ASSESSMENT REPORT
FOR
Master of Science in Education with a major in Bilingual Education
(MS-Ed)
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 5, 2004
Date Submitted
Expanded Statement of Institutional Purpose Linkage:
Institutional Mission Reference:
Texas A&M International University, a Member of The Texas A&M
University System, is committed to the preparation of students for leadership
roles in their chosen profession and in an increasingly complex, culturally
diverse state, national, and global society … Through instruction, faculty
and student research, and public service, Texas A&M International
University is a strategic point of delivery for well-defined programs
and services that improve the quality of life for citizens of the border
region, the State of Texas, and national and international communities.
College/University Goal(s) Supported:
The mission of the College of Education at Texas A&M International
University is to provide for educators a comprehensive and coherent
professional development system that links all aspects of the educational
profession. Through educational experiences provided by this system,
educators will be prepared to provide learner-centered instructional
experiences that promote excellence and equity for all students in the
field.
Intended Educational (Student) Outcomes:
1. Students completing the graduate bilingual program will
demonstrate oral language proficiency in two languages in discourse/textual
tasks required of graduate students nationwide.
2.Students completing the graduate bilingual program will demonstrate
written language proficiency in two languages.
ASSESSMENT REPORT
FOR
Master of Science in Education with a major in Bilingual Education
(MS-Ed)
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 5, 2004
Date Submitted
Intended Administrative or Educational Support Objective:
1. Students completing the graduate bilingual program will
demonstrate oral language proficiency in two languages in
discourse/textual tasks required of graduate students nationwide.
First Means of Assessment for Objective Identified Above:
1a. Means of Unit Assessment & Criteria for Success:
30% of graduate bilingual students will demonstrate discourse/textual
competency by presenting their research jointly with bilingual faculty
members at educational conferences within one year of completing the
research design course or equivalent courses.
1a. Summary of Assessment Data Collected:
Since last graduation in 2003, two new cohorts of students have
been established for the Masters degree in Bilingual Education. These
students are still in progress of taking graduate level courses. They
have not completed their program. However, there were four (4) graduates
from Cohort One (1) that participated in the Second Annual Bilingual
Conference. Their presentation focused on the Dual language model and
the results of the program since its inception. Conference participants
evaluated their performance.
1a. Use of Results to Improve Unit Services:
Data indicate that the discourse/textual competency was demonstrated
through the use oral and written material at a scholarly level. The
majority of participants was classroom teachers and was highly satisfied
overall with the presentation. In addition, students will be given
opportunities to strengthen their level of expertise in their discipline
by being provided with a listing of conferences and call for papers
in all research design courses to encourage further dissemination of
research in the area of bilingual education. The Department of Special
Populations will formally acknowledge graduate students who have successfully
presented in local, regional, or state educational conferences.
Second Means of Assessment for Objective Identified Above:
1b. Means of Unit Assessment & Criteria for Success
Students enrolled in graduate level courses will demonstrate oral
language proficiency in two languages in conference presentations.
1b. Summary of Assessment Data Collected:
A rubric was designed by faculty members to assess oral language
proficiency of students entering the Masters in Bilingual Education
program. The rubric contained a rating scale of 1-5, level 5 being
the maximum proficiency. All students were required to write a one-page
essay in the Spanish language, on any topic concerning bilingual education.
The essay was evaluated using the rubric. All students obtained an
acceptable level of proficiency in written language.
Four (4) of the students in Cohort one (1)
presented their research in English and Spanish and they were evaluated
by the conference participants. Results of the evaluation indicated
that the presenters were knowledgeable and proficient in both languages.
1b. Use of Results to Improve Unit Service:
(1) The program faculty recommend that students compose session
proposals in both languages; (2) Form a bilingual education social committee
to engage the graduate students’ communicative competence in discourse/textual
ability through scholarly interactions; (3) Make the necessary changes
to the rubric to assess language proficiency for academic language competence
in two languages.
ASSESSMENT REPORT
FOR
Master of Science in Education with a major in Bilingual Education
(MS-Ed)
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 5, 2004
Date Submitted
Intended Administrative or Educational Support Objective:
2. Students completing the graduate bilingual program
will demonstrate written language proficiency in two languages.
First Means of Assessment for Objective Identified Above:
2a. Means of Unit Assessment & Criteria for Success:
The effectiveness of the graduate program will be measured by 30%
increase of published papers, as selected by bilingual faculty, in
The Journal of Border Educational Research or other refereed
journals.
2a. Summary of Assessment Data Collected
Volume 2 of the Journal of Border Educational Research
does not include any of the Bilingual graduate students. At the
time there was only one graduate scheduled for graduation. During the
Fall 2003 semester, one of the students was eligible and she will be
encouraged to submit an abstract of her thesis for publication for the
April 2004 deadline.
2a. Use of Results to Improve Unit Services:
The discipline of bilingual education for the Master of Science
in Bilingual Education could benefit from making publication of articles
a priority in the graduate level courses. This would ensure that a
listing of refereed journals along with their guidelines be made available
to students by bilingual education faculty in order to provide greater
opportunities for publications.
Second Means of Assessment for Objective Identified Above:
2b. Means of Unit Assessment & Criteria for Success
The Bilingual Conference Committee will accept 30% of the proposals.
At the current time there are thirteen (13) graduate students in the
program.
2b. Summary of Assessment Data Collected:
(N=4). The Bilingual Conference Committee accepted all proposals.
This met the targeted goal.
2b. Use of Results to Improve Unit Service:
Students will be encouraged to extend their level of expertise by
reaching a wider audience within their community and with the greater
society.
SUPPORT DOCUMENTATION
SOURCE |
LOCATION/Special Instructions |
Journal of Border Educational
Research |
|
Conference Proposals |
|
Rubric for Language Proficiency |
|