Texas A&M International University

ASSESSMENT REPORT

FOR


General Education Program
Administrative or Educational Support Unit

Fall 2003
Assessment Period Covered

January 2004
Date Submitted

Expanded Statement of Institutional Purpose Linkage:
Institutional Mission/Goal(s) 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.

Administrative or Educational Support Unit Mission Statement:
At Texas A&M International University, the Core curriculum introduces students  to academic disciplines which form the foundation of human thought…Our Core is conceived to open new areas of learning for our students and to foster skills necessary for success in higher education. As they move through this course of study,  students are encouraged…to develop the capacity to articulate and support a thesis, to think critically, to synthesize their observations and to perceive analogies and relationships between seemingly diverse ideas and intellectual pursuits.

Intended Administrative Objectives:
1. Compose an essay concerning a current events topic or a literary topic

2. Read with understanding

3. Demonstrate basic mathematical skills

 


ASSESSMENT REPORT

FOR

General Education Program
Administrative or Educational Support Unit

Fall 2003
Assessment Period Covered

January 2004
Date Submitted

Intended Administrative or Educational Support Objective:

1. Compose an essay concerning a current events topic or a literary topic

First Means of Assessment for Objective Identified Above:
1a.  Means of Unit Assessment & Criteria for Success:
Upon completion of six hours of core-mandated English, students must take the University Writing Assessment (UWA), a locally developed and scored writing assessment. 70% of students who have taken the six hour core at TAMIU and are taking the UWA for the first time will pass on any given administration of the examination.

a. Summary of Assessment Data Collected
During the fall administration of the UWA, 42 students who completed six hours of their Core at TAMIU took the assessment for the first time. 24 students or 57.14% of these students passed the UWA.

a. Use of Results to Improve Unit Services:
The analytical analysis of 100 sample essays was conducted again to identify areas of student weakness in writing that can be used to formulate suggestions for alterations in curriculum and test administration. Of the five categories (1)organization & focus, (2)development, (3)logic and coherence, (4) syntax and style,  (5)and mechanics, students are most deficient in development  and syntax and style. The analytical rubric data suggest again that while grammar and usage remains a dominant category for evaluating student writing, the development of ideas and arguments appears to be the most important analytical category in predicting student success on the University Writing Assessment.  The need to re-evaluate the curriculum of 1301 and 1302 was discussed by the department of Language and Literature. The freshmen committee was given the charge of evaluating the English 1301 and English 1302 curriculum.  The decision was made to pilot a modified 1301 and 1302 curriculum in Fall 2004 which will emphasize writing skills more directly and thoroughly throughout the two semesters. 


ASSESSMENT REPORT

FOR


General Education Program
Administrative or Educational Support Unit

Fall 2003
Assessment Period Covered

January 2004
Date Submitted

Intended Administrative or Educational Support Objective:

2. Read with understanding

First Means of Assessment for Objective Identified Above:
1a. Means of Unit Assessment & Criteria for Success:
As part of PSCI 2306, students will take the Reading module of the Collegiate Assessment of Academic Proficiency (CAAP) examination. The average score of TAMIU students will be at or above the national average.

1a. Summary of Assessment Data Collected
128 students took the Fall 2003 administration of the CAAP. The mean for TAMIU students was 58.5 while the national mean was 62.6. 

1a. Use of Results to Improve Unit Services:
The University Assessment Committee reviewed the results and recommended that the University assess TAMIU students’ reading preparation through the PLATO software during their first semester of History 1301 and that those scores be compared to subsequent CAAP results.

 


ASSESSMENT REPORT

FOR


General Education Program
Administrative or Educational Support Unit

Fall 2003
Assessment Period Covered

January 2004
Date Submitted

Intended Administrative or Educational Support Objective:
NOTE:  There should be one form C for each intended objective listed on form B.  The intended unit objective should be restated in the box immediately below and the intended objective number entered in the blank space below

3.
Demonstrate basic mathematical skills

First Means of Assessment for Objective Identified Above:
a. Means of Unit Assessment & Criteria for Success:
Students will take common course examination in College Algebra. 75% of students taking the examination will pass with a 60.

a. Summary of Assessment Data Collected
A total of 146 students completed the course and sat for the common final examination. Of these, 98 students (67%) had a score of 60% or above.

a. Use of Results to Improve Unit Services:
The results for the Fall 2003 administration of the common algebra improved significantly. Some of the suggestions for improvement made in unit services for the Spring semester have been implemented, particularly in the areas of tutoring and early intervention. More emphasis needs to be placed on traditional college algebra sections (including general problem solving, inequalities, quadratic optimization problems, and inverse functions) in order to meet or surpass the benchmark of 75%.

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