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Assessment and Accreditation

Assessment:
Assessment is any effort to gather, analyze, and interpret evidence that describes institutional, departmental, divisional, or agency effectiveness, and has the purpose of improving student learning and development.

The Graduate School of Education (GSE) engages in the assessment of student learning and program improvement through the comprehensive work of the Assessment Committee, which was formed in Fall 2006.  The GSE Assessment Committee meets regularly to oversee the planning and implementation of our assessment system.

Accreditation:
Accreditation provides public notification that an institution or program meets standards of quality set forth by an accrediting agency.

The GSE had an accreditation visit in Fall 2009 by the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Standards and Practices Commission (TSPC) at the same time. Every program in the GSE participates in assessing their value and effectiveness by regularly collecting and reviewing data to inform their practice.


The Counselor Education department has three programs (Clinical Mental Health Counseling; Marital, Couple and Family Counseling; and School Counseling) that are accredited by CACREP through 2016 and one program (Rehabilitation Counseling) that is accredited by CORE through 2015. 

 

 

Through Program Assessment, the GSE seeks to:

  • Support candidate learning. GSE students should experience assessments that make clear our expectations, reflect state and national standards, and give them useful feedback about their knowledge, skills, and dispositions.
  • Verify each candidate's qualifications. The GSE takes seriously its responsibility to ensure that the teachers, counselors, and administrators we prepare are adequately equipped to assume the roles for which they are hired in schools and agencies throughout Oregon.
  • Verify program effectiveness. In a time of some public skepticism about higher education, we need to have data to tell our story more convincingly than we have done in the past.
  • Identify areas for program improvement. We need to identify not only those things that we do well, but also those areas in which we need to do better. We are committed to quality.