PROGRAM ASSESSMENT REPORT FOR

 
Master of Science in Curriculum & Instruction
Degree Program Name

Fall 2004

Assessment Period Covered                          Date Created     February 8, 2005
                                                                                      Revised     Enter date here
                                                                                      Finalized   Enter date here

Ronald Anderson

Submitted by

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 an 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 the system, educators will prepare to provide learner-centered instructional experiences that promote excellence and equity for students in the field.

 

Intended Educational (Student) Outcomes:

1. Students completing the Master of Science in Curriculum and Instruction will demonstrate their understanding of instructional program design.

 

2. Students completing the Master of Science in Curriculum and Instruction will demonstrate their understanding of the instructional strategies and resources necessary to successfully implement an instructional program.

 

3. Students completing the Master of Science in Curriculum and Instruction will demonstrate their understanding of principles for assessing instructional programs.

 

 


PROGRAM ASSESSMENT REPORT

FOR

 

 
Master of Science in Curriculum & Instruction
Degree Program Name

Fall 2004

Assessment Period Covered               

Intended Educational (Student) Outcome:

 

1. Students completing the Master of Science in Curriculum and Instruction will demonstrate their understanding of instructional program design.

 

First Means of Assessment for Outcome Identified Above:
1a. Means of Program Assessment & Criteria for Success:
During their Oral Comprehensive Examination, students seeking the Master of Science in Curriculum and Instruction will demonstrate their understanding of instructional program design by responding to a question composed and scored by a committee of three Curriculum and Instruction faculty and the student will achieve a minimum score of 3 out of a possible 4 on a rubric.


1a. Summary of Assessment Data Collected:

One student completed a professional paper in the Fall 2004 term and successfully defended it.  During this examination, the student earned a score of 4 on the section dealing with Instructional Design.

1a. Use of Results to Improve Instructional Program:

Given that only one student completed the MS in Curriculum & Instruction program during the Fall 2004 term, program faculty agreed on February 8, 2005 to keep monitoring the progress of other students currently enrolled in this program. Different forms of assessment will be used to determine how well students understand instructional design concepts and related issues.  Program faculty agreed to meet at least once each semester to discuss students’ progress and determine if any modifications to the program are needed. 

 

Second Means of Assessment for Outcome Identified Above:
1b. Means of Program Assessment & Criteria for Success:
During their thesis defense or presentation of their Professional Paper, students seeking the Master of Science in Curriculum and Instruction will explain how relevant principles of instructional program design have been incorporated into their thesis or professional paper. Students will be expected to achieve a score of at least 3 out of 4 on a rubric. Aspects to be addressed include: (1) Introduction (including statement of purpose, research problem, research question(s), significance of study); (2) Discussion of relevant research reviewed; (3) Methodology and results (thesis only); (4) Conclusions reached, accompanied by appropriate rationale; and (5) Limitations and recommendations.


1b. Summary of Assessment Data Collected:
One student completed a professional paper in the Fall 2004 term and successfully defended it.  During this examination, the student earned a score of 4 on all aspects, except the methodology section, since the professional paper involved a critical review of research rather than an empirical study.

 

 

1b. Use of Results to Improve Instructional Program:

Given that only one student completed the MS in Curriculum & Instruction program during the Fall 2004 term, program faculty agreed on February 8, 2005 to keep monitoring the progress of other students currently enrolled in this program. Different forms of assessment will be used to determine how well students understand instructional design concepts and related issues.  Program faculty agreed to meet at least once each semester to discuss students’ progress and determine if any modifications to the program are needed. 

 

 

 

 


PROGRAM ASSESSMENT REPORT

FOR

 

 

Master of Science in Curriculum & Instruction
Degree Program Name

Fall 2004

Assessment Period Covered               

Intended Educational (Student) Outcome:

 

2. Students completing the Master of Science in Curriculum and Instruction will demonstrate their understanding of the instructional strategies and resources necessary to successfully implement an instructional program.

 

First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
During their Oral Comprehensive Examination, students seeking the Master of Science in Curriculum and Instruction will demonstrate their understanding of instructional strategies and resources necessary to successfully implement an instructional program by responding to questions asked by three faculty members and will achieve a minimum score of 3 out of a possible 4 on a rubric.


2a. Summary of Assessment Data Collected:
One student completed a professional paper in the Fall 2004 term and successfully defended it.  During this examination, the student earned a score of 4 on the section dealing with instructional strategies and resources necessary to successfully implement an instructional program.   


2a. Use of Results to Improve Instructional Program:

Given that only one student completed the MS in Curriculum & Instruction program during the Fall 2004 term, program faculty agreed on February 8, 2005 to keep monitoring the progress of other students currently enrolled in this program. Different forms of assessment will be used to determine how well students understand concepts concerning instructional strategies and resources necessary to successfully implement an instructional program.  Program faculty agreed to meet at least once each semester to discuss students’ progress and determine if any modifications to the program are needed. 

 

 

 

 

 

Second Means of Assessment for Outcome Identified Above:
2b. Means of Program Assessment & Criteria for Success:
As part of their Oral Comprehensive Examination, students will describe and explain the use of resources and strategies for implementing a selected program and will achieve a minimum score of 3 out of a possible 4 as judged by a committee of at least 3 faculty using a rubric designed for this purpose.


2b. Summary of Assessment Data Collected:
One student completed a professional paper in the Fall 2004 term and successfully defended it.  During this examination, the student earned a score of 4 by clearly explaining the use of resources and strategies for implementing a selected program.

 

2b. Use of Results to Improve Instructional Program:

Given that only one student completed the MS in Curriculum & Instruction program during the Fall 2004 term, program faculty agreed on February 8, 2005 to keep monitoring the progress of other students currently enrolled in this program. Different forms of assessment will be used to determine how well students understand the use of instructional strategies and resources to help implement different programs.  Program faculty agreed to meet at least once each semester to discuss students’ progress and determine if any modifications to the program are needed. 


 

PROGRAM ASSESSMENT REPORT

FOR

 

 
Master of Science in Curriculum & Instruction
Degree Program Name

Fall 2004

Assessment Period Covered               

Intended Educational (Student) Outcome:

 

3. Students completing the Master of Science in Curriculum and Instruction will demonstrate their understanding of principles for assessing instructional programs.

 

First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
During their Oral Comprehensive Examination, students seeking the Master of Science in Curriculum and Instruction will demonstrate their understanding of principles for assessing instructional programs by responding to questions asked by three faculty members and will achieve a minimum score of 3 out of a possible 4 on a rubric.


3a. Summary of Assessment Data Collected:
One student completed a professional paper in the Fall 2004 term and successfully defended it.  During this examination, the student earned a score of 4 on the section dealing with the principles for assessing instructional programs.

 

3a. Use of Results to Improve Instructional Program:

Given that only one student completed the MS in Curriculum & Instruction program during the Fall 2004 term, program faculty agreed on February 8, 2005 to keep monitoring the progress of other students currently enrolled in this program. Different forms of assessment will be used to determine how well students are understanding principles for assessing instructional programs.  Program faculty agreed to meet at least once each semester to discuss students’ progress and determine if any modifications to the program are needed. 

 

Second Means of Assessment for Outcome Identified Above:
3b. Means of Program Assessment & Criteria for Success:
As part of their Oral Comprehensive Examination, students will explain the assessments that will be incorporated into their selected instructional program and will achieve a minimum score of 3 out of a possible 4 as judged by a committee of at least 3 faculty using a rubric designed for this purpose.

 

3b. Summary of Assessment Data Collected:
One student completed a professional paper in the Fall 2004 term and successfully defended it.  During this examination, the student earned a score of 4 by clearly explaining how she could incorporate the principles of assessment into a social studies program.  

 

3b. Use of Results to Improve Instructional Program:

Given that only one student completed the MS in Curriculum & Instruction program during the Fall 2004 term, program faculty agreed on February 8, 2005 to keep monitoring the progress of other students currently enrolled in this program. Different forms of assessment will be used to determine how well students are understanding principles of assessment and how they can be incorporated into different programs.  Program faculty agreed to meet at least once each semester to discuss students’ progress and determine if any modifications to the program are needed.