfactory

Faculty will modify the candidacy review form to better fit the CACREP 2009 standards

Accepted = 23

Accepted w/intervention = 4

Denied = 2

93% Satisfactory

Faculty in precandidacy courses will intentionally examine assessed variables in course.

Accepted = 8

Accepted w/intervention =0

Denied = 0

100% Satisfactory

The candidacy forms and process will be presented in the introductory classes.

The candidacy process is being used at the start of the program to give students goals and to help them better understand comprehensive expectations for emotional and professional development and performance.

8  - Supervisor/Employer Survey

4.68/5.0

100% Satisfactory

Faculty in clinical courses will specific address areas of underperformance

The specific results of these ratings are being used more to work individually with student to help improve weaker clinical and other professional skills.