ASSESSMENT REPORT
FOR



Bachelor of Arts in History with Grades 8-12 Certification (BA)
Instructional Degree Program

Fall 2003
Assessment Period Covered

February 8, 2004
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.

Administrative or Educational Support Unit Mission Statement:
The mission of the College of Education at Texas A&M International University is to 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 in the educator preparation program will demonstrate an understanding of instructional design and assessment to promote student learning.

2.  Student interns in the educator preparation program will demonstrate the skills related to implementing effective, responsive instruction and assessment.

3.   Students completing the Bachelor of Arts in History with grades 8-12 certification will demonstrate broad knowledge of the field.

 

 

 

ASSESSMENT REPORT
FOR



Bachelor of Arts in History with Grades 8-12 Certification (BA)
Instructional Degree Program

Fall 2003
Assessment Period Covered

February 8, 2004
Date Submitted
 
Intended Educational (Student) Outcome:
1. S
tudents in the educator preparation program will demonstrate an understanding of instructional design and assessment to promote student learning.

First Means of Assessment for Outcome Identified Above:
1. a. Means of Program Assessment & Criteria for Success:
The average score of students in the educator preparation program will be 70% or a minimum of 240 on Domain I (Designing Instruction and Assessment to Promote Student Learning) of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES).

1. a. Summary of Assessment Data Collected:
Out of a population of 57 students, only 49 took the Pedagogy and Professional Responsibilities (PPR) Test of the new Texas Examination on Educator Standards (TExES) during the Fall term of 2003.  The remaining eight students either took the Examination for Certification of Educators in Texas (ExCET) or had not tested at the time this report was prepared.  On average, the students who took the PPR Examination obtained 77.2% of the items correct on Domain I.  An analysis of the students' performance on the four competencies comprising Domain I indicated that their two strongest areas were Competency #3 (Understands how to design effective instruction and assessment procedures) with 80.29% accuracy and Competency #2 (Understands and applies concepts related to student diversity) with 79.45% accuracy.  On Competency #1 (Understands and applies human developmental processes), students demonstrated 77.29% accuracy and 71.78% accuracy on Competency #4: (Understands and applies learning processes and factors to plan effective instruction and assessment).  Despite these differences, students' performance on Domain I and the respective competencies indicates that they exceeded the 70% criterion.

1. a. Use of Results to Improve Instructional Program:
Students' performance data will be shared with and examined by appropriate faculty to determine how best to incorporate these components into the teaching-learning experiences provided by the educator preparation program.  TExES data will also be disaggregated to help faculty identify program strengths and areas that need modification.

Second Means of Assessment for Outcome Identified Above:
1. b. Means of Program Assessment & Criteria for Success:
At the pre-service interview to enter the teaching internship, students in the teacher preparation program will provide evidence of knowledge of instructional design and assessment with a score of 90% or better, as determined by a committee of public school personnel and College of Education Supervising faculty who will use a rubric developed for this purpose. 

1. b. Summary of Assessment Data Collected:
Fall 2003 Block II Data collected from 65 students through the use of the Internship Interview Rubric indicated that 64 (98%) of the students successfully participated in the interview process and were subsequently admitted into the internship experience.  During this interview, students demonstrated appropriate knowledge of instructional design and assessment.  Of the 65 students interviewed, three were identified as needing to strengthen their understanding of how to successfully work with students having special needs, two were identified as needing to strengthen their understanding of the learner-centered proficiencies, two were identified as needing to strengthen their understanding of authentic assessment, and one was identified as needing to strengthen his/her understanding of multiple intelligences.

1. b. Use of Results to Improve Instructional Program:
The data mentioned above will be shared with program faculty to determine how best to incorporate it into the educator preparation program.  As needed, program faculty will examine and revise the means of assessment used at this point in the educator preparation program in order to better identify program strengths and weaknesses.

 

 

 

ASSESSMENT REPORT
FOR



Bachelor of Arts in History with Grades 8-12 Certification (BA)
Instructional Degree Program

Fall 2003
Assessment Period Covered

February 8, 2004
Date Submitted
 
Intended Educational (Student) Outcome:
2.
 Student interns in the educator preparation program will demonstrate the skills related to implementing effective, responsive instruction and assessment.

First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
The average score of students completing the educator preparation program will be at or near 85% on the Field Performance Evaluations, with no score lower than 65%.

2a. Summary of Assessment Data Collected:
Data collected from 57 students during the Fall 2003 semester through the use of the Field Performance Evaluations revealed that their scores ranged from 70 to 100 and that the mean for the group was 89.6.  Students were particularly capable of maintaining positive rapport with the students and communicating information in an accurate, clear, and logical manner to their students.  A trend observed among some students is that they need to make sure that students are attentive before beginning the lesson or giving directions.  In addition, they need to question students in a variety of ways to promote critical thinking.  Overall, the desired performance standard was exceeded.

2a. Use of Results to Improve Instructional Program:
The data mentioned above will be shared with program faculty to determine how to best incorporate these insights into the educator preparation program.  Program faculty will also re-examine and possibly revise the assessment instrument used at this point in the educator preparation program in order to help them identify program strengths and weaknesses.

Second Means of Assessment for Outcome Identified Above:
2. b. Means of Program Assessment & Criteria for Success:
At the Portfolio Review, students completing the educator preparation program will provide evidence of their ability to apply principles of instructional design and assessment with a score of 85% or better, as determined by a team of Field Supervisors using a common rubric.

2. b. Summary of Assessment Data Collected:
During the Fall 2003 term, 57 Block III students prepared and presented their portfolios for evaluation.  Ninety-eight percent (56) of the 57 students earned a score of 80% or higher on their portfolios.  The other student obtained a score of 74%.  The average score obtained by the 57 students was 96.3%.  As a part of the portfolio presentation, students demonstrated an appropriate understanding of instructional design and assessment.

2. b. Use of Results to Improve Instructional Program:
A team of educators working with the educator preparation program will re-examine the rubric used to assess students' performance on their portfolios to determine if any modifications to the rubric and/or program are needed.  This team of educators will research different types of rubrics used to assess e-portfolios and will create a rubric to be utilized for e-portfolios with Block I students during the Fall 2004 term, Block II students during the Spring 2005 term, and Block III students during the Fall 2005 term.


 

ASSESSMENT REPORT
FOR



Bachelor of Arts in History with Grades 8-12 Certification (BA)
Instructional Degree Program

Fall 2003
Assessment Period Covered

February 8, 2004
Date Submitted

Intended Administrative or Educational Support Objective:

3. Students completing the educator preparation program in History will have a broad understanding of the field.

First Means of Assessment for Objective Identified Above:
3. a. Means of Unit Assessment & Criteria for Success:
Graduating History majors will take the standardized examination, ACAT, in History.  Their average score will be equal to or greater than the average scores of students completing similar programs.

3. a. Summary of Assessment Data Collected
Social Studies faculty will commence administering the ACAT test in Fall 2004.

3. a. Use of Results to Improve Unit Services:
No data have been collected at this time because the ACAT test was not administered to graduating students in Fall 2003.

Second  Means of Assessment for Objective Identified Above:
3. b. Means of Unit Assessment & Criteria for Success:
Graduating History majors will be surveyed to gather supporting data concerning the degree to which the program provided them with a broad understanding of the field of Social Studies, using a five-point Likert scale ranging from 1 (not at all) to 5 (very well).  At least 85% of those responding will rate the program 4 or 5 on the scale.

3. b. Summary of Assessment Data Collected:
Social Studies faculty will commence administering the survey in Fall 2004.

3. b. Use of Results to Improve Unit Services:
No data have been collected at this time because the survey was not completed and administered to graduating students in Fall 2003.