Purdue University Preparing for Implementation of Revised ASHA Standards Phase I: Curriculum Review Phase II: Revision of Procedures Phase III: Development of Mechanisms

Curriculum Review  Mapping guide maps courses and practica to standards: Identifies the courses and/or practicum experiences in which standards are addressed Faculty begins the process of identifying the evidence that would show how knowledge and/or skill outcomes Process increases awareness & understanding of standards

A Conceptual Approach  Education reforms result in a parallel process for development of program assessment Portfolios Artifacts Gates  “Big Picture” analysis allows development of processes and mechanisms that meet multiple accreditation standards: ASHA State Education Board State Licensing

Program Evaluation Model  Using ASHA Standards as the foundation for program evaluation (Indiana requires “Unit Assessment System”) streamlined mechanisms

Stakeholder input  Advisory Council- reviewed Mapping Guide  Alumni Survey  Annual Survey of students in program  Exit Survey of students as they leave the program

Mechanisms to Track Progress & Formative Assessment  Competency, Academic, & Practicum Record (CAPR): Documentation file that is created when student enters program. Advisors to partner with students in creation of the evidence of skills and knowledge outcomes. Based on Mapping Guide. Faculty provide choices of “evidence” that students will enter into their CAPR files.

Formative Assessment Process  Advisor reviews CAPR with student each semester.  Relative strengths and weaknesses to be identified.  Further experiences/activities recommended for weaknesses.  Re-evaluation of relative weaknesses in “comps” that will occur in 3 rd semester (of 2 year program).  Further experiences/activities may be recommended for final semester of program.

Formative Assessment Process in Clinical Program  Clinical Competency forms used as foundation for student self-evaluation and supervisor evaluation.  Revisions planned that will allow forms to “follow” student through various experiences so that progression of skill development is tracked.

Ongoing Program Review  Advisory Council.  Administrative review of program data (CAPR, survey results, and descriptive statistics) to assure that all standards are being met.

Related Sources:  ASHA Certification & Membership Handbook (CF evaluation forms)  Assessing & Certifying Clinical Competency (Canadian Association of SLP & Audiologists)  Electronic Portfolios=Multimedia Development + Portfolio Development The Electronic Portfolio Development Process copyrighted by Helen C. Barrett, Ph.D

Summative Assessment  Continue use of tests with courses.  Revised Comprehensive Exam format serves both formative and summative assessment mandate.  NESPA Exam taken at culmination of program.