Module 4: Assignment
COURSE PROJECT PARTS 3 AND 4: Assessment TOOL AND ACTION PLAN
As a leader in the field of education, you must constantly review program goals and initiatives, collect and analyze program-specific data, and refine strategies for the continuation of your programs to affect educational change. In Module 3, you began your Course Project by identifying a program within your specialization needing improvement or change and designing a plan to evaluate that program. With all that you have considered and begun planning in order to implement change, in this module, you consider the indicators and criteria to evaluate your program and the steps needed to implement its Assessment.
For Parts 3 and 4 of your Course Project, you will develop an Assessment tool for your selected program and an action plan to implement your tool in the future.
To prepare:
• Review the Giancola (2014) resource and read the Jayaratne (2016) and Henson (2016) articles in the Learning Resources. Reflect on the process of preparing for and developing the tools and plans needed for an effective program Assessment.
• Review the Assessment tools highlighted by this module’s Learning Resources and research other possible Assessment tools that would fit the needs of your specialization.
o Develop a draft of an Assessment tool to measure the effectiveness of your identified program using at least three of the quality indicators you identified in Part 2 of your Course Project in Module 3.
o Reflect on the measurable criteria for each indicator. What would it look like to be performing at the highest level on this indicator? What would it look like to be emerging or lacking on this indicator?
• Review the Action Plan templates in this module’s Learning Resources and research other possible templates that would fit the needs of your specialization. Develop an action plan for how to implement your program Assessment tool in the future. Include the following in your action plan and add to it as you see fit for your program:
o Program goals
o Action steps to meet those goals
o Who will complete the action steps?
o When will the action steps be completed?
o Resources need to complete the action steps
o Data collection to inform the action steps
Add the following two parts to your Course Project paper:
Assignment Task
Part 3: Assessment Tool
Write 1 page that include the following:
• A rationale for each of the quality indicators you selected for your Assessment tool. Be sure to support your rationales with program information, goals, and data as well as research.
• An explanation of the validity and reliability of your identified, measurable criteria and how they will accurately evaluate the effectiveness of the identified quality indicators
• An explanation of the program Assessment research that supports the way you created your tool
Attach your Program Assessment Tool as Appendix A of your Course Project paper.
Part 4: Action Plan
Write 2 pages that include the following:
• Describe how your action plan will support your program Assessment.
• Explain how you will continue with the ongoing program Assessment, including how you will collect data, interpret results, modify action steps, and disseminate the information to other stakeholders.
• Describe how this process can create meaningful change that will increase the effectiveness of your identified program.
Attach your Action Plan as Appendix B of your Course Project paper.
For this Assignment, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.
Rubric
EDSD_7900_Module4_Assignment_Rubric
EDSD_7900_Module4_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeAdherence to Assignment…The extent to which work meets the assigned criteria. 12 to >10.8 pts
Exemplary Advanced Graduate-Level Work
Assignment exceeds expectations, integrating additional material and/or information. … Assignment demonstrates exceptional breadth and depth. … Assignment demonstrates exceptional understanding of course/module criteria. 10.8 to >9.6 pts
Advanced Graduate-Level Work
All parts of the assignment are completed, with fully developed topics. … Assignment demonstrates appropriate breadth and depth. … Assignment demonstrates clear understanding of course/module criteria. 9.6 to >8.4 pts
Minimal Graduate-Level Work
Most parts of assignment are completed. Topics are not fully developed. … Assignment demonstrates minimal depth and breadth. … Assignment demonstrates little understanding of course/module criteria. 8.4 to >0 pts
Unacceptable Graduate-Level Work
Does not fulfill the expectations of the assignment. Key components are not included. … Assignment lacks breadth and depth. … Assignment demonstrates no understanding of course/module criteria.
12 pts
This criterion is linked to a Learning OutcomeAssimilation and Synthesis of Ideas…The extent to which course content is synthesized and supported with information from the Learning Resources and examples. 12 to >10.8 pts
Exemplary Advanced Graduate-Level Work
Demonstrates a clear understanding of the assignment’s purpose as well as the ability intellectually to explore and implement key instructional concepts. … Demonstrates insightful critical thinking of key instructional concepts, theories, and strategies. … Demonstrates exceptional inclusion of major points, using creditable sources, in addition to course videos or required readings. 10.8 to >9.6 pts
Advanced Graduate-Level Work
Demonstrates a clear understanding of the assignment’s purpose. … Provides careful consideration of key instructional concepts, theories, and strategies. … Includes specific information from course videos or required readings to support major points. 9.6 to >8.4 pts
Minimal Graduate-Level Work
Demonstrates minimal depth and breadth. … Generally applies theories, concepts, and/or strategies correctly, with ideas unclear and/or underdeveloped. … Minimally includes specific information from course videos or required readings. 8.4 to >0 pts
Unacceptable Graduate-Level Work
Shows a lack of understanding of the assignment’s purpose. … Does not apply theories, concepts, and/or strategies. … Does not include specific information from course videos or required readings.
12 pts
This criterion is linked to a Learning OutcomeExpression and Formatting…The extent to which scholarly, critical, analytical writing is presented in APA format. 8 to >7.2 pts
Exemplary Advanced Graduate-Level Work
Work represents scholarly writing in correct APA format; effective sentence variety; and clear, concise, powerful expression. The entire piece is well organized and includes an introduction and conclusion. … Work is unified around a central purpose with well-developed ideas, logically organized in paragraph structure with clear transitions and proper grammar. 7.2 to >6.4 pts
Advanced Graduate-Level Work
Work is well organized with mostly correct APA formatting throughout; elements of effective communication such as an introduction and conclusion are included. … Ideas are clearly and concisely expressed with few, if any, grammatical or mechanical errors. 6.4 to >5.6 pts
Minimal Graduate-Level Work
Somewhat represents scholarly, advanced graduate-level writing, with APA generally followed; elements of effective communication such as an introduction and conclusion are not included. … Ideas are not clearly and concisely expressed, with more than a few grammatical or mechanical errors. 5.6 to >0 pts
Unacceptable Graduate-Level Work
The quality of writing and/or APA formatting are not acceptable for advanced graduate-level work; no effort to express ideas clearly and concisely. … Major points do not reflect appropriate elements of communication, with many grammatical or mechanical errors.
8 pts
Total Points: 32
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Introduction
As a leader in the field of education, it is essential to constantly review program goals and initiatives, collect and analyze program-specific data, and refine strategies for the continuation of programs to affect educational change. For this reason, in Part 3 of this course project, an Assessment tool will be developed for a selected program in the field of education. This tool will measure the effectiveness of the program using at least three quality indicators that were identified in Part 2 of the project. In Part 4, an action plan will be developed for the implementation of the Assessment tool in the future.
Part 3: Assessment Tool
The Assessment tool developed for this project will measure the effectiveness of the program using three quality indicators: student achievement, teacher satisfaction, and program sustainability. The rationale for selecting these indicators is as follows:
Student achievement: This indicator is essential for evaluating the effectiveness of the program as it measures the impact of the program on the students’ academic progress. Research supports that programs that improve student achievement are more likely to be successful in the long-term (Giancola, 2014).
Teacher satisfaction: Teachers’ satisfaction with the program is an important indicator of its effectiveness as it measures the impact of the program on the teachers’ well-being and motivation to implement the program in their classrooms (Jayaratne, 2016).
Program sustainability: This indicator is essential for evaluating the effectiveness of the program as it measures the program’s ability to continue and expand beyond the initial implementation (Henson, 2016).
The measurable criteria for each indicator are as follows:
Student achievement: The measurable criteria for this indicator include student test scores, attendance, and graduation rates. To be performing at the highest level on this indicator, student test scores and graduation rates would be above the district and state averages, and attendance would be above 90%. To be emerging on this indicator, student test scores and graduation rates would be approaching the district and state averages, and attendance would be between 85-90%. To be lacking on this indicator, student test scores and graduation rates would be below the district and state averages, and attendance would be below 85%.
Teacher satisfaction: The measurable criteria for this indicator include teacher surveys and focus group discussions. To be performing at the highest level on this indicator, teacher surveys would indicate high levels of satisfaction with the program, and focus group discussions would reveal positive perceptions of the program. To be emerging on this indicator, teacher surveys would indicate moderate levels of satisfaction with the program, and focus group discussions would reveal mixed perceptions of the program. To be lacking on this indicator, teacher surveys would indicate low levels of satisfaction with the program, and focus group discussions would reveal negative perceptions of the program.
Program sustainability: The measurable criteria for this indicator include program budget, program expansion, and program participation. To be performing at the highest level on this indicator, the program budget would be stable, the program would be expanding, and participation would be increasing. To be emerging on this indicator, the program budget would be stable, the program would
