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1SLP Program Assessment Plan Last update Feb. 27, 2019

Speech-Language Pathology Graduate Program (MS-SLP) Assessment Plan

2015-2018 SLP Assessment Committee MembersRobin Danzak, Associate Professor, Committee ChairJill Douglass, Assistant ProfessorRhea Paul, Professor, Dept. ChairTaryn Rogers, Director of Clinical Education

2018-2019 Assessment Committee MembersRhea Paul, Professor, Dept. ChairTaryn Rogers, Director of Clinical EducationMarta Korytkowska, Assistant Professor

Assessment Procedures: Summary TableProgram SLO Artifact/s reviewed How assessed Expectation When assessed

SLO 1 Incoming students’ undergraduate transcripts and GPA

Through admissions process

3.0 overall GPA, 3.3 in SLP prereqs

Yearly during admissions process

SLO 2Knowledge in basic comm. and disorders

- SLP690 Practice PRAXIS- SLP508 CALIPSO average rating for Professional Practice Competencies (Section 3), #1

Score

CALIPSO skills rating on Section 3 (Professional Practice), #1

Passing score on Practice PRAXIS; Score of 4 on CALIPSO rating Section 3 (Professional Practice) #1

Odd years

SLO 3Knowledge of prevention, assmt, intervtn

SLP690 Practice PRAXIS

Score Passing score on Practice PRAXIS

Odd years

SLO 4Skills in prevention, assmt, intervtn

-SLP 602 Final Skills Rating (CALIPSO Performance Rating)

CALIPSO ratings Score of 4 Even years

SLO 5Professional

- SLP 507 Ethics project

- SLP 570 Critically

CHP Ethics Rubric Score of 3 on Ethics

Even years


knowledge and skills

Appraised Topic (CAT) CHP goal 2 rubric (Critical Thinking) Score on 3 on

Critical ThinkingSLO 6Attributes and abilities

- SLP602 CALIPSO Professional Practices rating

- SLP690 Capstone Project (written paper and oral presentation)

CALIPSO Professional Practice average rating

Capstone Rubrics for written communication, oral communication

4 on CALIPSO Professional Practice average rating

Score of 2 on Capstone written and oral rubrics

Odd years

SLO 7Qualifying for national cert

Praxis II exam Praxis outcomes Pass on Praxis Every year

BackgroundSacred Heart University’s graduate program in Speech-Language Pathology has been licensed by the State of Connecticut Department of Higher Education and has been awarded "candidacy," the first stage of accreditation awarded by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA) of the American Speech-Language-Hearing Association (ASHA). This status is awarded to new programs that demonstrate compliance with the Standards for Accreditation as outlined in CAA’s Standards Compliance Continuum for an initial period of five years. This accreditation allows the program to matriculate and graduate students who, upon successful completion of the program, are eligible for national certification and state licensure as speech-language pathologists. Our program is also accredited by the Connecticut Department of Higher Education. Our Teacher Endorsement program for preparing SLPs to work in Connecticut public schools has been approved by the Connecticut State Department of Education.

SLP VisionFaculty and graduates will be recognized for their academic and clinical excellence, through their compassionate, ethical, and holistic service to their clients, families, and community. The Speech-Language Pathology Department will be seen as exemplary, within the university and beyond, in cultivating students who safeguard the unquestionable dignity, autonomy and grace of all.


SLP MissionThe Department of Speech-Language Pathology provides a supportive, inclusive, state-of-the-art learning environment to prepare students to serve effectively the unique needs of individuals across the lifespan with competence and compassion. Students will be equipped with foundational academic and clinical knowledge and skills acquired through innovative classroom, problem-based, and simulation learning experiences; mentored research; guided clinical experiences; and compelling educational domestic and international service opportunities. Focus on cultural competence, holistic, evidence-based and ethical practice, and collaborative learning across professions will inspire our students to communicate effectively with clients from a variety of cultural and linguistic backgrounds, and to lead others through their exemplary adherence to the highest standards of contemporary practice.

The Speech-Language Pathology Program at SHU adheres to the Code of Ethics of the American Speech-Language and Hearing Association.

SLP Program Student Learning Outcomes SLOs Based on ASHA CFCC and CAA Standards.1. (Gateway SLO) Students will demonstrate knowledge of basic biological and physical

sciences, statistics, and the social/behavioral sciences (IV-A); as well as basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. They will demonstrate the ability to integrate information pertaining to normal and abnormal human development across the life span (IV-B).

2. Students will acquire the knowledge in sufficient breadth and depth to function as an effective, well-educated, and competent clinical speech-language pathologist consistent with the scope of practice for speech-language pathology, and across the range of practice settings by ensuring that each student:

a. demonstrates knowledge of basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. They will demonstrate the ability to integrate information pertaining to normal and abnormal human development across the life span.

b. demonstrates knowledge of communication and swallowing disorders and differences, including the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates.

3. Students will demonstrate current knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and

https://caa.asha.org/wp-content/uploads/Accreditation-Standards-for-Graduate-Programs.pdf

http://www.asha.org/Certification/2014-Speech-Language-Pathology-Certification-Standards/

http://www.asha.org/policy/ET2010-00309/

http://www.asha.org/policy/ET2010-00309/


swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.

4. Students will demonstrate skills for working with people with communication and swallowing disorders and differences, including:

a. identification, prevention, assessment, and evaluation of speech, language, and swallowing disorders and differences;

b. intervention to minimize the impact of speech, language, and swallowing disorders and differences;

c. interaction with clients, their families, and other professionals.5. Students will acquire professional knowledge and skills in working with individuals with

communication and swallowing disorders across the lifespan, as demonstrated by:a. ethical conduct;b. integration and application of knowledge of the interdependence of speech,

language, and hearing;c. engagement in critical thinking and problem solvingd. engagement in contemporary professional issues and advocacy;e. engaging in processes of clinical education and supervision;f. professionalism and professional behavior in keeping with the expectations for a

speech-language pathologist;g. interaction skills and personal qualities, including counseling and collaboration

with individuals from diverse backgrounds.6. Students will, through course content and supervised clinical experiences, demonstrate

the following attributes and abilities, as defined by the Council on Academic Accreditation in Audiology and Speech-Language Pathology:

a. Accountabilityb. Integrityc. Effective Communication Skillsd. Clinical Reasoninge. Evidence-Based Practicef. Concern for Individuals Servedg. Cultural Competenceh. Professional Dutyi. Collaborative Practice.

7. Students will qualify for national certification, state licensure and Connecticut Teacher Endorsement, and for participation in professional development and advocacy through state and national professional organizations.

SHU College of Health Professions SLOs


1. Apply ethical principles in approaches to learning, research, and practice2. Apply critical thinking and problem solving3. Engage in evidence-based practice through the use of relevant information technology,

and analysis of professional literature4. Demonstrate knowledge, skills, attitudes, and values or professional behaviors that will

lead to success in future health care practice5. Communicate and collaborate effectively with individuals of all backgrounds, beliefs and

values6. Apply a holistic perspective to patients/clients and health7. Demonstrate readiness for inter-professional collaboration for the benefit of individuals

and society.

Connecticut State Department of Education (CSDE) SLOs2010 Common Core of Teaching: Foundational Skills

The Common Core of Teaching articulates the art and science of teaching as essentialknowledge, skills and qualities. These foundational skills and competencies are grouped bydomains but, in practice, are to be viewed as integrated parts of the complex and dynamicprocess of effective teaching. The CCT should be used to help guide and build teachercompetence beginning with pre-service and continuing throughout a teacher’s career.

Domains of Teacher Performance 1. Content and Essential Skills: Teachers understand and apply essential skills, central

concepts and tools of inquiry in their subject matter or field.2. Classroom Environment, Student Engagement and Commitment to Learning: Teachers

promote student engagement, independence and interdependence in learning by facilitating a positive learning community.

3. Planning for Active Learning: Teachers plan instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large.

4. Instruction for Active Learning: Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large.

5. Assessment for Learning: Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction.

6. Professional Responsibilities and Teacher Leadership: Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership.

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320862


SLP Program Assessment Curriculum MapSLP Program SLOs (and related ASHA CFCC and CAA Standards)

CHP Goals CSDE CCT Standards Assessment Artifacts Courses

1. Students will demonstrate knowledge of basic biological and physical sciences, statistics, and the social/behavioral sciences; as well as basic human communication and swallowing processes, including the appropriate biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. They will demonstrate the ability to integrate information pertaining to normal and abnormal human development across the life span.

CHP 4: Demonstrate knowledge, skills, attitudes and values of professional behaviors that will lead to success in future health care practice

Domain 1 Content and essential skills: Teachers understand and apply essential skills, central concepts and tools of inquiry in their subject matter or field.

(This material is presented at the undergraduate level)

- Successful completion of an SLP/Communication Science & Disorders (pre-professional) undergraduate program

- Undergraduate GPA (at least 3.0 overall; at least 3.3 in SLP prereqs)

SLP 200, 210, 300, 310, 320, 330, 340, 350

Graduate equivalents for 3-year track students: 400, 410, 411, 412, 420, 430, 440, 450

2. Students will acquire the knowledge and skills in sufficient breadth and depth to function as an effective, well-educated, and competent clinical speech-language pathologist consistent with the scope of practice for speech-language pathology, and across the range of practice settings


Domain 1 Content and essential skills: Teachers understand and apply essential skills, central concepts and tools of inquiry in their subject matter or field.

- Knowledge: SLP 690 Practice PRAXIS (Rubric aligned with program SLOs and CAA, CFCC standards)

- Skills (and CSDE): SLP508 CALIPSO average rating for Professional Practice Competencies (Section 3), #1

SLP 500, 501, 502, 503, 504, 505, 506, 507, 508, 510, 520, 530, 540, 550, 560, 570, 585, 580, 600, 601, 602, 690

3. Students will demonstrate current knowledge of the principles and methods of prevention, assessment,

CHP 4 Demonstrate knowledge, skills, attitudes and values

Domain 3 Planning for Active Learning: Teachers plan instruction in order to

- SLP 690 Practice PRAXIS

SLP 500, 510, 520, 525, 530, 540,


SLP Program SLOs (and related ASHA CFCC and CAA Standards)


and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates.

of professional behaviors that will lead to success in future health care practice

engage students in rigorous and relevant learning and to promote their curiosity about the world at large.

Domain 4 Instruction for Active Learning: Teachers implement instruction in order to engage students in rigorous and relevant learning and to promote their curiosity about the world at large.

Domain 5 Assessment for Learning: Teachers use multiple measures to analyze student performance and to inform subsequent planning and instruction.

550, 560, 570, 580, 585, 600, 690

4. Students will demonstrate skills for working with people with communication and swallowing disorders and differences, including:a. identification, prevention, assessment,

and evaluation of speech, language, and swallowing disorders and differences;

b. intervention to minimize the impact of speech, language, and swallowing disorders and differences;

c. interaction with clients, their families,

CHP 4 Demonstrate knowledge, skills, attitudes and values of professional behaviors that will lead to success in future health care practice

Domain 2 Classroom Environment, Student Engagement and Commitment to Learning:Teachers promote student engagement, independence and interdependence in learning by facilitating a positive learning community.


SLP 500, 501, 502, 503, 504, 505, 506, 507, 508, 510, 520, 525, 530, 540, 550, 560, 570, 585, 580, 600, 601, 602, 690




and other professionals.5. Students will acquire professional knowledge and skills in working with individuals with communication and swallowing disorders across the lifespan, as demonstrated by:a. ethical conduct;b. integration and application of

knowledge of the interdependence of speech, language, and hearing;

c. engagement in critical thinking and problem solving

d. engagement in contemporary professional issues and advocacy;

e. engaging in processes of clinical education and supervision;

f. professionalism and professional behavior in keeping with the expectations for a speech-language pathologist;

g. interaction skills and personal qualities, including counseling and collaboration with individuals from diverse backgrounds.

CHP 1: Apply ethical principles in approaches to learning, research and practice.

CHP 2: Critical thinking and problem solving

CHP 7: Demonstrate readiness for inter-professional collaboration for the benefit of individuals and society

Domain 6 Professional Responsibilities and Teacher Leadership:Teachers maximize support for student learning by developing and demonstrating professionalism, collaboration with others, and leadership.

- SLP 507 Ethics project(Rubric aligned with CHP goal 1)

- SLP 570 Critically Appraised Topic (CAT)(Rubric aligned with CHP goal 2; Critical Thinking)

SLP 500, 501, 502, 503, 504, 505, 506, 507, 508, 510, 520, 525, 530, 540, 550, 560, 570, 585, 580, 600, 601, 602, 690

6. Students will, through course content and supervised clinical experiences, demonstrate the following attributes and abilities, as defined by the Council on

CHP: 3 Engage in evidence-based practice through use of relevant information

Domain 6 Professional Responsibilities and Teacher Leadership:Teachers maximize support for student learning by

- SLP 602 (student teaching) CALIPSO Professional Practice rating

SLP 501, 502, 503, 504, 505, 506, 507, 508, 601, 602




Academic Accreditation in Audiology and Speech-Language Pathology:a. Accountabilityb. Integrityc. Effective Communication Skillsd. Clinical Reasoninge. Evidence-Based Practicef. Concern for Individuals Servedg. Cultural Competenceh. Professional Dutyi. Collaborative Practice.

technology and analysis of professional literature.

CHP 5: Communicate and collaborate effectively and appropriately in a variety of cultural contexts.CHP 6: Apply a holistic perspective to patients/clients for health and wellness.

developing and demonstrating professionalism, collaboration with others, and leadership.

- SLP 690 Capstone project (written report and oral presentation)

7. Students will qualify for national certification, state licensure and Connecticut Teacher Endorsement, and for participation in professional development and advocacy through state and national professional organizations.


Domain 1: Content and essential skills

- Praxis II Exam SLP 690


Program Assessment ProcedureVerification of Student Learning Outcomes and Clinical Competencies

All SLOs, CAA and CFCC standards and sub-standards will be verified through CALIPSO (software) for each student (Taryn Rogers). This process is to verify each student’s eligibility for ASHA certification (SLO 7).

All SLOs and course alignments have been entered into CALIPSO. All SLOs, CAA and CFCC standards are covered in multiple courses/clinical practica. Student accomplishment of each SLO will be verified/checked off after they complete each course/clinical practicum. After completing the final practicum (prior to graduation), the program director will review each student to ensure achievement of each SLO, and sign forms of completion. Physical copies will be made and kept in student files. Class data will be archived in CALIPSO.

Summary of Artifacts to be ReviewedSLO 1 is a gateway to the SLP Program. Only students who meet this standard will be admitted.SLOs 2 is assessed by SLP690Practice PRAXIS and SLP508 CALIPSO average rating for Professional Practice Competencies (Section 3), #1.SLO 3 is assessed by SLP690Practice PRAXIS.SLO 4 is assessed with SLP602 CALIPSO ratings.SLO 5 is assessed with SLP507 Ethics project and SLP570 CAT.SLO 6 is assessed with SLP602 CALIPSO Professional Practice rating and SLP690 Capstone project (written and oral). SLO 7 is assessed with outcomes on the Praxis II exam.

Rubric Completion (see Appendix for all rubrics). SLO 1 is a gateway to the SLP Program. Only students who meet this standard will be admitted.The Practice PRAXIS is a measure of knowledge and skills of assessment, intervention, and

prevention across the major 9 areas of SLP practice. It is modeled after the SLP national licensing exam that students will take to earn the national Certificate of Clinical Competence in SLP. Expectation is a score of 600 or better for a random sample of 10% (or at least 5) of the class.

The SLP faculty will also assess the written/oral Capstone project (SLO 6), for a random sample of 5 students, based on the Written Communication rubric below. To assess the Capstone oral presentations, the class will be split up into groups of 6-7 students each to give their presentations in front of one of the faculty, who will assess presentations using the Oral Presentation rubric below. Rubrics outcomes for a random sample of 5 products will be averaged for an overall program outcome. Note that the written capstone rubric focuses on content, while the oral presentation rubric focuses on delivery, professionalism, communications skills, etc.

The Ethics project (SLO 5) will be assessed by members of the College Assessment Committee, for a random sample of 5 students, using the CHP Ethics assessment rubric.


The Critically Appraised Topic (SLO 5) will be assessed by members of the College Assessment Committee, using the CHP Critical Thinking assessment rubric.

SLP 508 CALIPSO average rating for Professional Practice Competencies (Section 3), #1 (SLO4) will be assessed with the rubric below. Average scores on this rating will be entered for a random sample of five students and averaged. The expectation is 4.

SLP 508 (specialty practicum) CALIPSO skill rating for Section 3, #1, and SLP 602 (student teaching) CALIPSO Professional Practice rating (SLOs 6) will be assessed with the rubric below. The cooperating teacher (external supervisor) will complete the rubric for each student. Rubric outcomes for a sample of 5 students will be averaged for an overall program outcome.

For SLO 7, assessed by outcomes on the PRAXIS exam, data on pass rates are collected annually by the SLP program assistant.

Assessment Procedures: Summary TableProgram SLO Artifact/s reviewed How assessed Expectation When assessed

SLO 1 Incoming students’ undergraduate transcripts and GPA

Through admissions process

3.0 overall GPA, 3.3 in SLP prereqs

Yearly during admissions process

SLO 2Knowledge in basic comm. and disorders

- SLP690 Practice PRAXIS- SLP508 CALIPSO average rating for Professional Practice Competencies (Section 3), #1

Score

CALIPSO ratings for Section 3, #1

Score of 600 on Practice PRAXIS; 4 on CALIPSO

Odd years

SLO 3Knowledge of prevention, assmt, intervtn

SLP690 Practice PRAXIS

Score Score of 600 Odd years

SLO 4Skills in prevention, assmt, intervtn


CALIPSO ratings Score of 4 Even years

SLO 5Professional knowledge and skills

- SLP 507 Ethics project

- SLP 570 Critically Appraised Topic (CAT)

CHP Ethics Rubric

CHP goal 2 rubric (Critical Thinking)

Score of 3 on Ethics

Score on 3 on Critical Thinking

Even years

SLO 6Attributes and abilities

- SLP602 CALIPSO Professional Practice rating

CALIPSO Professional Practice rating

4 on CALIPSO Professional Practice rating

Odd years


- SLP690 Capstone Project (written paper and oral presentation)

AAC&U Rubrics for written communication, oral communication

Score of 2 on written and oral rubrics

SLO 7Qualifying for national cert

Praxis II exam Praxis outcomes Pass on Praxis Every year

Additional Program Assessment Data1. Graduate Student Exit Survey (at graduation): https://www.surveymonkey.com/r/Preview/?

sm=YHWSLo7ZZlWRj4wkQ7YddqQCFUf1p0TyVSclmHUxhhI_3D 2. Employer Survey (one year post-graduation):

https://www.surveymonkey.com/r/Preview/?sm=7UxdAxB9ScA4JL7GZ7bhj89lbBqFT7Tsc8A7nXn47NY_3D

3. Alumni Survey (two years post graduation): https://www.surveymonkey.com/r/Preview/?sm=h018xVUUVBaeuSzPgMJx8zZtbD6q_2FNywQflzMQhsNeFAufEX5WjXzFDprxH531wq

4. Annual Stakeholders’ Focus Group of community professionals and stakeholders (Rhea will compose a narrative based on discussion)

5. Graduates’ PRAXIS II outcomes from ETS.

Closing the LoopWe will maintain updated versions of the program assessment plan on the SLP website. All assessment data (individual CALIPSO portfolios, assessment rubrics, survey data) will be

available for ASHA review at accreditation visits, as well as for accreditation annual reports. At least every other year, the SLP faculty will review program assessment outcomes to ensure

all SLOs are being met, and that any curricular or program changes align with the program mission, vision, and SLOs. Decisions will be made regarding how to address any gaps or weaknesses revealed through the assessment procedures and continual review of program-mission-SLO alignment.

We also participate annually in the College of Health Professions assessment procedures of the college goals, which are integrated into our program (see curriculum map).

Additionally, every three years, a committee of SLP faculty will review the assessment plan, procedures, and rubrics, and make any changes that are warranted.

https://www.surveymonkey.com/r/Preview/?sm=h018xVUUVBaeuSzPgMJx8zZtbD6q_2FNywQflzMQhsNeFAufEX5WjXzFDprxH531wq

https://www.surveymonkey.com/r/Preview/?sm=h018xVUUVBaeuSzPgMJx8zZtbD6q_2FNywQflzMQhsNeFAufEX5WjXzFDprxH531wq



https://www.surveymonkey.com/r/Preview/?sm=YHWSLo7ZZlWRj4wkQ7YddqQCFUf1p0TyVSclmHUxhhI_3D

https://www.surveymonkey.com/r/Preview/?sm=YHWSLo7ZZlWRj4wkQ7YddqQCFUf1p0TyVSclmHUxhhI_3D


Rubrics for Artifacts

SLOs 2-3, Basic knowledge, Knowledge of prevention, assessment, and intervention.Score on Practice PRAXIS, which replicates national standards for clinical competence in SLP, completed in SLP690. Minimum score is 600.

RUBRIC: SLO5, Knowledge of ethical conduct (Ethics assignment). Expectation: 3Criteria Benchmark

1Milestone

2Milestone

3Capstone

4Not

ObservedEthical Self-Awareness Student states either their

core beliefs or articulates the origins of the core beliefs but not both.

Student states both core beliefs and the origins of the core beliefs.

Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs.

Student discusses in detail/analyzes both core beliefs and the origins of the core beliefs and discussion has greater depth and clarity.

Understanding Different Ethical Perspectives/Concepts

Student only names the major theory she/he uses.

Student can name the major theory she/he uses, and is only able to present the gist of he named theory.

Student can name the major theory or theories she/he uses, can present the gist of said theory or theories and attempts to explain the details of the theory or theories used, but has some inaccuracies.

Student names the theory or theories, can present the gist of said theory or theories, and accurately explains the details of the theory or theories used.

Ethical Issue Recognition

Student can recognize basic and obvious ethical issues but fails to grasp complexity or interrelationships.

Student can recognize basic and obvious ethical issues and grasp (incompletely) the complexities or interrelationships among the issues.

Student can recognize ethical issues when issues are presented in a complex, multilayered (gray) context OR can grasp cross-relationships among the issues.

Student can recognize ethical issues when presented in a complex, multilayered (gray) context AND can recognize cross-relationships among the issues.

Application of Ethical Perspectives/Concepts

Students can apply ethical perspectives/concepts to an ethical question with support (using examples, in a class, in a group, or a fixed-choice setting) but is unable to apply ethical

Student can apply ethical perspectives/concepts to an ethical question, independently (to a new example) and the application is inaccurate.

Student can independently (to a new example) apply ethical perspectives/concepts to an ethical question, accurately, but does not consider the specific

Student can independently apply ethical perspectives/concepts to an ethical question, accurately, and is able to consider full implications of the application.


perspectives/concepts independently (to a new example).

implications of the application.

Evaluation of Different Ethical Perspectives/ Concepts

Student states a position but cannot state the objectives to an assumptions and limitations of the different perspectives/concepts.

Student states a position and can state the objectives to, assumptions and implications of different ethical perspectives/ concepts but does not respond to them (and ultimately objections, assumption, and implications are compartmentalized by student and do not affect student’s position).

Student states a position and can state the objections to, assumptions and implications of, different ethical perspectives/concepts, but the students response is inadequate.

Student states a position and can state the objections to, assumptions and implications of and can reasonably defend against the objections to, assumptions and implications of different ethical perspectives/concept, and the student’s defense is adequate and effective.

15SLP Program Assessment Plan Last update Feb. 27, 2019RUBRIC: SLO5, Critical Thinking (CAT, SLP570). Expectation: 3Criteria Benchmark

1Milestone

2Milestone

3Capstone

4Not

ObservedExplanation of Issue or Problem

Issue/problem identified, but not fully explained

Issue/problem is considered critically but explanation leaves some concepts undefined or absent

Issue/ problem is considered critically and explained clearly

Issue/problem is considered critically, explained clearly and comprehensively; relevant information is delivered in a meaningful and understandable manner

Influence of Context and Assumptions

Shows an emerging awareness of assumptions and relevant contextual factors

Questions some assumptions and relevant contextual factors; may be more aware of others’ assumptions than one’s own (or vice versa)

Identifies own and others' assumptions and some relevant contextual factors

Systematically analyzes own and others' assumptions and evaluates relevant contextual factors

Evaluate & Implement Solutions

Identifies solutions and consequences with prompting; has difficulty articulating rationale for chosen solutions

Identifies solutions and consequences; begins to articulate rationale for chosen solutions

Logically evaluates solutions and consequences; is able to articulate rationale for chosen solutions

Thoroughly and logically evaluates solutions and consequences; is able to clearly articulate rationale for chosen solutions

Connect, Synthesize, Transform

Describes disparate ideas or solutions

Compares and contrasts disparate ideas or solutions

Analyzes and begins to connect ideas or solutions

Connects and synthesizes ideas or solutions into a coherent whole

Reflection With prompting, reviews prior learning* at a superficial level

With prompting, reviews prior learning and demonstrates somewhat clarified understanding

Reviews prior learning with some depth and demonstrates clarified understanding

Reviews prior learning in depth and demonstrates changed perspectives

16SLP Program Assessment Plan Last update Feb. 27, 2019RUBRIC: SLO 6, Oral communication (Capstone paper presentation). Expectation: 2Criteria 1 Emerging 2 Competent 3 Proficient

Diction and timing Instances of unclear diction Inappropriate loudness and/ or

prosody Presentation does not meet 10-15

min. timeframe

Diction is clear Loudness, prosody are

appropriate Presentation adheres to 10-

15 min. timeframe +/- 1 minute

Diction is professional Loudness and prosody are

professional Presentation adheres to 10-15 min.

timeframe

Vocabulary Some integration of clinical terms, with instances of inaccurate pronunciation or use

Grammar is appropriate, but contains some errors

Vocabulary is clinically appropriate; most terms are pronounced correctly and all are used accurately

Grammar is appropriate, without errors

Vocabulary is clinically on-target; all terms are pronounced and used accurately

Grammar is sophisticated, without errors

Organization and style Organization may lack clarity or guidance

Visual supports may be missing content or difficult to read

Style includes instances of informality, or lack of enthusiasm

Organization is clear and provides guidance for listeners to follow

Visual material is clear, attractive and helpful

Style is engaging and competent

Organization is highly focused and guides listeners in a professional manner

Visual material is clear, well designed, and impressive

Style is professional

17SLP Program Assessment Plan Last update Feb. 27, 2019RUBRIC: SLO 6: Written communication (Capstone written paper). Expectation: 3

Proficient4

Competent3

Emerging2

Needs Improvement ·1

Comments

Context of and Purpose for Writing Includes considerations of audience, fulfills assigned sections of paper.

Demonstrates a thorough understanding of context, audience, and purpose. Responsive to the assigned task(s).

Demonstrates adequate consideration of context, audience and purpose and a clear focus on the assigned task(s)

Demonstrates awareness of context, audience, purpose, and to the assigned tasks(s); begins to show awareness of audience's perceptions and assumptions.

Demonstrates minimal attention to context, audience, purpose, and to the assigned tasks(s).

Content DevelopmentContains detailed, accurate information

Uses appropriate, relevant, and compelling content to illustrate mastery of the subject. Conveys understanding and shaping the whole work.

Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline.

Uses appropriate and relevant content to develop and explore ideas through most of the work.

Uses appropriate and relevant content to develop simple ideas in some parts of the work.

Genre and Disciplinary ConventionsFollows rules and expectations for academic/clinical writing.

Demonstrates detailed attention to and successful execution of conventions of the discipline and/or writing task (s) including organization, formatting, and stylistic choices

Demonstrates consistent use of important conventions of thediscipline and/or task(s), including organization, content, presentation and

Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation

Attempts to use a consistent system for basic organization and presentation.

Sources and EvidenceUses correct APA style, cites peer-reviewed sources, avoids general, non-academic websites.

Demonstrates skillful use of high- quality, credible, relevant sources to develop ideas that are appropriate for the discipline and genre of the writing.

Demonstrates consistent use of credible, relevant sources to support ideas that are situated within the discipline and genre of the writing.

Demonstrates an attempt to use credible and/or relevant sources to support ideas that are appropriate for the discipline and genre of the writing.

Demonstrates attempts to use sources support ideas.

18SLP Program Assessment Plan Last update Feb. 27, 2019Control of Syntax and MechanicsAppropriate grammar, word choice, organization.

Uses graceful language that skillfully communicates meaning to readers with clarity and fluency; is virtually error-free.

Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors.

Uses language that generally conveys meaning to readers with clarity. Writing may include some errors.

Uses language that sometimes impedes meaning because of errors in usage.

19SLP Program Assessment Plan Last update Feb. 27, 2019Rubric SLOs 4 and 6, Skills (CALIPSO clinical skills). Expectation: 4

Assessment Skills

1 – Skill Set Needs ImprovementStudent’s performance is below the level that would be expected at this point in the program.

2- Skill Set Emerging Student’s performance is an acceptable level for this point in the program, and show emerging sophistication, individualization to client, or creativity.

3- Skill Set Evident with Appropriate Level SupervisionStudent’s performance is an acceptable level for this point in the program, and when supported by supervision shows emerging sophistication, individualization, and independence

4- Demonstrates Skills Set Independently Student’s performance demonstrates readiness to move forward to the next clinical level; shows some ability to individualize activities, creative use of materials, thoughtful management of motivation and behavior without direct supervision.

5 – Clinical Fellowship ReadyStudent’s performance demonstrates readiness to move forward to independent clinical practice; shows consistent individualization of activities, creative use of materials, thoughtful management of motivation and behavior.

1. Conducts screening and prevention procedures (Std. VB1a).

Requires maximal to moderate support for all activities of screening and prevention.

Requires moderate support to select appropriate methods for screening and prevention.

Requires only minimal support for all activities of screening and prevention.

Minimal support and guidance is needed only occasionally for all activities of screening and prevention.

Performs all activities of screening and prevention independently.

2. Performs chart review and collects case history from interviewing patient and/or relevant others (Std. VB1b).

Chart review is cursory and incomplete; requires maximal supervisor support for comprehension and interpretation.

Chart review and documentation require moderate support and shows limited comprehension of material; requires moderate support from supervisor for interpretation.

Chart review and documentation require only minimal support and shows basic comprehension of most aspects of case history; requires minimal support from supervisor for interpretation.

Chart review and documentation are complete; shows full comprehension of material and independent interpretation of data with regard to diagnosis, and prognosis. May need minimal support for treatment planning.

Chart review and documentation are complete; shows in-depth comprehension of material and insightful, independent interpretation of data with regard to diagnosis, prognosis, and treatment planning.

3. Selects appropriate evaluation instruments/procedures

Requires maximal support to select appropriate methods for evaluation; selects limited range of

Selects appropriate methods for evaluation, including tests, observations, and other interview/questionnaire

Selects appropriate methods for evaluation, including tests, observations, and other interview/questionnaire

Selects appropriate evaluation methods, including tests, observations, and other interview/questionnaire

Performs all aspects of selecting efficient, appropriate assessment instruments independently,


(Std. VB1c). assessment methods; methods may be overlapping or redundant; preparation and organization is inconsistent.

methods with moderate support; shows evidence of preparation and organization; addresses full range of client needs with moderate support; most necessary materials are present.

methods with minimal support; shows evidence of preparation and organization; addresses full range of client needs with minimal support; necessary materials are present.

methods independently; may need occasional support to maximize efficiency; chooses assessments that address the full range of client needs with little or no overlap; shows adequate preparation and organization, addresses full range of client needs independently.

thoughtfully and efficiently.

4. Administers and scores diagnostic tests correctly (Std. VB1f).

Shows lack of preparation; errors in administration and scoring are present; moderate support is required to achieve acceptable performance.

Shows evidence of some preparation and organization, but sometimes requires moderate support and correction to administer assessments; execution of assessment shows elementary preparation but difficulty in adjusting to client in real time; necessary materials are present but transitions between sets of materials may lag; administration is basically correct, with some need for moderate supervisory input; instructional language is sometimes unclear; scoring sometimes requires moderate support.

Shows evidence of preparation and organization, but sometimes requires minimal support and correction to administer assessments; execution of assessment shows adequate preparation and there is little difficulty in adjusting to client in real time; necessary materials are present and transitions are smooth; administration is consistently correct, instructional language is usually clear; scoring requires minimal support.

Shows adequate preparation and organization, independently addresses client needs; execution of assessment shows strong preparation but occasionally needs input from supervisor to adjust to individual client needs; necessary materials are present and transitions between sets of materials are smooth; instructional language is consistently clear; acceptable performance is achieved independently.

All aspects of administering and scoring assessment instruments are performed independently, thoughtfully and efficiently.

5. Adapts Assessments are Shows evidence of Shows evidence of Shows evidence of All aspects of adapting


evaluation procedures to meet client needs (Std. VB1 d).

sometimes inappropriate for client; instructional language is confusing; unable to manage challenging client behaviors; limited evidence of back-up or alternative planning. Moderate support is needed to achieve acceptable performance.

adaptation and individualization, but sometimes requires moderate support and correction to address client needs fully; sometimes needs moderate support to adjust to client in real time; activities are broadly appropriate for client but are not consistently matched to needs and interests; instructional language is sometimes unclear; emerging evidence of back-up or alternative planning; moderate support and correction are sometimes needed to achieve acceptable performance.

adaptation and individualization, but occasionally requires moderate support to address client needs fully; needs minimal support to adjust to client in real time; activities are broadly appropriate for client and usually matched to needs and interests; instructional language is usually clear; some evidence of back-up or alternative planning is evidenced; moderate support and correction are occasionally needed to achieve acceptable performance.

adaptation and individualization, requires minimal support to address client needs fully and to adjust to client in real time; activities are appropriate for client and consistently matched to needs and interests; instructional language is clear; acceptable performance is usually achieved independently.

evaluation procedures to meet client needs are achieved skillfully and independently.

6. Possesses knowledge if etiologies and characteristics for each communication and swallowing disorder (Std. IVB, IVC).

Demonstrates limited knowledge of etiologies and characteristics for communication and swallowing disorders, with several areas of weakness; requires significant support to apply knowledge to clinical activities.

Demonstrates basic knowledge of etiologies and characteristics for communication and swallowing disorders, with a few areas of weakness; requires moderate support to apply knowledge to clinical activities.

Demonstrates adequate knowledge of etiologies and characteristics for communication and swallowing disorders, with a few areas of weakness; occasionally requires moderate support to apply knowledge to clinical activities.

Demonstrates robust knowledge of etiologies and characteristics for communication and swallowing disorders, with rare areas of weakness; requires minimal support to apply knowledge to clinical activities.

Demonstrates broad, in-depth knowledge of etiologies and characteristics for communication and swallowing disorders; independently applies knowledge to clinical activities.

7. Interprets and formulates diagnosis from

Interpretation of assessments and/or diagnostic decisions are sometimes incomplete or

Interpretation of assessments and/or diagnostic decisions are occasionally incomplete or

Interpretation of assessments and/or diagnostic decisions are usually adequate; usually

Interpretation of assessments and/or diagnostic decisions are usually complete and;

Interpretation of assessments and/or diagnostic decisions are complete and accurate


test results, history, and other behavioral observations (Std VB1e).

erroneous; requires moderate support to achieve correct interpretation and diagnoses.

erroneous; requires moderate support to achieve correct interpretation and diagnoses.

requires only minimal support to achieve correct interpretation and diagnoses

derives correct interpretation and diagnoses with occasional minimal support.

and insightfully presented; consistently and independently derives correct interpretation and diagnoses.

8. Makes appropriate recommendations for intervention (Std VB1e).

Recommendations do not fully incorporate all assessment data, evidence, and/or best practice; recommendations are not appropriately matched to client strengths and needs; family preferences and mainstream curriculum or functional needs are only minimally addressed. Maximal supervisory support is needed for some aspects of treatment planning.

Develops recommendations based on full review of assessment data and case history with moderate support; recommendations are usually based on evidence and best practice; recommendations cover some of client’s needs and take client strengths and family preferences into account; some recommendations are aligned to the mainstream curriculum or functional needs. Moderate supervisory support is needed for most aspects of treatment planning.

Develops recommendations based on full review of assessment data and case history with moderate support; recommendations are usually based on evidence and best practice; recommendations cover most of client’s needs and take client strengths and family preferences into account; some recommendations are aligned to the mainstream curriculum or functional needs. Moderate supervisory support is needed for a few aspects of treatment planning.

Develops recommendations based on full review of assessment data and case history with minimal support; recommendations are based on evidence and best practice; recommendations cover full range of client’s needs and take client strengths and family preferences into account; most recommendations are aligned to the mainstream curriculum or functional needs. Minimal supervisory support is needed for some aspects of treatment planning.

All aspects of treatment planning are accomplished independently, incorporating all assessment data, evidence, and/or best practice; matched to client strengths and needs, family preferences and mainstream curriculum or functional needs.

9. Completes administrative functions and documentation necessary (Std VB, 1f).

Deficits in planning and organization continue to appear more than once or twice per grading period; progress is not monitored at regular intervals; documentation is overdue.

Shows basic skills in planning, organization; occasionally requires moderate support for progress monitoring; documentation is occasionally missing or late. Moderate support is sometimes necessary to

Shows basic skills in planning, organization; usually requires minimal support for progress monitoring; documentation is incomplete. Moderate support is occasionally necessary to complete

Planning and organization is consistently appropriate; progress monitoring is consistent; documentation is complete. Minimal support and guidance is occasionally needed.

All administrative functions and documentation are completed fully and independently, in a timely fashion.


complete administrative functions.

administrative functions.

10. Makes appropriate recommendations for patient referrals (Std VB1g).

Needs maximal support to consider referral needs, write referral letters and document referrals.

Needs minimal support to consider referral needs, may not complete writing of referral letters and document referrals without reminders and/or support.

Needs minimal support to consider referral needs, may not complete writing of referral letters and document referrals without reminders.

Needs minimal support to consider referral needs, writes referral letters and documents referrals in a timely manner.

Completes all referrals and documentation independently, and appropriately in a timely manner.

Treatment Skills

1 – Skill Set Needs ImprovementStudent’s performance is below the level that would be expected at this point in the program.

2- Skill Set Emerging Student’s performance is an acceptable level for this point in the program, and show emerging sophistication, individualization to client, or creativity.

3- Skill Set Evident with Appropriate Level SupervisionStudent’s performance is an acceptable level for this point in the program, and when supported by supervision shows emerging sophistication, individualization, and independence

4- Demonstrates Skills Set Independently Student’s performance demonstrates readiness to move forward to the next clinical level; shows some ability to individualize activities, creative use of materials, thoughtful management of motivation and behavior without direct supervision.

5 – Clinical Fellowship ReadyStudent’s performance demonstrates readiness to move forward to independent clinical practice; shows consistent individualization of activities, creative use of materials, thoughtful management of motivation and behavior.

1. Develops appropriate treatment plans with measurable and achievable goals, Collaborates with clients/patient

Deficits in planning, organization and collaboration continue to appear more than once or twice per grading period

Shows basic planning, organization; moderate support is needed to construct appropriate goals and collaborate in treatment planning.

Planning and organization is consistently appropriate with little need for support or correction. Support and guidance for collaborative planning is needed only occasionally.

Planning and organization is consistently appropriate; Minimal support and guidance is needed only occasionally to support collaborative planning.

All aspects of treatment planning, goal selection, and collaboration are accomplished independently, collaboratively and efficiently.

24SLP Program Assessment Plan Last update Feb. 27, 2019s and relevant others in the planning process (Std IVB, IVCC, Std VB2a).2. Implements treatment plans (Std VB2b).

Execution of activities show persistent errors and lack of preparation more than once or twice per grading period; several activities are inappropriate for client; requires more than occasional support to manage challenging client behaviors.

Execution of activities show errors and lack of preparation more than once or twice per grading period; some activities are inappropriate for client; moderate support is sometimes needed to manage challenging client behaviors.

Execution of activities show adequate preparation; activities are usually appropriate for client; instructional language is clear; requires moderate support is occasionally needed to manage challenging client behaviors.

Execution of activities show adequate preparation; activities are consistently appropriate for client; instructional language is clear and concise; manages challenging client behaviors independently.

Implements treatment plans consistently, efficiently, and independently; instructional language is clear and concise; creatively manages and prevents challenging behaviors.

3. Selects and uses appropriate materials and instrumentation (Std VB2c).

Needs maximal support to select appropriate, motivating materials; materials are sometimes missing or out of place; transitions from one set of materials to another are often disorderly.

Needs moderate support to select appropriate, motivating materials; materials are occasionally missing or out of place; transitions from one set of materials to another are sometimes disorderly.

Needs moderate support to select appropriate, motivating materials; materials are usually present and arranged appropriately; transitions from one set of materials to another are occasionally disorderly.

Needs minimal support to select appropriate, motivating materials; materials are consistently present and arranged appropriately; transitions from one set of materials to another are consistently smooth.

All aspects of selection, organization, utilization of materials are independently and appropriately carried out.

4. Sequences task to meet objectives. (Std VB2c).

Needs maximal support to break tasks down into logical, sequential steps or does not plan therapy activities to address a set of sequential steps to a goal more than once or twice per term.

Needs moderate support to break tasks down into logical, sequential steps or plan therapy activities to address a set of sequential steps to a goal more than once or twice per term.

Usually needs minimal support to break tasks down into logical, sequential steps and plan therapy activities to address a set of sequential steps to a goal.

Shows independence in the ability to break tasks down into logical, sequential steps and plan therapy activities to address a set of sequential steps to a goal.

Shows skill and accuracy in the ability to break tasks down into logical, sequential steps; thoughtfully plans therapy activities to efficiently address a set of sequential steps to a


goal.5. Provides appropriate introduction/explanation of tasks (Std VB2e).

Needs maximal support to provide explanations appropriate to client needs, and moderate support more frequently.

Needs moderate support more than once or twice per term to provide explanations appropriate to client needs.

Shows evidence of thoughtfully planning instructional language.Needs only occasional minimal to provide explanations appropriate to client needs.

Shows evidence of thoughtful planning of instructional language; can consistently provide explanations appropriate to client needs independently.

Shows evidence of thoughtful planning of instructional language; can consistently provide explanations well-tuned to client needs and learning style concisely and independently.

6. Measures and evaluates clients’ performance and progress (Std VB 2d).

Maximal support is needed to accurately and consistently evaluate clients’ performance and progress; progress monitoring or documentation is missing more than once per term.

Needs moderate support to accurately and consistently evaluate clients’ performance and progress more than once or twice per term.

Sometimes needs minimal support to accurately and consistently evaluate clients’ performance and progress.

Consistently shows evidence of adequate independent evaluation of clients’ performance and progress.

Shows independence and there is evidence of thoughtful planning of the evaluation of clients’ performance and progress throughout the term.

7. Uses appropriate models, prompts, or cues. Allows time for patient response. (Std VB2e)

Needs maximal support to provide appropriate level and frequency of prompts/cues; needs moderate support to allow adequate time for client responses.

Needs moderate support to provide appropriate level and frequency of prompts/cues and to provide adequate time for client responses.

Needs minimal support to provide appropriate level and frequency of prompts/ cues; usually provides adequate time for client responses.

Independently to provides appropriate level and frequency of prompts/cues; usually provides adequate time for client responses.

Independently provides appropriate level and frequency of prompts/cues; uses active expectant waiting with ample time for client to provide response.

8. Adapts treatment session to meet individual client needs (Std VB 2e).

Needs moderate support to adapt treatment sessions to individual needs, manage challenging behaviors and motivation.

Needs moderate support to adapt treatment sessions to individual needs, manage challenging behaviors and motivation more than once or twice per semester.

Needs minimal support to adapt treatment sessions to individual needs, manage challenging behaviors and motivation.

Independently adapts treatment sessions to individual needs, may need minimal support to manage challenging behaviors and motivation.

Independently and skillfully adapts treatment sessions to individual needs, manages challenging behaviors and motivation.

26SLP Program Assessment Plan Last update Feb. 27, 20199. Completes administrative functions and documentation necessary to support treatment (Std VB 2f).

Needs moderate support to complete administrative functions and documentation necessary to support treatment; documentation is sometimes missing, incomplete, or late.

Needs minimal support to complete administrative functions and documentation necessary to support treatment; documentation is occasionally missing, incomplete, or late.

Needs minimal support to complete administrative functions and documentation necessary to support treatment; documentation is missing, incomplete, or late more than once per term.

Completes administrative functions and documentation necessary to support treatment independently; documentation is timely and complete.

Completes administrative functions and documentation necessary to support treatment independently; documentation is timely, complete, thorough, and succinct.

10. Identifies and refers patients for services as appropriate (Std VB 2g).

Needs maximal support to consider referral needs, write referral letters and document referrals.

Needs moderate support to consider referral needs, may not complete writing of referral letters and document referrals without reminders and/or support.

Needs minimal support to consider referral needs, may not complete writing of referral letters and document referrals without reminders.

Needs minimal support to consider referral needs, writes referral letters and documents referrals in a timely manner.

Completes all referrals and documentation independently, and appropriately in a timely manner.

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