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.