Assessment Data

Gathering assessment data, interpreting the results, and disseminating the outcomes continues to be an area of growth and development for the program. Assessment data for the academic years 2009 – 2012 were collected using the Foliotek ePortfolio system. The system holds a variety of student and program data with which to inform strategic planning. The types of data collected included demographic, academic, admission to candidacy, and program completion. 

The program is currently transitioning from the Foliotek system to the Desire to Learn (D2L) ePortfolio system. The current D2L system hosts an ePortfolio platform and will allow faculty to run statistics for each course, including the competencies addressed in each course. However, the current system will not aggregate data or create cumulative data reports. Therefore, the program will rely on Excel spreadsheets to aggregate, disaggregate, analyze, and chart student and program data.  

The following data tables represent accessible Foliotek data from the 2009-2012 academic years and provide examples of how the faculty is using data to inform teaching and learning. Some tables were created manually with the Excel data downloaded from the Foliotek program site. Other tables were copy and pasted into the report directly from the Foliotek program site. Data reflects averages for all students across emphases. Implementing qualitative assessment methods and disaggregating data could provide additional data from which to analyze the particular data points presented. 

ACADEMIC ASSESSMENT DATA

  • 731 Group Counseling Conceptualizations. This assignment addresses CACREP standards IIG. 6. a. and c., and Professional Disposition 4 - Commitment to Learning. Data is from Spring 2012 731 Group Counseling Process (N=24 – 2011 Cohort). The first chart represents Conceptualization 1. The second charter represents Conceptualization 2. The charts suggest that students increased learning in these specific areas and learner outcomes. What would be interesting to determine is what provoked the learning and change from Conceptualization 1 to Conceptualization 2. 
data graph
data graph2
 
STUDENT DISPOSITION ASSESSMENT DATA

cohorts graph
 Met = 3, Developing = 2, Unmet = 1
 
Data (N=60) suggests an increase in students’ abilities to demonstrate Professional Dispositions from the beginning of the program to Admission to Candidacy. However, review of each of the eight dispositions provides informative considerations. For example, six of the eight dispositions suggested an increase at Admission to Candidacy; however, Personal Integrity and Interpersonal Competence revealed a slight decrease. In addition, Self-Care appears to be an ongoing area of development to consider as students matriculate through the program. 
 
SKILL DEVELOPMENT ASSESSMENT DATA 
  • 731Group Counseling Skill Demonstration. This assignment addresses CACREP standards IIG. 6. a. and b. Data is from Spring 2012 731 Group Counseling Process (N=16 – 2011 Cohort). The assignment is a culminating experience that evaluates students’ group counseling skills. The chart suggests that students met the specific competencies and learner outcomes based on the CACREP standards. Learning the differences between students that scored “Developing” and “Met” could inform teaching, learning, and practice. Likewise, giving close attention to students that scored “Beginning” would be important to retention, development, and success in the program.  
 data graph 3
  • 794 Counseling Practicum Performance Evaluation. This assessment evaluates students’ skill development at the completing of 794 Counseling Practicum. The assessment is comprised of three areas of development: Primary Counseling Skills, Professional Dispositions, and Professional Behaviors. Data represents practicum sections from Fall 2010, Spring 2011, and Spring 2012 (N=56). The charts indicate that students met the expected skills, dispositions, and behaviors. Disaggregating the data further might uncover specific information across the three levels of expectation scores that could inform teaching, learning, and skill attainment. In addition, disaggregating the data relevant to emphasis, cohort, and addition demographics might be informative. 
 
PRIMARY COUNSELING SKILLS.
data graph 4
PROFESSIONAL DISPOSITIONS
data graph 5
PROFESSIONAL BEHAVIORS
data graph 6
 
PRACTICUM FACULTY EVALUATIONS 
practicum evals
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0.
 
  • Data (N=60) suggests that overall, practicum students meet expectations in this areas of development. However, targeting primary counseling skills and professional behaviors is of interest. 
 practicum primary
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0.
 
  • Data (N=60) suggests that practicum students are most adept at providing encourages, empathy and immediacy, and respect and unconditional positive regard. Whereas practicum students appear to be meeting expectations for primary counseling skills, goal setting could be a skill to give additional attention to in training and practice. 
practicum dispositions
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0.
 
  • Data (N=60) reports that, overall, students are meeting expectations regarding demonstration of professional dispositions. Whereas specific areas could use additional attention, multiculturalism is of particular interest.
 practicum behaviors
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0.
 
  • Data (N=60) notes that students appear to be developing well in the area of professional behaviors. Not surprising, applying theory, case conceptualization, treatment planning, and appraisal continue to be areas of interest. 
 
PRACTICUM FACULTY AND SITE SUPERVISOR EVALUATIONS
practicum evals graph
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0.
 
  • Data (N=30) suggests some similarities and differences between faculty and supervisor perceptions of practicum student development. Specifically, differences are noted between faculty and site supervisors’ perceptions of professional counseling behaviors. Whereas the program continues to increase its connection and relationship with sites, this could be an area to add to the agenda of the upcoming site supervisor training and meeting. 
 primary counseling skills
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0.
 
  • Data (N=30) suggests that faulty and site supervisors are relatively consistent regarding perceptions of practicum students’ development of primary counseling skills. Likewise, it appears that students are meeting expectations in these areas of development. The area of goal setting might need additional consideration in training and practice. 
disposition graph
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0.
 
  • Data (N=30) reports that faculty and site supervisors’ perceptions of practicum students’ development of professional dispositions is consistent. Multicultural dispositions appear to need additional attention. 
 behaviors
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0.
 
  • Data (N=30) reveals some similarities and differences in faculty and site supervisor perception of practicum students’ development of professional behaviors. Differences are noted in the areas of theory to practice, treatment planning, appraisal, and use of professional literature. 
 evals 2010
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0.
 
  • Data (N=30) suggests that from mid-term to the end of the semester, practicum students developed well in these areas, particularly in the areas of primary counseling skill development and professional behaviors. What might be interesting to uncover is “what” specifically inspired the growth and development in these areas. Data indicates differences in faculty and site supervisors’ perceptions of skills, dispositions, and behaviors.
counseling skills 2010
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0.
 
  • Data (N=30) suggests that from mid-term to the end of the semester, practicum students developed well in these areas, particularly in the areas of empathy, immediacy, and respect. Data indicates differences in faculty and site supervisors’ perceptions of skills.
 disposition 2010
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0.
 
  • Data (N=30) suggests that from mid-term to the end of the semester, practicum students developed well in these areas fairly consistently. Multicultural dispositions could use additional investigation. Data indicates slight differences in faculty and site supervisors’ perceptions of dispositions. 
prfssl behaviors
Exceeds Expectations = 8, Meets Expectations = 6, Near Expectations = 4, Below Expectations = 2, Harmful = 0
 
  • Data (N=30) suggests that from mid-term to the end of the semester, practicum students developed well in these areas, particularly in the areas of attendance, university policy, record keeping, and seeking supervision. Using the professional literature, applying theory to practice, treatment planning, and appraisal are professional behaviors with this to give additional consideration. Data indicates differences in faculty and site supervisors’ perceptions of skills dispositions, and behaviors. 
 
GRADUATE STUDENT EXIT SURVEY 

exit survey
The results of the Spring 2012 Graduate Student Exit Survey are representative of seventeen graduates (N = 17) Spring of 2012. Data from the survey suggests that graduates are most pleased with the admissions process, on-site experiences, interactions with faculty and peers, and opportunities for personal growth.
 
STANDARDIZED EXAMS
CPCE Results. The program implemented the CPCE Exam Summer 2009. Therefore, the first students to sit for the exam were Fall 2011. The data provided through the CPCE scores has been enlightening and informative. The data suggests content areas where students are excelling in competence and areas where the faculty might further direct curriculum revision, and teaching and learning approaches. Interestingly, the data suggests that a percentage of students would not have passed the exam had a cut-off score been implemented at the time of examination. The faculty assumes that without a cut-off score, students might not be as motivated to do well on the exam. The program will implement a CPCE cut-off score in Summer 2014.
 
PRAXIS II Results. The Wisconsin Department of Public Instruction (DPI) implemented the PRAXIS II School Counseling Exam in September 2009. Therefore, students graduating from the program after September 2009 that are also seeking a WI School Counseling are required to submit a passing score of the PRAXIS II exam.  
 
Since the implementation of the WI PRAXIS II School Counseling Exam, forty school counseling students have attempted and passed the exam. The program will begin aggregating data from the exam as part of the department’s comprehensive assessment plan. 
 

Year Attempted  Passed Pass Rate
Spring 2010 
11 11 100%
Fall 2010 3 3 100%
Spring 2011 5 5 100%
Fall 2011 7 7 100%
Spring 2012 3 3 100%
Fall 2012  4 4 100%
Spring 2013 7 7 100%
NCE Results. The NCE was first offered to interns graduating from the program and seeking licensure in October 1993. The program offers the NCE to students in the final semester twice a year, in April and October. The campus testing services proctors that exam. The program plans to begin disaggregating data from the exam to inform curriculum, and teaching and learning as part of its comprehensive assessment plan.
 
Year Attempted  Passed  Pass Rate
April 2009 7 6 86%
October 2009 11 9 82%
April 2010 11 10 90%
October 2010 7 6 86%
April 2011  -- -- --
October 2011 8 7 86%
April 2012 7 7 100%
October 2012 9 9 100%
 April 2013  2  100%

Use of Assessment Data for Program Improvement

 
Faculty meets at the end of each academic year for review of program data, yearly goals, and strategic planning. Each component of the comprehensive assessment is discussed, data is reviewed and outcomes analyzed to inform change. Based on the data, goals are articulated for the upcoming academic year. 
 
2013-2014 STRATEGIC PROGRAM GOALS TIMELINE
Goal Target Date Progress Toward Goal
Revise, update and disseminate current program handbook Fall 2013 Summer 2013 Faculty met to review and finalize the handbook in September 2013
Develop Assessment Report Timeline to ensure that a program assessment is complied, interpreted and disseminated every August  Summer 2013 The Assessment Report will be submitted to CACREP in September 2013. Dissemination of the report will take place in the Fall 2013 semester. 
Implement a cut-off score for the CPCE Summer 2014 and develop a protocol of alternatives for students that score below the cut off.  Summer 2014  Faculty voted and approved implementation. Proposal for program change will be submitted to the College's Curriculum Committee in the Fall 2013 for implementation Summer 2014.
Develop a survey to gather Employer data and implement 2013-2014 academic year.  Summer 2014  
Develop a survey to gather Alumni Outcome Data (e.g., 2 year, 5 year) and implement 2013-2014 academic year.  Summer  2014  
Develop Site Supervisor Survey that reports their perceptions of students' level of preparation for the practicum and internship.  Summer 2014  
Implement Clinical Experiences for CMH and SACC Programs by Fall 2014 Spring 2015  
Develop a Program Advisory Council (PAC) by Fall 2015 Summer 2015  
Develop a faculty self-assessment instrument and implement by Fall 2015 Summer 2015  


DISSEMINATION
A yearly assessment report will be disseminated to all students and stakeholders through the department website. The department is currently collaborating with the College Website Manager on the dissemination of the data from this and future reports. Vital statistics and the department’s current assessment report will be posted to the department website for dissemination by February 2014. 
 

 
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