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 outcomesProcess 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 3rd 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.Dhttp://electronicportfolios.com/portfolios/EPDevProcess.html

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.