Untitled Document

M.Ed. Resource Guide - CHAPTER 6: THE AMP

The Applied Masters Portfolio (AMP) lies at the heart of the assessment system in the M.Ed. program. Candidates for the M.Ed. degree are required to satisfactorily complete a professional portfolio by the end of the program. Details regarding the construction of this portfolio are contained in the EDU 559 module; however, a brief summary of the portfolio components is necessary in order to show the relationship between all its inter-related elements.

Purpose and Rationale

The Applied Masters Portfolio, or AMP, exists to document and provide evidence that candidates for the M.Ed. degree have become accomplished, master practitioners of the classroom learning environment. Candidates must meet certain specified objectives before being granted their degree. Those objectives include creating and explaining exhibits that relate directly to the Conceptual Framework of the Graduate Studies in Education Department. That conceptual framework, known as "Teacher as Agent of Change," is subdivided into five domains. Each domain is then divided into specific, numbered expectations that help to further clarify that domain.

The AMP itself is constructed in three major sections. A more detailed description of those sections can be found in the EDU 559 module, but basically includes the following:

The Professional Section, which includes professional credentials such as teacher licenses, a current resume, special training and/or honors, professional growth experiences (PGE's) and the like (focuses on professional dispositions);
The Domains Section, which includes exhibits and exhibit explanations to demonstrate proficiency in each of the five conceptual framework domains; (focuses on professional knowledge); and
The UAP Section, which includes a variety of course assignments created during the M.Ed. program that are part of the Unifying Assessment Project (focuses on professional performances).

Understanding the Applied Masters Portfolio Scoring Rubrics

The Domains Section is the part of the AMP that is assessed through the use of the scoring rubric that can be found on the next several pages. Throughout the program, M.Ed. students create exhibits and write explanations on why and how those exhibits demonstrate proficiency in a particular domain. Those exhibits and their accompanying explanations are then assessed qualitatively through the use of the AMP Scoring Rubric for the Domain Exhibits Section. When a candidate has satisfactorily demonstrated that he or she is proficient in all five domains, the Domains Section of the AMP is approved and becomes a partial fulfillment of degree requirements for graduation.

The third major division of the portfolio is the Unifying Assessment Project. The UAP is primarily composed of required assignments that must be completed sequentially during the five UAP courses. Candidates often refine these assignments prior to the final submission of their portfolios; however, the work required to complete the UAP is generally accomplished during the course of study of these five courses as shown below:

EDU 565 Stage 1 of the UAP is completed

EDU 550 Stage 2 of the UAP is completed

EDU 553 Stage 3 of the UAP is completed

EDU 551 Stage 4 of the UAP is completed

EDU 556 Stage 5 of the UAP is completed

Portions of the Professional Section will be completed during EDU 545; however, the balance of the portfolio (with the exception of the UAP) is to be assembled as part of the requirements for EDU 559 a, b, and c, and therefore is not a part of the other core courses. Candidates may use those other course assignments for the Domain Exhibits Section of the AMP; however, it should be noted that course assignments generally reflect only advanced knowledge of a given topic. To reach a level of demonstrated proficiency per the AMP Scoring Rubrics (described below) candidates must usually create exhibits that go beyond the scope of individual course assignments. For this reason, most exhibits are taken from authentic P-12 classroom activities in order to reflect new knowledge and demonstrate proficiency in the Five Domains of the M.Ed. conceptual framework .

Assessment of the UAP is conducted through checklists and scoring guides in the respective modules for the five UAP courses. Qualitative assessment rubrics are used to evaluate the overall AMP. Please note that these rubrics emphasize performance-based assessments in order to demonstrate proficiency of the M.Ed. Conceptual Framework. The assessment tools for all three sections of the portfolio are shown on the following pages. Candidates and faculty are urged to read these assessments carefully, so as to more easily master the requirements for completion of the Masters in Education degree.

How to Demonstrate Proficiency in a Domain

Each of the five domains of the M.Ed. Conceptual Framework is broken down into more specific indicators or benchmarks of that domain called "Domain Expectations." The number of these expectations varies with each domain. Candidates for the M.Ed. degree must demonstrate that they are proficient in each of these five domains in order to graduate.

All three sections of the AMP (Professional, Domain exhibits, and UAP) will be assessed using scoring rubrics for each of the respective sections, plus an additional rubric to assess miscellaneous qualities and inclusions of the AMP. These rubrics are based on a four-point assessment system, numbered 1-4 as shown on the following pages. Candidates must average a "Level 3" when considering all the criteria for each category of the scoring rubrics. While scores for individual exhibits may vary in the Domain Exhibits Section, the overall average score for each of the five domains must reach a Level 3 in order for a candidate to be considered "proficient" for that domain. For example, Domain 1 contains nine expectations, each of which is given a score of 1 - 4 using the AMP Scoring Guide for Domain Exhibits based on the exhibits and explanations provided. When the scores for those nine expectations are averaged together, the average score must be at least "3" in order for the candidate to be considered for graduation, even though individual exhibit scores may be higher or lower than a Level 3. The same process is used for each of the five domains, and for the Professional and UAP Sections of the AMP.

The Scoring Rubric has been individualized for each expectation, but as a general rule of thumb the levels for the Domain Exhibits Section can be explained as follows:

Level 1 - the candidate is aware of needed changes
Level 2 - the candidate acquires useful knowledge related to those needed changes
Level 3 - the candidate actually uses this knowledge in practical ways in the classroom; classroom use is verified or validated by some external source, such as an observation by a principal, department head, or mentor/observer
Level 4 - the candidate's use of this new knowledge results in proof of improved student learning; this proof may consist of raw data collected during action research in the classroom, improved assessment scores (either criterion-referenced, classroom-based or standardized tests), or some other similar yet measurable way

The scoring rubrics for the Professional Section and the UAP Section are also based on a four-point scale; the criteria for each scoring level in those sections should be studied carefully in order to assure a quality submission.

The M.ED. AMP SCORING RUBRICS

PROFESSIONAL SECTION

	LEVEL 4	LEVEL 3	LEVEL 2	LEVEL 1
Mission Statement	Personal, professional, school, and district mission statements are attractively displayed	Professional and school mission statements are attractively displayed	Professional and school mission statements are included	Some attempt is made at including a professional mission statement
Life Balance Goals	Clear, concise, reasonable, and attractively displayed	Goals are clear, reasonable, and attractively displayed	Goals are included	Some attempt is made at including life balance goals
Personal Philosophy of Learning	Well articulated and shows an extraordinarily deep insight of philosophical issues in education from multiple perspectives	Philosophy is well-articulated and well-rounded in its treatment of philosophical issues in education	Philosophy developed from EDU 551 is included	Some attempt is made at including a personal philosophy of learning
PTGP	PTGP contains all required elements and is written using outstanding, graduate-level grammar and syntax	PTGP contains all required elements and is written using acceptable, graduate-level grammar and syntax	PTGP contains all required elements with few errors in grammar and syntax	Some attempt is made at including the PTGP developed in EDU 558
Dispositions Reflection	Contains references to multiple assessment tools; shows depth of insight, well-organized, and well-reasoned summative reflections	Contains references to multiple assessment tools; well-organized and well-reasoned reflection written using acceptable, graduate level writing skills	Contains references to multiple assessment tools; written reflection is adequate in explaining the overall summation of professional dispositions	Some attempt is made to write a self-reflective analysis of professional dispositions as measured during the M.Ed. program
Current Resume	Professional resume is current, expansive, well-organized and attractively displayed	Professional resume is current, well-organized, and attractively displayed	Current resume is included	Some attempt is made at including a professional resume
Other Professional Credentials	Credentials highlight significant achievements and are well-organized	Credentials highlight achievements that are easily readable	Some attempt is made at including professional credentials	No attempt is made at including professional credentials

DOMAIN EXHIBIT SECTION

Domain 1: LEADING CURRICULAR CHANGE

Domain Outcome 1.0: Candidates are proficient in curriculum development and implementation; knowledge of curriculum and subject matter is used to create positive change in classrooms, schools, and districts.