ASSESSMENT REPORTFOR
Master of Science in Education with a major in Educational Administration
(MS-Ed) February 1, 2004 2. Graduate students completing the principal preparation program
will be well prepared to successfully enter the field of school administration
and possess the basic knowledge to serve as the school Instructional
leader.
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I. | Field-based activities (shadowing, internships, interviews, campus/community leadership); |
II. | Staff development (report on conference workshop, member of professional organization, personalization skills); |
III. | Active research (field empirical study, literature review study, position/reflection paper, selected readings/book review); |
IV. | Presentations (poster research presentation, class multi-media presentations, presentations for campus, district and/or other educational organizations). |
1b. Summary of Assessment Data Collected:
100% of the students graduating in Fall 2003 (20) demonstrated mastery
of Domain I through documents presented in their portfolio.
1b. Use of Results to Improve Instructional Program:
The Educational Administration faculty, after reviewing the results
of the TExES, agreed that a portfolio document be required for each
class and that the following classes address activities in Domain
I: EDGR5308, EDAM5303, EDAM5335, and EDAM5336. It was also decided
to review the Portfolio assessment of Domain I.
Third Means of Assessment for Outcome Identified Above:
1c. Means of Program Assessment & Criteria for Success:
80% of the students in Educational Administration completing an Internship
Course will score a 4 or better (on a scale of 0-5 with 5 being outstanding),
on the Site Supervisor Evaluation Report.
1c. Summary of Assessment Data Collected:
100% (26/26) of the students completing an internship class
in the Fall 2003 scored a 4 or better on the Site Supervisor Evaluation
Report.
1c. Use of Results to Improve Instructional Program:
The Educational Administration faculty, after reviewing the results
of the Site Supervisor Evaluation Reports, agreed to keep the Site
Supervisor Evaluation Report as last revised.
Master of Science in Education with a major in Educational Administration (MS-Ed)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 1, 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. Graduate students completing the principal preparation program will be well prepared to successfully enter the field of school administration and possess the basic knowledge to serve as the school Instructional leader.
First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
All graduate students in the Principal preparation program taking
the Texas Examination of Educator Standards (TExES) state exam for principal
certification (68) will have a cumulative passing rate of 70% in Domain
II (Instructional Leadership).
2a. Summary of Assessment Data Collected:
In Domain II, Instructional Leadership, the TExES results for
the Fall of 2003 indicate a 43% passing rate for First Time Test
Takers.
2a. Use of Results to Improve Instructional Program:
The Educational Administration faculty, after reviewing the TExES
results, agreed on the following strategies:
Students will need to attain a 70% pass rate on each of the TExES practice test domains to be allowed to take the real TExES.
Second Means of Assessment for Outcome Identified Above:
2b. Means of Program Assessment & Criteria for Success:
Using the rubric developed by the Department of Professional Programs
for portfolio assessment, 90% of students will demonstrate knowledge
and understanding of Domain II (instructional leadership) by providing
supporting evidence of completed artifacts addressing competencies using
the following categories of activities:
I. | Field-based activities (shadowing, internships, interviews, campus/community leadership); |
II. | Staff development (report on conference workshop, member of professional organization, personalization skills); |
III. | Active research (field empirical study, literature review study, position/reflection paper, selected readings/book review); |
IV. | Presentations (poster research presentation, class multi-media presentations, presentations for campus, district and/or other educational organizations). |
2b. Summary of Assessment Data Collected:
100% of the students graduating in the Fall 2003 (20) demonstrated
mastery of Domain II through documents presented in their portfolio.
2b. Use of Results to Improve Instructional Program:
The Educational Administration faculty after reviewing the results
of the Portfolio Assessment, agreed that a portfolio document be
required for each class and that the following classes address activities
in Domain II: EDAM5303, EDAM5305, EDAM5320, EDAM5325, EDAM5327 and
EDAM 5335&5336. The Portfolio Assessment for Domain II will be
reviewed to have a higher correlation with results.
Master of Science in Education with a major in Educational Administration (MS-Ed)
Instructional Degree Program
Fall 2003
Assessment Period Covered
February 1, 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. Graduate students completing the principal preparation program will be well prepared to successfully enter the field of school administration and possess the basic knowledge to serve as the school administrative leader.
First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
All graduate students in the Principal Preparation Program taking
the Texas Examination of Educator Standards (TExES) state exam for principal
certification (68) will have a passing rate of 70% cumulative in Domain
III (administrative leadership).
3a. Summary of Assessment Data Collected:
In Domain III, administrative management, the TExES results for
the Fall of 2003 indicate a 71% passing rate for First time Test
Takers.
3a. Use of Results to Improve Instructional Program:
The Educational Administration faculty, after reviewing the TExES
results, agreed on the following strategies:
1. | Increase the field and course activities that help students apply their knowledge in administrative leadership. |
2. | Increase research activities in the classroom that emphasize knowledge of administrative leadership. |
3. | Educational Administration professors will team–teach Edam 5317 by areas of deficiency. |
4. | Students will need to attain at least a 70% passing rate in each domain of the practice test before going on to the real test. |
Second Means of Assessment for Outcome Identified Above:
3b. Means of Program Assessment & Criteria for Success:
Using the rubric developed by the Department of Professional Programs
for portfolio assessment, 90% of students will demonstrate knowledge
and understanding of Domain III (administrative leadership) by providing
supporting evidence of completed artifacts addressing competencies using
the following categories of activities:
I. | Field-based activities (shadowing, internships, interviews, campus/community leadership); |
II. | Staff development (report on conference workshop, member of professional organization, personalization skills); |
III. | Active research (field empirical study, literature review study, position/reflection paper, selected readings/book review); |
IV. | Presentations (poster research presentation, class multi-media presentations, presentations for campus, district and/or other educational organizations). |
3b. Summary of Assessment Data Collected:
100% of the students graduating in Fall 2003 (20) demonstrated mastery
of Domain III through documents presented in their portfolio.
3b. Use of Results to Improve Instructional Program:
The Educational Administration faculty after reviewing the results
of the Portfolio Assessment, agreed that a portfolio document be required
for each class and that the following classes address activities in Domain
III: EDAM5301, EDAM5313, EDAM5322, , EDAM5332, EDAM5335, and EDAM5336.
The portfolio assessment for Domain III will be revisited to attain a
higher correlation with test results.