Background

The University of Kansas Intercampus Program in Communicative Disorders (IPCD) is a unique program providing a graduate education to students in speech-language pathology and audiology. Changes to certification requirements in 2005 pushed the faculty to identify learning outcomes and conduct assessments in order to measure how well students achieved those outcomes. Specifically, this portfolio focuses on the master of arts in speech-language pathology program.

Implementation

The faculty fully embraced documenting learning outcomes. During the 2003–04 academic year, the department identified five global program goals and created a standard syllabus format, allowing for better alignment of course and program goals. A sub-group of faculty also developed two rubrics, one for diagnostic skills and one for treatment skills. Prior to 2003-2004, student assessment was primarily summative; however, in revising the program, we felt interim formative assessments were desirable. Therefore, the faculty developed a series of eight questions, and in 2004–05 the first group of students completed this formative assessment. After collecting data from three years, we created three further supporting documents for the 2007–08 year: a formative exam reviewer summary, an action plan form, and a list of suggested consequences for specific weaknesses.

Student Performance

Beginning in 2007–08, we initiated a pilot portfolio project where students archived a portion of their course and clinical work each semester. Students also completed two self-assessments during the project: one that was used formatively to help guide their second year of studies, and the second to help identify areas for continued learning while transitioning into a career. A second pilot group began in 2008–09, during which we addressed questions raised during the first pilot; for example, we introduced an Artifact Description Sheet to prompt self-reflection.

Starting in 2009–10, we expanded the portfolio project to include all new master’s graduate students. Further changes were made, such as taking the portfolios online, and we also implemented a final, formal summative assessment. The faculty sub-group designed a rubric, advisor checklist, and formal instructions for students to support this assessment. As a whole, the faculty felt the new exam structure would provide a better indication of each student’s abilities. In order to better assess the whole process, we embedded electronic surveys, for both faculty and students, at the mid- and end-program points.

Reflections

Following completion by the first whole group to participate in the portfolio project, the faculty have seen generally positive results. At the formative stage, students were beginning to self-advocate more, and at the summative stage the new assessment method more efficiently provided information regarding student knowledge. Although there are still some points to address, the main question now is: where do we go from here? The possibility of using data from the summative assessments to reexamine our admissions process, as well as the departmental curriculum, will allow us to provide our students with a stronger program. Letting the end result speak to the larger picture gives us the opportunity to come closer to truly “closing the loop.”