Student Goals & Tasks

The student goal in the Formative Assessment is to analyze and evaluate their development in the four domains and provide relevant evidence (student work, scholarship, citations, anecdotes, etc.) to illustrate learning, accomplishments, challenges, and opportunities for growth. Students can think of the Formative Assessment as a kind of progress report that becomes central to the discussion with faculty at the Formative Assessment presentation. Students will demonstrate their competency and growth in these areas through the following mechanisms.

Please submit to the EdD in Leadership One-Stop as a single pdf in the order described below.

Part 1. Essays. Students should dedicate 1-2 pages double-spaced per domain. Students may submit a maximum of 8 pages of double-spaced text not including cover page, references, or appendices. Students may include appendices for additional evidence such as screenshots, figures, tables, excerpts from student work or instructor comments, etc. Try to keep appendices to four pages or fewer.

Use the following questions (as well as others you might have) to help you think about your essays. Do not respond to each question individually; instead, craft a response that provides an overall discussion of your learning and experiences using examples and evidence to support and illustrate your narrative of growth. Students may choose to write about each domain separately or synthesize the domains. We recommend students organize their work in a way that makes sense for how they wish to portray themselves and their growth.

1. Equity Leader: Below are some questions you might think about as you craft your short essay.

· Discuss how your understanding of diversity, equity, inclusion, and belonging (DEIB) has evolved through your coursework, with a focus on scholarship that has particularly influenced your thinking about DEIB issues and your approach to leadership that shifts opportunity for and work with historically marginalized populations.

· Provide specific examples from your learning experiences (classes, assignments) that demonstrate your ability to identify equity problems and frame recommendations for change.

· Review your understanding of leadership for organizational improvement and scholarship that has particularly influenced your thinking about leadership for equity.

· Reflect on your own biases and how you are working to become a more reflexive leader.

2. Researcher: Below are some questions you might think about as you craft your short essay.

· Explain your development in research skills, including gathering, analyzing, and synthesizing information.

· Showcase your ability to apply research findings to practical leadership decisions.

· Discuss how you have used technology to enhance your synthesis of research findings, individual/group research, and communication of findings (data visualization).

· Review your understanding of research for organizational improvement and scholarship that has particularly influenced your thinking about using research in your leadership practice.

3. Communicator: Below are some questions you might think about as you craft your short essay.

· Analyze your growth as a writer based on your coursework. Discuss your progress in areas such as argumentation, synthesis, clarity, and use of evidence.

· Discuss how you have learned to write and present for different audiences and in various styles.

· Critically analyze your strengths and weaknesses as a writer and communicator.

· Discuss how your approach to writing has developed, from working with others, using tools from the program, regarding revising and editing, or using giving/receiving peer feedback.

4. Team Member: Below are some questions you might think about as you craft your short essay.

· Reflect on your experiences working collaboratively in various coursework (team projects, presentations, writing) with a focus on program learning and key scholarship that has particularly influenced your approach to teaming and teamwork.

· Discuss how you have utilized and contributed your strengths within a team environment.

· Analyze an instance where you encountered team conflict and how you navigated it.

· Discuss how your MBTI and TKI results have informed changes in your approach to teaming.

AI is not allowed in any capacity on the formative assessment (including Grammarly). Suspected use of AI will be treated as an academic integrity violation and will be reviewed by the faculty for possible student dismissal.

Assessment
Faculty read the essays, review the resume, review instructor feedback, attend the presentation, engage in Q and A with students, arrive at rubric scores (see below) and a recommended action based on the candidate’s demonstrated readiness to advance in the EdD program. Reviewers will recommend one of three outcomes: advance, advance with support plan (reviewers must identify areas for support), or do not advance. Assessment outcomes will be released after all formative assessment rubrics and faculty comments have been submitted and collectively reviewed by faculty.

Rubric
For each domain below, the student is assessed as exceeds expectations, meets expectations, approaching expectations, needs significant improvement, or no evidence provided.

Based on the totality of the resume, essays, instructor feedback, and presentation, reviewers use the rubric scores holistically to determine the recommended outcome: Advance, Advance with Support, or Do Not Advance.

Table 1
Formative Assessment Rubric

Domain

Description / Indicators

Equity Leader

Awareness of and appropriate application of relevant terminology and ideas related to diversity, equity, and inclusion in an educational context.

Analysis of equity issues is sophisticated and intersectional. Analysis of self (reflexivity) is ongoing and recursive. Ability to receive and provide critical feedback in service of improvement of self and organization.

Connects leadership and organizational behaviors/ actions/ processes to fostering or hindering more equitable and inclusive organizations. Centers the needs of marginalized populations in decision-making.

Domain

Description / Indicators

Writer/Communicator

Please note that all essays should meet the writer/ communicator indicators.

Writing is cogent, clear, and well organized with a clear understanding of audience and purpose. Analysis is explicit and specific. Utilizes appropriate sources to establish credibility and provide evidence. Writing, including syntax and grammar, is compelling, precise, varied, and free or almost free of errors.

Presentation materials are professional, have a clear communication purpose, and are value-added to the verbal presentation. Presenter is professional, organized, clear, and cogent during the presentation and able to respond to questions and interact with faculty as a near-peer.

Evidence of academic responsibility (fairness, copyright, absence of plagiarism) expected of graduate work.

Team Member

Ability to utilize their own and others’ strengths effectively, work across differences, and manage team conflict. Ability to give and receive constructive feedback.

Researcher

Systematically gather, critically consume, and evaluate research; synthesize research effectively for various audiences. Ability to gather, manage, evaluate, and analyze data sources.

Technology used effectively to communicate with the audience, display evidence, and provide supporting visuals. Effective use of analysis of data and scholarly research to inform leadership decisions, policy, and practice.

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