ASSESSMENT REPORT
FOR
Bachelor of Science in Social Studies with Grades 8-12 Certification (BS)
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 at the University is to provide 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 Science
in Social Studies with grades 8-12 certification will demonstrate broad
knowledge of the field.
ASSESSMENT REPORT
FOR
Bachelor of Science in Social Studies with Grades 8-12 Certification (BS)
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 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:
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 Science in Social Studies with Grades 8-12 Certification (BS)
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 Science in Social Studies with Grades 8-12 Certification (BS)
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 Social
Studies 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 seniors will take the Texas Examinations of Educator Standards
(TExES) practice test for Domain I (Social Studies Content) and Domain
II (Social Studies Foundations, Skills, and Instruction). The mean average
score will be 80% or better in each of the two domains.
3. a. Summary of Assessment Data Collected:
Social Studies faculty will commence administering the practice test
in Fall 2004.
3. a. 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.
Second Means of Assessment for Objective Identified Above:
3. b. Means of Unit Assessment & Criteria for
Success:
Graduating Social Studies 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.
|