ASSESSMENT REPORT
FOR
PASE/Center for Advancement of Scholastic Achievement (CASA)
Administrative or Educational Support Unit
September 2003 to August 2004
Assessment Period Covered
July 14, 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 an 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:
The Center for Advancement of Scholastic Achievement (CASA)
provides comprehensive academic support for students to further the
academic mission of the University. Central to our mission is the creation
of a supportive environment that encourages the development of our students’
maximum academic potential.
The CASA provides well-trained tutors who offer multilingual,
individual content tutoring in most subjects (excluding writing), Non-Course
Based Developmental Instruction, Workshops, and Group Study. Staff
members provide Tutor Certification Training, advise students on placement
and assessment test requirements, maintain records, and generate reports.
Through continuing assessment and evaluation of services, the CASA
strives to respond in a timely manner to the learning needs of students.
Intended Administrative Objectives:
1. Students and tutors will be satisfied with math workshops
provided by CASA.
2. Tutors will be satisfied with their tutoring skills.
ASSESSMENT REPORT
FOR
PASE/Center for Advancement of Scholastic Achievement (CASA)
Administrative or Educational Support Unit
September 2003 to August 2004
Assessment Period Covered
July 14, 2004
Date Submitted
Intended Administrative or Educational Support Objective:
1. Students and tutors will be satisfied with math workshops
provided by CASA.
First Means of Assessment for Objective Identified Above:
1a. Means of Unit Assessment & Criteria for Success:
80% of students participating in math workshops will indicate on
Math Workshop Evaluation Forms (in-house) that instruction by tutors
was “clear and useful” as reflected in Question #4
1a. Summary of Assessment Data Collected:
82% ofstudents participating in math workshops and returning Math Workshop
Evaluation Forms (in-house) gave the two highest ratings to their instruction
by tutors as “clear and useful” as reflected in Question #4.
1a. Use of Results to Improve Unit Services:
Criteria were met; however, continuous review of math skills provided
in tutor training workshops.
Second Means of Assessment for Objective Identified Above:
1b. Means of Unit Assessment & Criteria for Success:
Tutors participating in math workshops will indicate on Workshop
De-briefing Forms (in-house) an 80% satisfaction rate with the “effectiveness
of the workshop to help students understand the subject.”
1b. Summary of Assessment Data Collected:
90% of tutors participating in math workshops and returning
Workshop De-Briefing Forms indicated they were satisfied with “effectiveness
of the workshop to help students understand the subject.”
1b. Use of Results to Improve Unit Services:
Criteria were met; however, continuous review of these skills
provided in tutor training workshops.
ASSESSMENT REPORT
FOR
PASE/Center for Advancement of Scholastic Achievement (CASA)
Administrative or Educational Support Unit
September 2003 to August 2004
Assessment Period Covered
July 14, 2004
Date Submitted
Intended Administrative or Educational Support Objective:
2. Tutors will be satisfied with their tutoring skills.
First Means of Assessment for Objective Identified Above:
2a. Means of Unit Assessment & Criteria for Success:
Tutors will indicate on Tutor Self-Assessment Tool (adapted from
the Cambridge Stratford Study Skills Institute Tutor Evaluation and
Self-Assessment Tool) an 80% satisfaction rate with their “ability to
break tutoring tasks into parts” as reflected in Step 3: 3a, 3b, 3c.
2a. Summary of Assessment Data Collected:
Tutorsindicated an 81% satisfaction rate with their “ability to break
tutoring tasks into parts” as reflected in their answers to Tutor Self-Assessment
Tool (adapted from the Cambridge Stratford Study Skills Institute Tutor
Evaluation and Self-Assessment Tool)Step 3: 3a, 3b, 3c.
2a. Use of Results to Improve Unit Services:
Criteria were met; however, continuous review of these skills
provided in tutor training workshops.
Second Means of Assessment for Objective Identified Above:
2b. Means of Unit Assessment & Criteria for Success:
Tutors will indicate on Tutor’s Self-Assessment Survey (adapted
from Howard Y.
Masuda) an 80% satisfaction rate that they “encourage the
learners/students to participate as much as possible in the tutoring
sessions…” as reflected in Question #19.
2b. Summary of Assessment Data Collected:
Tutors indicated a higher than 80% satisfaction rate with their
ability to “encourage the
learners/students to participate as much as possible in the tutoring
sessions…” as reflected in Tutor’s Self-Assessment Survey (adapted from
Howard Y. Masuda) Question # 19.
2b. Use of Results to Improve Unit Service:
Criteria were met; however, continuous review of the use of this
skill provided in tutor training workshops.