Common Core—Key Assignment-Based Assessment of Learning Outcomes (CC—KABALO) Appendix A provides a matrix of the CACREP common core standards, the primary courses that

cover these standards, and the 56 learning outcomes associated with these standards. The common core standards apply to both master’s-level CACREP-accredited programs here at James Madison University—Clinical Mental Health Counseling and School Counseling. The eight common core standards are: professional orientation and ethical practice, social and cultural diversity, human growth and development, career development, helping relationships, group work, assessment, and research and program evaluation. Each standard has five to ten specific learning outcomes associated with it.

In response to feedback from last year’s Assessment Progress Template Report and based on recommendations from the Council on Accreditation of Counseling and Related Educational Programs (CACREP) regarding assessment of learning objectives, the Counseling faculty members, under the leadership of Debbie Sturm, have developed a new assessment strategy in its comprehensive assessment plan—the Key Assignment-Based Assessment of Learning Outcomes (KABALO).

Last spring, Debbie Sturm was selected as an Assessment Fellow to participate in an intensive summer program to work collaboratively with the Center for Assessment and Research Studies (CARS) to design a project that would improve the assessment of student learning objectives. The Counseling Programs Committee immediately recognized the value of the proposed project and began work to implement it. Her proposed project would involve revising every syllabus in all three Counseling Programs to include key assignments that assess specific learning objectives. Beginning with the common core standards, the faculty members would design key assignments that would assess student achievement of those specific outcomes aligned to particular courses.

The project has been a labor intensive one throughout this past year. It has involved lengthy discussions at every biweekly meeting of the Counseling Programs Committee. In addition, between meetings, the Counseling faculty members were responsible for designing key assignments that linked to those learning objectives covered in their courses. They also developed rubrics for assessing student achievement of the learning outcomes. Frequently, several faculty members formed ad hoc committees to collaborate in creating key assignments and rubrics. Debbie Sturm, who coordinated this massive assessment project, also organized student assistants to compile the revised syllabi, create complex matrices of assignments and rubrics, and develop a database for digitizing all assessment information. No student was involved in entering the actual assessment data.

Before the past academic year, the previous instruments for assessing the common core learning objectives were eight online tests of 20 multiple-choice questions each. However, in reviewing the assessment procedures and results, the Counseling faculty discovered a number of significant deficits with this procedure. First, although the assessment test results provided general data regarding each of the eight common core standards, the data did not offer specific information regarding the achievement of each of the 56 learning objectives. Second, the procedure of requiring eight tests in addition to those mandated in the course syllabi was becoming onerous for both the students and faculty members. Third, the issue of student motivation was problematic because students were aware that performance on the program assessment tests did not impact their grades. Although students were cooperative in participating in the assessment procedures, faculty members were uncertain that the tests accurately reflected the students’ knowledge on these learning objectives.

The Common Core—Key Assignment-Based Assessment of Learning Outcomes (CC— KABALO) addresses all of these problems. First, data are now being collected on every common core learning objective. Second, the assignments are clearly identified in all syllabi as tasks to be performed in order to satisfactorily complete these courses. And third, because there are clear consequences on the grades that students receive for completing these assignments, the student motivation has been high.

At the conclusion of each semester, faculty members use the Key Assignment Alignment Grid to rate the performance of students on all learning outcomes that were demonstrated in the courses they taught. An example of the grid for PSYC 600, which was offered in the 2013 fall semester, is included below. Faculty members then turn in the completed forms to Debbie Sturm, who is coordinating the data entry into the aggregate assessment database.

PSYC 600

Measurement Article Critique 3 Exceeds Expectations

2 Meets Expectations 1 Does Not Meet Expectations

3 2 1 3 2 1 3 2 1 3 2 1 3 2 1

RESEARCH AND PROGRAM EVALUATION: studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following:

II.G.8.a. the importance of research in advancing the counseling profession; II.G.8.b. research methods such as qualitative, quantitative, single- case designs, action research, and outcome- based research;

II.G.8.c. statistical methods used in

conducting research and program evaluation. II.G.8.d. principles, models, and applications of needs assessment, program evaluation, and the use of findings to effect program modifications; II.G.8.e. the use of research to inform evidence-based practice; and

II.G.8.f. ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies.

Faculty members then review the aggregate data during the final Counseling Programs Committee meeting of each semester and discuss the implications of the results for program modifications and enhancements.

2. Clinical Mental Health Counseling—Key Assignment-Based Assessment of Knowledge