Final Examination/Masters Completion Portfolio

M.S. in Curriculum & Instruction

Kansas State University
M. S. Student:_________________________________________________Date:___________________________________________________
Advisor: _____________________________________Area of Specialization: ____________________________________________________
Committee Members: __________________________________________________________________________________________________
Directions to Committee: Circle the rubric description for each Student Learning Outcome that best reflects the quality of the Masters
Completion Portfolio documentation/presentation. Designate NA for any items not applicable to student performance.
Learning Outcomes
1. KNOWLEDGE
PERSPECTIVES AND PREPARATION
a. Curriculum Foundations of Education/Standard 1
Demonstrate knowledge of the foundations of
curriculum, curriculum principles, and contemporary
issues related to curriculum.

b. Research and Scholarship

Demonstrate knowledge of research methodology.

c. Area of Specialization * Content and Pedagogy/

Standards 1 and 2
Demonstrate knowledge of curriculum and
instruction as related to the students professional
goals.

2. SKILLS PERSPECTIVES AND PREPARATION,

LEARNING ENVIRONMENT, INSTRUCTION
a. Teaching and Learning LEARNING
ENVIRONMENT/ Standard 1
Demonstrate the ability to create an environment for
effective teaching and learning.

b. Critical Thinking INSTRUCTION/Standard 1

Demonstrate the ability to interpret information, think
critically, analyze and solve problems, make complex
decisions, and evaluate actions.

1
Unsatisfactory

2
Basic

3
Proficient

4
Distinguished

Reflects minimal
Reflects basic knowledge
knowledge of curriculum of curriculum foundation,
foundations principles, and principles, and issues.
issues.

Reflects thorough
knowledge of curriculum
foundations, principles,
and issues.

Reflects an optimal
knowledge of curriculum
foundations, principles, and
issues.

Reflects minimal
knowledge of research
methods in interpretation
of published research or
in teacher inquiry.
Reflects minimal
knowledge of selected
area of curriculum and
instruction specialization.

Reflects basic knowledge

of research methods in
interpretation of published
research or in teacher
inquiry.
Reflects basic knowledge
of selected area of
curriculum and instruction
specialization.

Reflects thorough
knowledge of research
methods in interpretation
of published research or in
teacher inquiry.
Reflects thorough
knowledge of selected
area of curriculum and
instruction specialization.

Reflects an optimal
knowledge of research
methods in interpretation of
published research or in
teacher inquiry.
Reflects optimal
knowledge of selected area
of curriculum and
instruction specialization.

1
Unsatisfactory

2
Basic

3
Proficient

4
Distinguished

Shares minimal examples

in which the classroom
environment has been
positively impacted.

Shares general examples

in which the classroom
environment has been
positively impacted.

Shares specific examples

in which the classroom
environment has been
positively impacted.

Shares optimal examples in

which the classroom
environment has been
positively impacted.

Provides minimal
examples of critical
thinking, problem solving,
decision making, and
reflective evaluation.

Provides general
examples of critical
thinking, problem solving,
decision making, and
reflective evaluation.

Provides specific
examples of critical
thinking, problem solving,
decision making, and
reflective evaluation.

Provides optimal examples

of critical thinking, problem
solving, decision making,
and reflective evaluation.

c. Communication

INSTRUCTION/Standard 2
Demonstrate effective use of a variety of communication
skills and modalities.

d. Diversity PERSPECTIVES AND PREPARATION

Students and Learning/Standard 2
Demonstrate awareness, understanding, and skills
necessary to adapt instructions based on diversity of
learners.

e. Technology PERSPECTIVES AND

PREPARATION Foundations of Education/Standard 2

Demonstrate the ability to use technology to

promote student learning.
f. Instruction * INSTRUCTION Standards 1 and 2
Apply curriculum and instruction expertise as
related to the students specialized professional goals.

3. ATTITUDES AND PROFESSIONAL

CONDUCT PROFESSIONALISM
a. Personal and Professional Development *
Standard 1
Demonstrate a commitment to continued learning,
growth, and scholarly activity.

b. Collaboration, Leadership, and Service

Standard 2
Demonstrate a commitment to work collaboratively with
others in their professional role, provide leadership in
interactions with peers, and contribute service to the
profession.
c. Ethical and Caring Behavior Standards 1 and 2
Recognize and address moral and ethical responsibilities
within their profession and practice professional ethics.

Demonstrates minimal
communication skills
through oral, written, and
visual communication.
_
Demonstrates minimal
ability to adapt instruction
to the diversity of
learners. __________

Demonstrates basic
communication skills
through oral, written, and
visual communication.

Demonstrates strong
communication skills
through oral, written, and
visual communication.

Demonstrates basic ability

to adapt instruction to the
diversity of learners.

Demonstrates strong
ability to adapt instruction
to the diversity of learners.

Provides minimal
examples of use of
technology to impact
student learning.

Provides basic examples

of use of technology to
impact student learning.

Provides meaningful
examples of use of
technology to impact
student learning.

Provides optimal examples

of use of technology to
impact student learning.

Provides minimal
examples of application
of curriculum and
instruction expertise to
professional goals.

Provides basic examples

of application of
curriculum and instruction
expertise to professional
goals.

Provides meaningful
examples of application of
curriculum and instruction
expertise to professional
goals.

Provides optimal examples

of
application of curriculum
and
instruction expertise to
professional goals.

2
Basic

3
Proficient

4
Distinguished

1
Unsatisfactory

Demonstrates optimal
communication skills
through
oral, written, and visual
communication.
Demonstrates optimal
ability to adapt instruction
to the diversity of learners.

Reveals minimal plan for

continued professional
development beyond the
MS degree.

Reveals basic plan for

continued professional
development beyond the
MS degree

Reveals specific plan for

continued professional
development beyond the
MS degree.

Reveals optimal plan for

continued professional
development beyond the
MS degree .

Provides minimal
examples of professional
collaboration, leadership,
or service/commitment to
the profession.

Provides basic examples

of professional
collaboration, leadership,
or service/commitment to
the profession.

Provides specific
examples of professional
collaboration, leadership,
or service/commitment to
the profession.

Provides optimal examples

of professional
collaboration, leadership, or
service/commitment to the
profession.

Indicates minimal
concern or interest in
moral and ethical
responsibilities within the
profession.

Indicates basic concern or

interest in moral and
ethical responsibilities
within the profession.

Indicates specific concern

or interest in moral and
ethical responsibilities of
the profession.

Indicates an optimal
concern and interest in
moral and ethical
responsibilities of the
profession.

* These items are in the Curriculum and Instruction/University Student Learning Outcome Assessment Plan.

Committee Comments:
Advisors Signature: _______________________________________________

Date: _____________________________________________

Return to Coordinator of Graduate Programs in Curriculum and Instruction immediately following the MS Final Examination.

Spring 2006