The final oral examination for MS students fulfills the Graduate School requirement of an assessment of the candidate’s knowledge of the major and minor fields of study.  As stated by the Graduate School, you must have registered for or completed all course work on your program before the final oral exam is taken.  The examination is conducted by a committee composed of your major professor, minor professor (faculty in the sciences or mathematics) and one additional person who is approved for the Graduate Faculty.  You are responsible for contacting the members of your committee to arrange the time (2 hours) of the exam. Finally, you must schedule the exam with the Graduate School office at least one week in advance of the examination.  Failure to schedule the exam with the Graduate School will result in a cancellation of the exam.

Exam Content

The content of the exam is based on your program of study encompassing the knowledge base of a professional teacher. The exam will begin with a brief (10 minute) presentation of your master’s project. Committee members will then proceed to ask questions about your research and your work in the program. Specifically, you will be asked to:

• Synthesize major concepts as they apply to classroom teaching
• Provide classroom examples that illustrate major concepts
• Demonstrate sufficient awareness of selected issues pertinent to science or mathematics education that the Master’s Committee is assured that you are able to apply this knowledge in your professional endeavors

Outline of Major Topics

SME Principles, Instructional Activities, and Practices for Ambitious Teaching

Instruction

• teaching methods
• questioning & classroom discourse
• conceptual/procedure learning
• accommodations/modifications
• learning theory and instruction
• role of technology
• presenting the nature of science, mathematics, and technology

Curriculum

• principles of reform
• scope and sequence
• learning theory
• equity issues
• role of technology
• integrating the nature of science, mathematics, and technology

Learning

• theories for learning math/science
• motivation
• with technology
• alternative preconceptions and learning
• addressing the needs of students

Assessment

• formative/summative
• feedback
• traditional/performance
• analysis of student learning
• validity/reliability
• accommodations/modifications

Professionalism

• role of reflection
• continued professional growth
• collaboration
• action research

Science and Mathematics Content

• knowledge in candidate’s minor field of study