ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Psychology (BA)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 10, 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 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:
Prepare psychology students for leadership and applied service
roles in psychology and prepare them to work effectively in a complex,
culturally diverse, state, nation and world. Increase students’ abilities
to communicate through the use of the written and spoken word and
prepare students to successfully compete for admission to graduate
study in psychology.
Intended Instructional Outcomes:
1. Graduating seniors will demonstrate
correct use of the American Psychological Association
(APA) writing style.
2. Graduating seniors will demonstrate
basic level of knowledge within the discipline of psychology.
3. Graduating seniors will demonstrate
entry level multi-cultural and professional competencies
in applied psychology.
ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Psychology (BA)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 10, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome
listed. The intended outcome should be restated in the box immediately
below and the intended outcome number entered in the blank spaces.
1. Graduating seniors will demonstrate correct use of the
American Psychological Association (APA) writing style.
First Means of Assessment for Outcome Identified Above:
1a. Means of Program Assessment & Criteria for Success:
Completion of a literature review in Psyc 4399 or 4392 required
courses for all psychology majors that adheres to the criteria of the
APA manual. A locally developed rubric containing six categories related
to the APA criteria is used. Ratings will average 80% on all categories
and none will be less than 70%; application of the rubric for scoring
by a team of psychology faculty.
1a. Summary of Assessment Data Collected:
Fifteen literature reviews were collected in Fall 2003.
Category 1=72%,
Category 2=78%,
Category 3=70%,
Category 4=77%,
Category 5=75%,
Category 6=73%.
Results not significantly different from Fall 2002 collection.
1a. Use of Results to Improve Instructional Program:
Psyc. 4301, Personality Psychology, now includes one class devoted
to APA style using transparencies and handouts to help students prepare
the two APA style papers required in the course. Psyc 4303, Abnormal
Psychology, has been altered to include more information on APA style
and an APA style research paper and greater focus on writing requirements
in syllabus.
ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Psychology (BA)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 10, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome
listed. Intended outcome should be restated in the box immediately
below and the intended outcome number entered in the blank spaces.
2. Graduating seniors will demonstrate basic level of knowledge
within the discipline of psychology.
First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
Psychology seniors enrolled in Psyc 4321, Senior Practicum, take
the psychology ACAT examination each semester. Six areas are tests:
Abnormal, Developmental, Experimental Design, Human Learning/Cognition,
Personality and Social. The average TAMIU score for each of these
areas will not fall below one standard deviation form the average of
psychology students nationally.
2a. Summary of Assessment Data Collected:
N=14, 13 females, 1 male. Standard scores were: 454 for Abnormal,
413 for Developmental, 441 for Experimental Design, 497 for Human
Learning/Cognition, 456 for Personality and 491 for Social. All
are within one standard deviation of the national average that
is 500. In comparison to last Fall the average scores increased
in each area, as did the overall performance score. Fall 2002
overall score=418, Fall 2003 overall score =461. Scores last year
were reported in percentiles. All have also increased this year
over last. Overall percentile in Fall 2002=41%, Fall 2003 overall
=47%. ( The average student will receive a score between 49% and
64%). The lowest and highest score for Fall 2003 also increased
over Fall 2002. Small Ns for Fall samples remain a caution.
2a. Use of Results to Improve Instructional Program:
The course, Senior Practicum, Psyc 4321 has been extensively
revised. It now includes five mini-workshops in the ACAT areas
taught by psychology faculty. Workshops conclude with a quiz
scored in class so students receive immediate feedback on their
level of subject knowledge. Students are encouraged to study
for the ACAT and a portion of their points for Psyc 4321 is now
based on their participation in the workshop and quiz in each
area.
ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Psychology (BA)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 10, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome
listed. Intended outcome should be restated in the box immediately
below and the intended outcome number entered in the blank spaces.
3. Graduating seniors will demonstrate entry level multi-cultural
and professional competencies in applied psychology.
First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
Site supervisors complete senior practicum rating forms. The skill
areas are addressed; use of time, responsibility, use of feedback,
cooperation with personnel, compliance with regulations and boundaries,
protection of the consumer, understanding culture as multi-level phenomenon,
effective communication with consumers of services despite barriers,
respect and attentiveness and tolerance, patience and openness. Ratings
will average 80% in all areas and none of the skill areas will average
less than 60%.
3a. Summary of Assessment Data Collected:
15 site supervisor evaluations collected for Fall, 2003. Use
of time=93%,Responsibility=99%, Use of Feedback=99%, Cooperation
with Personnel=99%, Compliance=100%,Protection of the Consumer,
96%, Culture & Multicultural Phenomenon=93%, Effective Cross-cultural
Communication=95%, Respect and Attentiveness=96%, Patience, Tolerance
and Openness=95%. No significant differences from last collection.
3a. Use of Results to Improve Instructional Program:
Due to small sample size faculty will continue to use this
instrument until 75 evaluations are collected in total. Survey
of senior practicum supervisors was mailed in Fall, 2003 to 15
sites. 8 surveys were returned. All respondents thought the
items and the rating scale of 1 to 5 was useful. One suggested
that ordering of items might be changed. No items were identified
that supervisors thought should be deleted. Two supervisors suggested
we visit sites once per semester, one recommended a face-to-face,
three-way meeting of student, instructor and site supervisor.