Assessment Plan for the Masters of Science in Computer Education and Technology

GUIDELINES FOR ASSESSMENT OF GRADUATE PROGRAMS 

Date: 11/10/99 College: Education Program: Computer Education & Technology

Each graduate program will develop and implement an assessment plan that has goals, outcomes, and assessment criteria. Please use the following outline as a guide and submit this information to the Assessment Office.

A. Copy of goals, outcomes and assessment criteria.

Goals - This program is designed to equip technology leaders to function in a new paradigm, the Information Age School. It will equip Information Age educators to be:

leaders in educational technology;
current in teaching and learning processes and practices;
current in research technologies and designs;
knowledgeable of technologies and programming skills;
knowledgeable of current educational technology-based tools and products

Objectives - The student will:

1. understand the capabilities of the computer, its impact on education, business, industry and government and will be able to adapt to, understand, evaluate and make use of new and emerging innovations in computer and information technology.
2. be proficient in the use and application of computer software.
3. be proficient with programming languages.
4. use systematic problem-solving and research-based human/computer interaction practices in the development of computer-assisted instructional programs.
5. develop the skills needed to maintain computer programs, computer systems and networks.
6. be active in professional organizations in the field of computer education and technology and have an impact on the field of education.
7. be aware of current trends and issues in computer education, distance education, electronic communications, computer hardware and software.
8. use telecommunications-based tools to integrate information into the classroom and the curriculum.
9. be proficient in finding, evaluating, and using current educational research to support continuous improvement in their profession.
10. manage instructional computer technology systems.
11. apply learning theory and the principles of instructional design in curricular and 
    instructional decision-making.
12. integrate computer software, authoring tools, programming languages, the Internet, and multimedia in curriculum and instruction.
13. demonstrate proficiency using computers and related technologies in instruction.
14. demonstrate proficiency in teaching and assessing others in the use of computers and related technologies in a variety of educational settings.

B. Description of the assessment process

Entry-level assessment

GRE (Graduate Record Examination) – Minimum score of 900
G.P.A. (grade point average) – Minimum of 2.7
3 letters of recommendation from professional educators who can attest to a candidate’s ability to succeed in graduate level coursework in computer education and technology.
Demonstrated basic knowledge of computers and their applications for educational purposes. Basic knowledge can be demonstrated in one of the following ways: 

1. Technology endorsement from an accredited university.
2. Inservice position as full or part-time technology coordinator in a public school.
3. A portfolio demonstrating the ability to successfully:
   • navigate in a Windows or Macintosh environment to access applications and files.
   • use a variety of Web-based communication modes (i.e., listserves, chat)
   • use a variety of applications (i.e., word processing, web browsers) to build information resources for teaching/instruction.

Mid-level assessment

Master’s Project – Students will enroll in CET 790 Master's Project (1 credit), twice. The first time will be after the completion of between 18 and 21 hours of the program of study. In cooperation with a public school district and a member of the faculty, the student will identify an existing comprehensive computer education problem. The student will develop plans to clarify and solve the problem. Assessment at the mid-level will be to determine if the student possesses the appropriate knowledge and skills to begin work on solving computer education related problems. (Enrollment in CET 790 is repeated in the last semester of a students’ coursework and will be used to complete the master's project.)

Major-field assessment

A committee of three DSU graduate faculty (two from the program, one representing the DSU Graduate Council), one student in the program, and two external reviewers (selected from potential employers of program graduates) will assess program entrance, content, and exit requirements based on:

1. A portfolio - samples of written, oral, and online exams, course projects, and the master's project in a portfolio –representing the attainment of the program’s five goals and fourteen objectives
2. Master’s project. Student will enroll in CET 790 twice (1 credit each)
3. Graduate and employer surveys, conducted by the DSU Assessment Office.

C. Brief statements describing:

1. Relation of goals to DSU mission.

The South Dakota Board of Regents Policy Manual states, “Dakota State University is an institution specializing in programs in computer management, computer information systems, and other related undergraduate and graduate programs as outlined in SDCL 13-59-2.2. A special emphasis is the preparation of elementary and secondary teachers with expertise in the use of computer technology and information processing in the teaching and learning process.” A master’s degree in computer education and technology is clearly a part of the legislated mission of Dakota State University. A master’s in computer education and technology complements and extends current undergraduate degrees in computer education and information systems.

2. Faculty involvement in development of goals, outcomes and criteria (i.e., college committees). Include date of faculty approval of plan.

The program proposal originated from within the faculty ranks by members of the Colleges of Education, Business and Information Systems, and Liberal Arts. After faculty were identified to be in the program, they have met regularly to work on curriculum, goals, assessment, coordination of the program, and other issues. The faculty committee approved the plan on November 16, 1999.

3. Validity and reliability of assessment instrument, if applicable. 
   Not applicable.
   .
4. Program/curriculum review (i.e., how do faculty use the results of assessment activities for program review).
   See Assessment Plan, above.
   .
5. Specific dates for implementation, if not already in place.
   Entry-level assessment activities: April 2000
   Mid-level assessment activities: Spring 2001
   Major-field assessment activities: Summer 2001

Assessment Plan for the
Master’s Degree in Computer Education and Technology

Assessment of the Master’s degree in Computer Education and Technology includes five goals and fourteen objectives that center around the following four measures:

Direct Measures:

1. Portfolio exhibits: samples of written, oral, and online exams, course projects, and the master's project are included in the portfolio – representing the attainment of the program’s five goals and fourteen objectives
2. Master’s project: An individualized project in which the student applies what they have learned in the program to solve an existing problem.

Indirect Measures:

1. Graduate survey, conducted by the DSU Assessment 
2. Office.Employer survey, conducted by the DSU Assessment Office.
3. Grades in required courses.

The portfolio will be comprehensive and will reflect attainment of all the program’s goals and objectives. The master’s project will be a subset of a student’s portfolio. Assessment criteria for the graduate and employer surveys, and course grades are shown below: 

Goal 1:
Students will be leaders in educational technology.

Student Outcome:

1. Students will manage instructional, computer technology systems.

Assessment Criteria:

1. Employer Survey: 80% of the employers will indicate that the graduates are good or very good in their ability to manage instructional, computer technology systems.
2. Course Grades: 90% of the students will successfully complete LT 711, LT 716, CET 751, CET 765 with a grade of B or higher.

Student Outcome:

2. Students will be active in professional organizations in the field of computer education and technology and have an impact on the field of education.

Assessment Criteria:

1. Graduate survey: 75% of the graduates will indicate that they are active members of professional organizations.
2. Course Grades: 90% of the students will successfully complete LT 741, CET 751, CET 765 and CET 790 with a grade of B or higher.

Student Outcome:

3. Students will demonstrate proficiency in teaching and assessing others in the use of computers and related technologies in a variety of educational settings.

Assessment Criteria:

1. Employer Survey: 90% of the employers will indicate that the graduates are good or very good in their ability to teach and assess others in the use of computer technology.
2. Course Grades: 90% of the students will successfully complete LT726, LT 741, CET 720, CET 765, CET 790. with a grade of B or higher.

Goal 2:
Students will be current in teaching and learning processes and practices.

Student Outcome:

1. Students will be aware of current trends and issues in computer education, distance education, electronic communications, computer hardware and software.

Assessment Criteria

1. Graduate Survey: 80% of the graduates will be satisfied or very satisfied with their awareness of current trends and issues in computer education, distance education, electronic communications, computer hardware and software.
2. Course grades: 90% will successfully complete LT 711, LT 726, LT 741, CET 751 with a grade of B or higher.

2. Students will apply learning theory and the principles of instruction design in curricular and instructional decision-making.

1. Course grades: 90% will successfully complete CET 790 with a grade of B or higher.
2. Employer survey: 80% of the employers will rate the graduates as good or very good in their ability to apply learning theory.

Goal 3: 
Students will be current in research technologies and designs

Student Outcome:

1. Students will be proficient in finding, evaluating, and using current educational research to support continuous improvement in their profession.

 Assessment Criteria

1. Employer Survey: 80% of the employers will indicate that the graduates are good or very good in finding, evaluating, and using current educational research.
2. Course grades: 90% will successfully complete LT 711, LT 726, CET 720, CET 785, CET 790 with a grade of B or higher.

Student Outcome

2. Students will understand the capabilities of the computer, its impact on education, business, industry and government and will be able to adapt to, understand, and evaluate and make use of new and emerging innovations in computer and information technology.

Assessment Criteria

1. Employer survey: 80% of the employers will indicate that the graduates are good or very good in making use of new and emerging innovations in information technology.
2. Course grades: 90% of the students will successfully complete CET 790 with a grade of B or higher.

Goal 4:Students will be knowledgeable of technologies and programming skills.

Student Outcome:

1. Students will be proficient in the use and application of computer software.

Assessment Criteria

1. Employer Survey: 90% of the employers will rate the graduates as good or very good in their use and application of computer software. 
2. Course grades: 90% of the students will successfully complete LT 726 and LT 731 with a grade of B or higher.

Student Outcome:

2. Students will be proficient with a programming language.

Assessment criteria

1. Employer Survey: 75% of the employers will indicate that the graduates are proficient with a programming language.
2. Course Grades: 90% of the students will successfully complete CET 756.

Student Outcome:

3. Students will develop the skills needed to maintain computer programs, computer systems and networks.

Assessment Criteria

1. Employer Survey: 75% of the employers will indicate that the graduates are good or very good in their ability to maintain computer programs, systems and networks.
2. Course Grades: 90% of the students will successfully complete LT 726, LT 741, CET 751.

Goal 5: 
Students will be knowledgeable of current, technology-based educational tools and products. 

Student Outcome:

1. Students will use telecommunications-based tools to integrate information into the classroom and the curriculum.

Assessment Criteria

1.  Employer Survey: 90% of the employers will indicate that the graduates can use telecommunications based tools to integrate information into the classroom and the curriculum.
2. Course grades: 90% of the students will successfully complete LT 711, LT 726, LT 731, LT 741, CET 720, CET 790 with a grade of B or higher.

Student Outcome:

2. Students will integrate computer software, authoring tools, programming languages, the Internet, and multimedia into curriculum design and instruction.

Assessment Criteria

1. Employer Survey: 80% of the employers will indicate that the graduates can integrate computer software, authoring tools, programming languages, the Internet, and multimedia into curriculum design and instruction.
2. Course Grades: 90% of the students will successfully complete LT 711, LT 726, LT 731, LT 741, CET 720 and CET 790.

Student Outcome:

3. Students will demonstrate proficiency using computers and related technologies in instruction.

Assessment Criteria

1. Employer Survey: 80% of the employers will indicate that the graduates are proficient or very proficient in proficiency using computers and related technologies in instruction.
2. Course Grades: 90% of the students will successfully complete LT 711, LT 726, LT 731, LT 741, CET 720 and CET 790.

Student Outcome:

4. Students will use systematic problem-solving and research-based human/computer interaction practices in the development of computer-assisted instructional programs.

Assessment Criteria

1. Employer Survey: 80% of the employers will indicate that the graduates are good or very good in using systematic problem-solving and research-based human/computer interaction practices in the development of computer-assisted instructional programs.
2. Course Grades: 90% of the students will successfully complete LT 711, LT 716, LT 726, CET 720, CET 785 and CET 790.
   
   

Knowledge, Skills and Competencies Matrix 
Based on the Milken Exchange Model

The table below identifies the knowledge, skills, and competencies in the Professional Development Continuum (PDC) and the courses in the curriculum where those topics will be taught. The program objectives from DSU’s Assessment Plan are included to demonstrate the link between the skills and the measurement of these skills.

  
COLLEGE OF EDUCATION
Summary of Major Field Assessment Plans and Activities

*All updated assessment plans include an information technology component. 
**Additional activities:
1. Observation instruments from field experiences. 
2. Observation instruments from student teaching.
Copies of the assessment plans for each secondary education major are available in the Assessment Office.