PhD in Education and Leadership Student Assessment Methods

The following methods of student assessment are applied across the PhDEL curriculum:

• Case review and feedback – A predetermined set of variables/criteria are used to evaluate case analysis work and provide effective feedback/recommendations for improvement.
• Class participation – Active monitoring, feedback, and assessment focused on the frequency, consistency, and quality of student participation during face-to-face and online discussion.
• Examinations – Any formal exam (including essay, short answer, multiple-choice questions, true/false, etc.) to evaluate student learning.
• Experiential learning reports – A collection of evidence, prepared by the student and evaluated by the faculty, to demonstrate mastery, comprehension, application, and synthesis against a standardized assessment rubric.
• Journals – A collection of reflective writings, either structured or free-form, about a specific topic.
• Papers/reports – Student-generated written work that is an integral part of the learning process or is the final documentation of learning, including research papers, mid-term reports, capstone/thesis projects, and final papers.
• Pre/post knowledge/skill testing – Any formal, comprehensive assessment of the student’s knowledge and/or skills both before and after a learning activity.
• Project review/feedback – Utilization of a predetermined set of values/criteria to evaluate and provide effective suggestions/recommendations for improvement.
• Reflective modeling – Any standardized technique to facilitate awareness and evaluation of one’s behavior that is used to generate plans for improvement, including self, peer, faculty, preceptor or other expert assessments.
• Student feedback on teaching methods/instructors – Any standardized, formal or informal, feedback from students about the learning effectiveness of teaching methods and instructors of a course.
• Strategic/consulting projects – Students actively engage in completing an actual consulting project for a healthcare organization or alternatively, students complete a project assignment that simulates a realistic/strategic project for a healthcare organization.
• Team effectiveness assessment – Criterion-based observational feedback of student behavior on work products and team projects.