ASSESSMENT REPORT
FOR
Bachelor of Science in Interdisciplinary Studies English Language
Arts and Reading with grades (4-8 Certificate) (BS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
September 1, 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.
College/University Goal(s) Supported:
To increase “(1) students’ ability to communicate through the use
of the written and spoken word; (2) their knowledge and appreciation
of culture, fine arts, social integration; and (3) self realization.
The College also prepares students for a variety of professions and
roles by providing a broad-based liberal arts education.”
Intended Educational (Student) Outcomes:
1. Graduates will demonstrate knowledge of literature that
compares favorably to that of graduates from similar programs in the
nation.
2. Graduates will be successful in passing state certification
exams.
3. Graduates of the educator preparation program will demonstrate
adequate knowledge of instructional design and assessment to promote
student learning.
4. Graduates completing the educator preparation program will
demonstrate the skills related to implementing effective, responsive
instruction and assessment.
ASSESSMENT REPORT
FOR
Bachelor of Science in Interdisciplinary Studies English Language Arts
and Reading with grades (4-8 Certificate) (BS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
September 1, 2004
Date Submitted
Intended Educational (Student) Outcome:
1. Graduates will demonstrate knowledge of literature that
compares favorably to that of graduates from similar programs in the
nation.
First Means of Assessment for Outcome Identified Above:
1a. Means of Program Assessment & Criteria for Success:
Graduates will score at the 50th percentile or above
overall on a norm-referenced subject test of literature, namely the
Major Field Assessment Exam (MFAT).
1a. Summary of Assessment Data Collected:
There were no graduating seniors. Assessment will continue Spring
2004.
1a. Use of Results to Improve Instructional Program:
No recommendations at this time.
ASSESSMENT REPORT
FOR
Bachelor of Science in Interdisciplinary Studies English Language Arts
and Reading with grades (4-8 Certificate) (BS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
September 1, 2004
Date Submitted
Intended Educational (Student) Outcome:
2. Graduates will be successful in passing state certification
exams.
First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
Within one year of graduation, 80% or higher of graduates will pass
the Texas Examination of Educator Standards 117 (TExES) Exam.
2a. Summary of Assessment Data Collected:
There were no graduating seniors. Assessment will continue Spring
2004.
2a. Use of Results to Improve Instructional Program:
No recommendations at this time.
ASSESSMENT REPORT
FOR
Bachelor of Science in Interdisciplinary Studies English Language
Arts and Reading with grades (4-8 Certificate) (BS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
September 1, 2004
Date Submitted
Intended Educational (Student) Outcome:
3. Graduates of the educator preparation program will demonstrate
adequate knowledge of instructional design and assessment to promote
student learning.
First Means of Assessment for Outcome Identified Above:
3a. 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).
3a. 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.
3a. 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 by levels of certification sought
(i.e., Early Childhood-4th grade, 4th-8th grade, and 8th-12th grade)
and by specializations within each of these certification levels to
help faculty identify program strengths and areas that need modification.
Second Means of Assessment for Outcome Identified Above:
3b. 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.
3b. 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.
3b. 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 Science in Interdisciplinary Studies English Language
Arts and Reading with grades (4-8 Certificate) (BS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
September 1, 2004
Date Submitted
Intended Educational (Student) Outcome:
4. 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:
4a. 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%.
4a. 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.
4a. 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:
4b. 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.
4b. 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.
4b. 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.