The program report consists of a Cover Sheet and five sections. The Cover Sheet provides basic information about the program being submitted. Section I presents background and contextual information about the program; Section II includes a chart that lists each of the 6-8 assessments; Section III includes a chart that links the 6-8 assessments with the SPA standards; Section IV provides a two page narrative plus the assessment tool or description, the rubric and/or scoring guide and the data tables for each of the 6-8 assessments; and Section V provides information on how the program faculty have used the data to improve their program and strengthen candidate performance. The following information supplies more detail about each section of the Program Report including information on how to use each section as you complete your evaluation.
Section I - Context
Section I, the Context Section of the program report, should provide background information for the reviewer. It includes descriptions of faculty expertise and experience in the specialty field and the program of study together with the field and clinical experiences required for the program. Concerns, strengths, or deficiencies found in this part of the program report may be seen in the evidence provided for the subsequent sections of the report and may serve to explain that evidence. If, as you read Section I, you have strong concerns about the faculty, curriculum or other components of the program, you may note them on your Reviewer Worksheet and/or include them in Part F, item F.1, of the Program Recognition Report.
Section II - Assessments and Related Data
Section II is a chart that program compilers will use to list the key assessments. You will be using this information as you work through Section III and IV of the report so you may find yourselves clicking back and forth between these sections.
Section III - Standards Assessment Chart
The chart in Section III links the assessments to the standards. Each standard is listed in the first column. In the final column compilers have checked the numbers of the assessments (from the chart in Section II) that they feel address each standard.
Section IV - Evidence for Meeting Standards.
In Section IV compilers provide a narrative for each of their key assessments. In this narrative they are asked to provide a brief description of the assessment, describe how the assessment addresses the standards (as checked in the chart in Section III), a brief analysis of the data findings and an interpretation of how that data provides evidence for meeting standards, indicating the specific SPA standards by number, title, and/or standard. They will also upload three documents for each assessment: the assessment instrument (or complete descriptions of the assessments), the rubric and/or scoring guide for each assessment, and a chart that includes the data for each assessment. When examining the different attachments within the program report, the program should have uploaded no more than 20 attachments. You will also notice that for the 6-8 key assessments, the program has uploaded the narrative, assessment description or tool, scoring guide and data as one document that should be labeled “Assessment 3”, for example.
As a reviewer, you will use this information as you answer two primary questions: are the assessments appropriate for the cited standards and do the candidate data demonstrate that most candidates meet the standard? The information in Section IV should give you insight into how the faculty perceive the assessments align with the standards and provide information about any data that appear questionable or, perhaps, absent.
Section V - Use of Assessment Results to Improve Candidate and Program Performance
The purpose of the final portion of the program report, Section V, is to demonstrate that faculty have used results from the key assessments to improve candidate achievement and program performance. The program report template includes these directions to report compilers:
Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty's interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning.
Reviewer evaluation comments on this portion of the program report are placed in Part D of the Program Recognition Report. This information also provides critical information for the Board of Examiners.