Master in Public Administration

Assessment Plan

 

2013-2014

2014-2015

2015-2016

2016-2017

2017-2018

PLO 1

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

PLO 2

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

PLO 3

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

PLO 4

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

PLO 5

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

Use rubric to assess Comprehensive Exam in 6901

5-Year Program Review

Closing the Loop

On April 28, 2014, the PUAD faculty discussed results of the 2013-2014 MPA Capstone Comprehensive Exam administered in Winter 2014 quarter. The take-home exam instructions asked students to write essays on 4 of 5 given topics, each essay topic corresponding to one of the 5 PLOs/ILOs. Performance was strong across all PLOs/ILOs, and because no pattern emerged of most students skipping any one question the faculty concluded that there appeared to be no glaring gaps in their self-judged competence in any of the PLOs/ILOs either.

In the version of the comprehensive exam used in Winter 2014, several questions were asked after each essay question requiring students to reflect on their level of confidence with their performance on that particular essay. The reflection questions were preceded with the instruction: “Based on Essay X that you typed/pasted above, please assess your work using the PLO Rubric provided at the beginning of the essay question.” Following this, questions anchored by each rubric criterion (e.g., “Demonstrates ability to justify the use of multi-frame as a way to develop effective practices and solve problems in the public sector”) were provided for which students rated themselves on a 4-point Likert scale (non-performance, introductory, proficient, distinguished) and were asked to write an open-ended rationale for each rating. These reflective questions were designed to encourage students to practice meta-thinking about their learning and their demonstration of learning while also offering possible diagnostic insights in cases where performance might be weak, both at the individual level and class level.

A problem that emerged with these reflective/diagnostic questions is that students generally provided responses for the first couple of essays, but showed signs of fatigue through tapered and less detailed responses for the remaining essays. The faculty concluded that the exam required revision. Instead of asking these questions for EACH essay, a revised comprehensive exam will ask the reflection questions only at the end for student reflection overall as well as on specific essays if needed. The revised reflection question at the end of the exam currently reads as follows: “Based on the essays that you wrote and the corresponding grading/assessment rubrics, please reflect on your own work for each of the PLOs. You may use this section to explain your choices of particular examples and/or references. Additionally, you may choose to articulate how your essays reflect your practitioner competencies for each PLO. Note that this section is NOT graded and your responses will help the MPA program in its efforts to continuously improve students’ learning opportunities.”

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