CMHC ASSESSMENT REPORT Fall 2014

Data Gathered data from Fall of 2012 to Spring of 2014 (2 academic years ~ 9 terms) 61 CACREP Standards (for the track) 145 assessment points Data came from assignments in 10 different courses All standards assessed at least twice Goals: 100% of students graded 83% or above 100% of students at Acceptable or above (for site supervisor evaluations)

Results Across all terms: 49 assessment points (out of 145) reached our goal in every term 71 assessment points (out of 145) reached 93% or better of students getting a B or better across all terms Small class sizes impact results significantly

Questions B:2: Applying mental health policy: do current event presentation and supervisor evaluations balance each other out? C: 1 Is program development an appropriate assignment for 507 which occurs very early on? “Not observed” option on site supervisor evaluations? L:2 (Diagnosis) critical item- what to do about not observed? Our assessment is not developmental in nature- how to assess students improvement on certain standards?

Action Points: Teaching A:6 More instruction needed re co-occurring disorders, emphasize in 523 instead of 543 C:8 Split up teaching of Diagnosis from Treatment H:3 (Screening for addiction, aggression, danger to self or others) critical item- must get 100% I:1 (Critically evaluate research) critical item- assess later in class? 545 Research being redesigned: make sure standards covered Move Advocacy Project to Internship I Operationalize client feedback and program evaluation assignments in Internship I

Action Points: Assessment Need to look at each standard, how we did, not just assessment points Move target from 100% to 93% except those standards deemed critical (ethics, assessing for self harm) Remove “not observed” from final internship supervisor evaluations Assessment in 507 and 543 needs to be more precise: use exam questions instead of exams