ASSESSMENT REPORT
FOR
Master of Science in Generic Special Education (MS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
January 28, 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:
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 Administrative Objectives:
1. Students completing the special education masters program
will demonstrate the ability to review and critique professional literature.
2.Students completing the special education masters program
will demonstrate an understanding of current issues in the special education
field.
3.Students completing the special education masters program
will demonstrate an understanding of current issues in their minor field.
ASSESSMENT REPORT
FOR
Master of Science in Generic Special Education (MS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
January 28, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed.
The intended outcome should be restated in the box immediately below
and the intended outcome number entered in the blank spaces.
1. Students completing the special education masters program
will demonstrate the ability to review and critique professional literature.
First Means of Assessment for Outcome Identified Above:
1a. Means of Program Assessment & Criteria for Success:
Students will demonstrate the ability to review and critique professional
literature in special education in the thesis or professional paper
as determined by the graduate committee. The evaluation criteria will
be the unanimous decision of the graduate committee.
1a. Summary of Assessment Data Collected
100% (N=2) of the graduate students successfully completed professional
papers, and 100% (N=1) successfully completed a thesis.
1a. Use of Results to Improve Unit Services:
None at this time. May change when more students complete the program.
Second Means of Assessment for Outcome Identified Above:
1b. Means of Program Assessment & Criteria for Success:
Students will demonstrate the ability to review and critique professional
literature in special education through a portfolio defense using a
common rubric. The evaluation criteria for the rubric will be 70% of
stated portfolio requirements.
1b. Summary of Assessment Data Collected:
100% (N=4) of graduate students scored a mean of 100% of stated
portfolio requirements; students earned a mean of 83% on the standard
questions of the rubric.
1b. Use of Results to Improve Unit Service:
Based on the standard questions, special education courses need
to focus on the referral process, and the roles of the individuals at
ARD/IEP meetings.
ASSESSMENT REPORT
FOR
Master of Science in Generic Special Education (MS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
January 28, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed.
Intended outcome should be restated in the box immediately below and
the intended outcome number entered in the blank spaces.
2.Students completing the special education masters program
will demonstrate an understanding of current issues in the special education
field.
First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
Students will demonstrate understanding of the current issues in
the field with completion of thesis or professional paper as determined
by the graduate committee. The evaluation criteria will be the unanimous
decision of the graduate committee.
2a. Summary of Assessment Data Collected
100% (N=2) of the graduate students successfully completed professional
papers, and 100% (N=1) successfully completed a thesis.
2a. Use of Results to Improve Unit Services:
None at this time. May change when more students complete the program.
Second Means of Assessment for Outcome Identified Above:
2b. Means of Program Assessment & Criteria for Success:
Students completing the special education masters program will provide
evidence of knowledge and performance of special education through a
portfolio defense using a common rubric. The evaluation criteria for
the rubric will be 70% of stated portfolio requirements.
2b. Summary of Assessment Data Collected:
100% (N=3) of graduate students scored a mean of 96.67% of stated
portfolio requirements.
2b. Use of Results to Improve Unit Service:
None at this time. May change when more students complete the program.
Third Means of Assessment for Outcome Identified Above:
2c. Means of Program Assessment & Criteria for Success:
The students will successfully complete an ExCET/TExES Review and
earned a minimal of 80% on the ExCET/TExES Pretest in special education.
Currently, the special education department is transitioning from the
ExCET examination to the Texas Examinations of Educator Standards (TExES),
the current state-mandated certification examination.
2c. Summary of Assessment Data Collected:
50% (N=2) of graduate students scored 90%+ on the ExCET/TexES Pretest,
25% (N=1) of graduate students scored 80+% and 25% (N=1) of graduate
students scored 70%.
2c. Use of Results to Improve Unit Service:
The special education department needs to revise the Review and
Pretest to meet the new domains and standards of the TexES, the current
state-mandated certification examination.
ASSESSMENT REPORT
FOR
Master of Science in Generic Special Education (MS)
Instructional Degree Program
Fall 2003
Assessment Period Covered
January 28, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed.
Intended outcome should be restated in the box immediately below and
the intended outcome number entered in the blank spaces.
3.Students completing the special education masters program
will demonstrate an understanding of current issues in their minor field.
First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
Students completing the special education masters program will provide
evidence of knowledge and performance in current issues in their minor
fields through a portfolio defense using a common rubric. The evaluation
criteria for the rubric will be 70% of stated portfolio requirements.
3a. Summary of Assessment Data Collected
100% (N=3) of graduate students scored a mean of 96.67% of stated
portfolio requirements.
3a. Use of Results to Improve Unit Services:
When additional students complete the program, then the faculty
will consider making recommendations for changes.
Second Means of Assessment for Outcome Identified Above:
3b. Means of Program Assessment & Criteria for Success:The
students will successfully complete an ExCET/TExES Review and earned
a minimal of 80% on the ExCET/TExES Pretest in their minor field.
3b. Summary of Assessment Data Collected:
50% (N=2) of graduate students scored 90%+ on the ExCET/TExES Pretest,
25% (N=1) of graduate students scored 80+% and 25% (N=1) of graduate
students scored 70%.
3b. Use of Results to Improve Unit Service:
The special education department needs to revise the Review and
Pretest to meet the new domains and standards of the Texas Examinations
of Educator Standards (TExES), the current state-mandated certification
examination.
SUPPORT DOCUMENTATION
SOURCE |
LOCATION/Special Instructions |
Texas Examinations of
Educator Standards (TExES), Educational Diagnostician (153)
(Summary of Results) |
|
Thesis or Professional Paper
(Summary of Results) |
|
Portfolio Defense |
|
Special Education Rubric |
|