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. Students 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.
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