Leadership Studies
Doctoral Program
Assessment Plan
Fall 2003
ASSESSMENT PLAN FOR
EdD IN EDUCATIONAL LEADERSHIP Program Philosophy and Mission
Marshall University was first granted the authority to offer a doctorate in education with a specialization in Educational Leadership in March of 2002. This represented a move from the cooperative agreement with WVU to offer a joint program in Educational Leadership Studies, which began in 1980. This program is designed to offer eligible students in Southern West Virginia and neighboring states the opportunity to earn the Doctor of Education (EdD) degree in either public school or higher education administration. The majority of coursework and other requirements will be met on the South Charleston campus, although some coursework is available on the Huntington campus.
The mission of the doctoral program in Educational Leadership is to prepare practitioners to be reflective, ethical leaders who contribute to best practice in higher education and public school administration. Program faculty are committed to creating a community of scholars through mentoring, engaging in collaborative research, and maintaining a focus on the practice of educational leadership.
Students completing the program are expected to:
1. Demonstrate a broad and indepth knowledge and understanding of the field of educational leadership;
2. Demonstrate an indepth knowledge and understanding of a selected minor/cognate area; 3. Demonstrate knowledge and skill as scholars and researchers;
5. Become reflective, ethical leaders who contribute to best practice in the field of educational leadership.
The program mission is consistent with the missions of the Graduate School of Education and Professional Development, the College of Education and Human Services and the overall mission of Marshall University. The recently completed institutional strategic plan, Owning the Opportunity, identifies the development of doctoral programs as one of Marshall’s major initiatives for the next planning period. The program mission is also consistent with the conceptual framework, Preparing the Experienced Professional, that guides the development of advanced education programs within the COEHS Professional Education Unit.
Assessment Model
The assessment model guiding this plan is based on the concept of assessment as a process through which information is collected and used as a basis for forming judgments. These judgments then provide the basis for decisions (actions) about the program. The model is depicted graphically in Exhibit 1.
The plan is developed around components focused on program, student and faculty assessment. The plan is also designed to be consistent with NCA and institutional assessment guidelines/criteria, ISLLC standards and NCATE program evaluation and candidate performance assessment expectations.
The essential elements of the model are the multiple assessment strategies that are employed. The strategies, a description of the data/information collected and the judgments that are formed about students, program and faculty are described in Exhibit 2. A description of the assessment strategies for the specific student outcomes for the program can be found in Exhibit 3.
Technology Utilization
Program and school databases provide technology-based support for the program. These databases facilitate ready access to information regarding student status, progress and performance.
Data Utilization
The data gathered through this assessment process are summarized/synthesized and shared with the program faculty and administrators. These data then become critical components of ongoing faculty discussions and serve as an important information source for the faculty retreats. These data become important elements in the judgments that are formed about program strengths, weaknesses and needs. These judgments then become the basis for decisions abut program changes/actions.
EXHIBIT 1
ASSESSMENT MODEL
Program
Faculty
Student
Collect Data/
Information
Form
Judgments
Decisions
(Actions)
EXHIBIT 2
PROGRAM ASSESSMENT MATRIX
ASSESSMENT STRATEGY INFORMATION/DATA COLLECTED
INFORMATION/DATA UTILIZATION (JUDGMENTS/DECISIONS Admissions Assessments • MAT Test Scores
• GPA
• Writing Sample • Interview Data • Personal Statement
• Quality of applicant pool • Admissions
• Quality of program admits • “Fit” of applicant
• Congruence of student goals with program
Annual Faculty/Student Seminar
Informal and formal feedback from new and experienced students, faculty and administration
• Quality/effectiveness of seminar • Program strengths/weaknesses Student Enrollment
Monitoring
Course rosters • Individual student progress • Course availability
Annual Student Progress Review
Information on student progress or areas of concern conducted by committee chair
Annual Doctoral Report Semester Enrollment report
• Adequacy of student progress • Identification of student problem
areas
• Identification of other program or faculty issues
Program Planning Process Previous coursework Student goals
• Develop plan of study Comprehensive Assessment Knowledge and understanding of
major, cognate and foundation/research area
• Student competency in major, cognate and foundation/research area
• Potential program/course changes Development of Prospectus Student abilities to develop a
workable research proposal
• Adequacy of student competing in research
• Potential program modifications Dissertation Defense Student ability to complete and
defend research proposal
• Adequacy of student competency • Program research productivity Program Exit Survey Graduate perceptions regarding
multiple facets of program and experience
• Student experience • Curriculum • Faculty support Employer Survey Employer perception regarding
program graduates
• Program changes Five-Year Program Review Data on program performance • Program adequacy
• Program productivity • Program viability Student Publications,
EXHIBIT 3
ASSESSMENT OF STUDENT OUTCOMES
ENT OUTCOME ASSESSMENT TOOL OR APPROACH STANDARDS/BENCHMARK
PERSON OR OF RESPONSIBL strate a broad and
in-wledge and ing of the field of l leadership.
Course Assessments & Final Class Grade Qualifying Assessment for Admission to
Doctoral Candidacy Defense of Dissertation
Satisfactory Course Completion Satisfactory Completion using
criteria on pg. 18, Doc Student Handbook
Satisfactory Completion
Doctoral Faculty Me Doctoral Faculty Me Doctoral Faculty Me strate an in-depth
and understanding of minor/cognate area
Course Assessments & Final Class Grade Satisfactory Cognate Course Completion
Cognate Faculty Me Cognate Advisor
strate knowledge and olars and researchers
Prospectus Document Residency Fulfillment
Qualifying Assessment for Admission to Doctoral Candidacy (portfolio)
Acceptance of Proposal Satisfactory Defense of
Portfolio
Acceptable or Exceptional Evaluation Score
Student’s Doctora Student’s Doctora Student’s Doctora
e participants and ributors in the y of scholars
Residency Fulfillment Dissertation
Satisfactory Defense of Portfolio
Student’s Doctora
e reflective, ethical ho contribute to best
the field of l leadership
Dissertation
Qualifying Assessment for Admission to Doctoral Candidacy (Portfolio)
