Master's degree in Curriculum and Instruction Literacy Education

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					Master’s degree in Curriculum and Instruction: Literacy Education –
Student Outcomes Assessment

In the MAE in Literacy Education, students are evaluated on their knowledge of literacy
education through the design, development and implement of a professional
development workshop highlighting a specific language and literacy issue, through the
selection of a contemporary research-based methodology which is reviewed in light of
their own practice and of professional standards, through the writing of an in-depth
evaluation of children’s literature through a multicultural and sociopolitical perspective,
through the development of leadership perspectives (including knowledge of the
change process, best practices in literacy coaching) and understanding of leadership as
represented in a written and class presentation, and through the development of a
synthesis paper on their knowledge, dispositions and skills as they have changed over
the learning process in the master’s program, culminating in the completion of a
research paper and the successful completion of a comprehensive examination.

In addition, the student learning outcomes represent specific student outcomes
assessment per learning outcome. The following learning outcomes highlight specific
outcome assessments related to specific coursework within the program of study.

The Literacy Education Master’s contains the following courses:

Program Part      Course       Course Title                                         Credit Hours
Professional      250:205     *Educational Research                                 3
Core              200:214     *Foundations of Instructional Psychology              3
Curriculum        210:201     *Issues and Trends in Curriculum                      3
Core              240:232     *Selection and Integration of Materials               3
                  230:212     Methods and Materials in Literacy Education           3
Literacy          230:238     Advanced Assessment and Evaluation of Literacy        3
Education                     Development
Specialty Area 230:239        Advanced Literacy Studies                             3
(includes        230:240      Language Development and Variability                  3
endorsement      230:245      Ideological, Cultural, and Sociopolitical Issues in   3
coursework)                   Children’s Literature
                 230:247** Remedial Reading                                         3
                 230:260** Roles of the Reading Specialist                          3
                 230:289      Seminar                                               3
                 230:290** Practicum                                                2-4
                 230:292** Experience in Reading: Tutoring                          3
                 230:299      Research                                              3-6
Total - MAE Literacy Education                                                      33 or 36
      *These courses are offered through other divisions/department

              **The courses are offered for students interested in additional coursework for
                the completion of the K-12 Reading Specialist endorsement

      The International Reading Association/National Council Teachers of English Standards
      Addressed by the Following Course Assessments:

Student Learning Outcomes                            Student Outcomes Assessment
Standard 1:Foundational Knowledge
Candidates have knowledge of the foundations of reading and writing processes and instruction. As a result,
                                  230:212 Abstracts and Summaries of Theoretical Articles

                                     230:212 Apply theoretical knowledge to practical experiences

                                     230:212 Literacy Topic Paper
1.1 Demonstrate knowledge of
psychological, sociological, and
                                     230:240 Professional Development Workshop
linguistic foundations of reading
and writing processes and
                                     230:245 Critical reading of Socio-political indications in children’s

                                     230:299 Research Paper/Thesis

                                     Comprehensive Examination
                                     230:212 Written Reflective Responses (research focus)

                                     230:238 Written Responses (research focus)

                                     230:238 Reflective Journal

1.2 Demonstrate knowledge of         230:239 Initial Literature Review
reading research and histories of
reading.                             230:245 Short Paper on Reading Cultural Issues in Children’s Literature

                                     230:245 Critiquing articles on critical issues in children’s literature

                                     230:299 Research Paper/Thesis

                                     Comprehensive Examination
1.3 Demonstrate knowledge of
                                     230:240 Discussions
language development and
reading acquisition and the
                                     230:240 Written Reflections
variations related to cultural and
linguistic diversity.
                                       230:240 Professional Development Workshop

                                       230:245 Analysis of Transcripts

                                       230:245 Reflective Journals

                                       230:245 Reading Cultural Issues in Children’s Books with Children

                                       230:247 Oral Status Report

                                       230:292 Lesson Reflections

                                       230:292 Video Self-Evaluations

                                       Comprehensive Examination
                                       230:212 Written Responses

1.4 Demonstrate knowledge of           230:238 Portfolio
the major components of reading
(phonemic awareness, word              230:247 Quizzes
identification and phonics,
vocabulary and background              230:247 Chapter Discussions
knowledge, fluency,
comprehension strategies, and          230:292 Anecdotal Records
motivation) and how these are
integrated in fluent reading.          230:292 Video Self-Evaluations

                                       230:292 Goals and Concepts, Lesson Plans,

Standard 2: Instructional Strategies and Curriculum Materials
Candidates use a wide range of instructional practices, approaches, methods, and curriculum materials to
support reading and writing instruction. As a result, candidates:

2.1 Use instructional grouping         Comprehensive Examination
options (individual, small group,
whole class and computer based)
as appropriate for accomplishing
given purposes.
2.2 Use a wide range of                230:212 Literacy Topic Paper/Project
instructional practices,
approaches, and methods,               230:212 Discussion
including technology-based
practices, for learners at differing   230:212 Written Reflections
stages of development and from
differing cultural and linguistic      230:240 Final Synthesis Paper
                                  230:240 Professional Development Workshop

                                  230:290 Written Report

                                  230:292 Goals and Concepts, Weekly Lesson Overviews, Lesson Plans

                                   Comprehensive Examination
2.3 Use a wide range of curriculum 230:245 Incorporating Multicultural Children’s Literature into the
materials in effective reading     Content Area
instruction for learners at
different stages of reading and    230:290 Written Report
writing development and from
different cultural and linguistic  230:292 Weekly Lesson Overviews, Lesson Plans
Standard 3: Assessment,
Diagnosis, and Evaluation
Candidates use a variety of
assessment tools and practices to
plan and evaluate effective
reading instruction. As a result,
3.1 Use a wide range of            230:238 Portfolio
assessment tools and practices
that range from individual and     230:238 Field Assessments (QRI-4, Running Records, Phonics
group standardized tests to        Assessment, Writing Structure Analysis)
individual and group informal
classroom assessment strategies, 230:247 Report of Tutoring
including technology-based
assessment tools.                  230:292 Field Assessments Advanced (QRI-4, Running Records, Writing
                                   Structure Analysis, Phonics Assessment, Other Observation Survey

                                  Comprehensive Examination
3.2 Place students along a        230:238 Portfolio
developmental continuum and
identify students' proficiencies     230:247 Report of Tutoring
and difficulties.
3.3 Use assessment information to
plan, evaluate, and revise effective
instruction that meets the needs 230:292 Goals and Concepts, Lesson Plans, Weekly Lesson Overviews,
of all students, including those at Reflections
different developmental stages
and those from different cultural Comprehensive Examination
and linguistic backgrounds.
3.4 Communicate results of           230:238 Portfolio
assessments to specific individuals
(students, parents, caregivers,      230:247 Oral Status Report, Initial Status Report, Final Report of
colleagues, administrators,       Tutoring
policymakers, policy officials,
community, etc.)                  230:292 Parent Oral Status Report
Standard 4: Creating a Literate
Candidates create a literate

environment that fosters reading
and writing by integrating
foundational knowledge, use of
instructional practices,
approaches and methods,
curriculum materials, and the
appropriate use of assessments.
As a result, candidates:
4.1 Use students' interests,       230:238 Interest Inventories and Attitude Surveys
reading abilities, and backgrounds
as foundations for the reading and 230:238 Portfolio
writing program.
                                   230:240 Discussion

                                  230:240 Written Reflection

                                  230:260 Curriculum Development Project

                                  230:292 Interest Inventories and Attitude Surveys

                                  Comprehensive Examination
4.2 Use a large supply of books,  230:260 Curriculum Development Project
technology-based information,
and nonprint materials              230:292 Lesson Plans
representing multiple levels,
broad interest, and cultural and
linguistic backgrounds.
4.3 Model reading and writing       230:212 Written Responses
enthusiastically as valued lifelong
activities.                         230:245 Reading Aloud Multicultural Picture Book

                                  230:260 Curriculum Development Project
4.4 Motivate learners to be       230:240 Written Responses
lifelong readers.
                                  230:292 Field Lessons
Standard 5: Professional
Candidates view professional
development as a career-long
effort and responsibility. As a
result, candidates:
5.1 Display positive dispositions   230:238 Reflective Journal
related to reading and the
teaching of reading.                230:240 Written Responses

                                    230:240 Final Synthesis Paper
5.2 Continue to pursue the          230:240 Professional Development Workshop
development of professional
knowledge and dispositions.         230:260 Reflective Journal

                                    230:290 Written Report
5.3 Work with colleagues to         230:290 Written Report
observe, evaluate, and provide
feedback on each other's practice. 230:290 Field-based Notes
5.4 Participate in, initiate,      230:240 Evaluations of Professional Development Workshops
implement, and evaluate
professional development           230:260Professional Development Project

      *Model and table derived September 15, 2004, from International Reading Association website,

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