ASSESSMENT REPORT
FOR
Master of Science in Education with a major in Bilingual Education
(MS-Ed)
Instructional Degree Program
Fall 2003
Assessment Period Covered
July 3, 2003
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:
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
Fall 2003
Assessment Period Covered
July 3, 2003
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. 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 Outcome Identified Above:
1a. Means of Program 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:
100% of graduate students enrolled in the Master of Science in
Education with a Major in Bilingual Education that completed the
research design course or equivalent, met and exceeded the criteria
for success. Three (3) graduate level students presented in the
first regional bilingual conference held at Texas A&M International
University. The results of their evaluations follow: (N=34) 79.4%
of the participants attending the session felt that the relevance
of information and materials was highly satisfactory; 79.4% felt
that the quality of the session was highly satisfactory; 91.1% felt
that the presenter’s knowledge of the subject was highly satisfactory;
79.4% felt that the workshop had helped them professionally and were
highly satisfied; and 79.4% felt that the session included innovative
strategies and ideas and they were highly satisfied.
1a. Use of Results to Improve Instructional Program:
Data indicates that the highest percentage was obtained for the
presenter’s knowledge of the subject. The graduate level courses
will continue to provide the quality expertise in the discipline. Data
also indicates 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 recognize graduate students
who have successfully presented in educational conferences (local,
regional, national).
Second Means of Assessment for Outcome Identified Above:
1b. Means of Program 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:
(N=3) 100% of students demonstrated the ability to speak in Spanish
and English with academic proficiency to a classroom of teachers and
colleagues during a regional bilingual conference.
1b. Use of Results to Improve Instructional Program:
(1) Require session proposals to be written in both languages (2)
Form a bilingual education social committee to engage the graduate students’ communicative
competence in discourse/textual ability through scholarly interactions.
ASSESSMENT REPORT
FOR
Master of Science in Education with a major in Bilingual Education (MS-Ed)
Instructional Degree Program
Fall 2003
Assessment Period Covered
July 3, 2003
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. Students completing the graduate bilingual program will demonstrate
written language proficiency in two languages.
First Means of Assessment for Outcome Identified Above:
2a. Means of Program 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.
2a. Summary of Assessment Data Collected:
The first call for papers for The Journal of Border Educational
Research published papers has not been published. Data have
not been obtained.
2a. Use of Results to Improve Instructional Program:
The lack of data indicates that 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 Outcome Identified Above:
2b. Means of Program Assessment & Criteria for Success:
Acceptance of the call for papers by the bilingual conference
committee. At the beginning of the assessment process, there was
0% of graduates that engaged in these types of activities.
2b. Summary of Assessment Data Collected:
(N=3). The bilingual conference committee accepted 100% of the proposals.
2b. Use of Results to Improve Instructional Program:
(1) Students will be encouraged to extend their level of expertise
by reaching a wider audience within their community and with the
greater society. (2) The Department of Special Populations will
recognize presenters.
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