OUTCOME 3: Knowledge of Development and Learning

UAB School of Education General Outcomes for all Counselor Education Programs

02.K    Knowledge and Understanding: Demonstrates an understanding of how individuals learn and develop over time

Levels of Achievement

 Criteria

[1]
Unacceptable

Lacks knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of developmental progressions.

[2]
Emerging Initial Performance

Has limited knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of developmental progressions.

[3]
Proficient Initial Performance

Has acceptable knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of development progressions.

[4]
Emerging Advanced Performance

Has extensive knowledge and understanding of major theories of cognitive, physical, emotional, social, and moral development, of how students construct knowledge and acquire cognitive and metacognitive skills, and of developmental progressions.

02.P    Performance and Skills: Demonstrates an ability to provide learning opportunities that support the learner’s stages of development.

Levels of Achievement

 Criteria

[1]
Unacceptable

Makes frequent errors in efforts to describe a student in terms of theories or concepts of learning and development. Is unable to apply theories and concepts of learning and development to the design and evaluation of learning activities in a clear and valid manner. 

[2]
Emerging Initial Performance

Descriptions learning and development of an individual student are incomplete or contain errors of interpretation. Efforts to apply theories and concepts of learning and development to design and evaluation of instruction are accurate but not comprehensive.

[3]
Proficient Initial Performance

Is able to accurately describe an individual student’s cognitive, socio-emotional, linguistic, and physical development. Is also able to describe key aspects of the student’s learning (modalities, strategies, etc). Is able to apply theories and concepts of development and learning to the design  and evaluation of instructional activities. 

[4]
Emerging Advanced Performance

Is able to accurately describe and compare student behavior and performance in terms of theories and concepts of development and learning. Consistently and deliberately applies knowledge of educational and developmental theories to instructional planning and reflection. Is able to analyze teaching experiences from multiple theoretical perspectives.  

[5]

Proficient Advanced Performance

The candidate demonstrates leadership through excellence in teaching, professional development or research in this outcome area. Specific criteria are determined by each program.