Texas A&M International University

ASSESSMENT REPORT

FOR


General Education Program                                      
Administrative or Educational Support Unit

Spring 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

Spring 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.  First means of Unit Assessment & Criteria for Success:
Upon completion of nine hours of core-mandated English, students must take the University Writing Assessment (UWA), a locally developed and scored writing assessment which students must pass prior to graduation as determined by holistic rubric.  70% of students taking the UWA for the first time after taking the nine hour core will pass on any given administration of the examination.

1a. Summary of Assessment Data Collected
During the Spring 2003 administration of the UWA, 74 students who completed the nine core English hours at TAMIU took the assessment for the first time. Of these, 43 students or 58.11% passed the UWA. 

1a. Use of Results to Improve Unit Services:
Results are not optimal though consistent with previous administrations of the assessment (going back five years). One hundred randomly selected essays were scored using an analytical rubric to provide data for improving curriculum and test administration. Preliminary analysis of the data suggests that the area of greatest difficulty on the test is in the development of ideas and arguments. The decision was made to allow students to test for the first time after six hours of the core instead of nine so that students who are deficient in their writing skills can be identified at an earlier point in their core sequence and can retest after the nine hours of the English core.  Results were shared with the Department of Language and Literature and the University Assessment Committee.


ASSESSMENT REPORT

FOR


General Education Program
Administrative or Educational Support Unit

Spring 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:
2a. Means of Unit Assessment & Criteria for Success:
Upon completion of nine hours of core-mandated English courses, 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.

2a. Summary of Assessment Data Collected
271 students took the Spring 2003 administration of the CAAP. The mean for TAMIU students was 87.6 while the national mean was 62.9. 

2a. Use of Results to Improve Unit Services:
The recommendation by the University Assessment Committee that the CAAP be administered to TAMIU students taking PSCI 2306 was implemented. The rationale was that student data would be more accurate and reliable if the CAAP was administered as part of a course instead of being administered at the same time as the UWA since student commitment to taking the CAAP was likely diminished in that test setting.

 


ASSESSMENT REPORT

FOR


General Education Program
(Administrative or Educational Support Unit)


Spring 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 103 students completed the course and sat for the common final examination. Of these, 35 students (34%) had a score of 60% or above. Approximately 50% of the benchmark has been achieved. However, 76 students (74%) passed the course with a minimum of D achieving the benchmark on the course pass rate.

a. Use of Results to Improve Unit Services:
Several faculty members will attend faculty professional development workshop in the area of the teaching of college algebra (Contemporary College Algebra Workshop) in May 2003. Furthermore, the following proposals will be discussed through departmental meetings to be considered for implementation: 1) making the common practice problems available earlier in the semester and online; 2) faculty professional development workshop in the area of the teaching of college algebra to be planned for implementation in August; 3) requiring laboratory/recitation hour; 4) assigning mini projects to motivate students; 5) testing basic algebraic skills at the first class meeting of each semester and collaborating with the tutoring services offered by Center for the Advancement of Scholastic Achievement (CASA) to help students who have lower algebraic manipulation skills; and 6) searching for new textbook for the course.

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