ASSESSMENT REPORT
FOR
Bachelor of Arts in English with Grades 8th -12th Certification
in English Language Arts and Reading (BA)
Instructional Degree Program
Spring 2003
Assessment Period Covered
July 1, 2003
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 [COAS] 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 a 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 for secondary teachers of English.
3. Graduates of the educator preparation program will demonstrate
adequate knowledge of instructional design and assessment to promote
student learning.
4. Student interns in the educator preparation program will
demonstrate the skills related to implementing effective, responsive
instruction and assessment.
ASSESSMENT REPORT
FOR
Bachelor of Arts in English with Grades 8th -12th Certification in English
Language Arts and Reading (BA)
Instructional Degree Program
Spring 2003
Assessment Period Covered
July 1, 2003
Date Submitted
Intended Educational (Student) Outcome:
1. Graduates will demonstrate a 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 graduates in this program spring 2003
1a. Use of Results to Improve Instructional Program:
No recommendations at this time.
ASSESSMENT REPORT
FOR
Bachelor of Arts in English with Grades 8th -12th Certification in English
Language Arts and Reading (BA)
Instructional Degree Program
Spring 2003
Assessment Period Covered
July 1, 2003
Date Submitted
Intended Educational (Student) Outcome:
2. Graduates will be successful in passing state certification
exams for secondary teachers of English.
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 131 (TExES) Exam for English
Language Arts and Reading for Secondary School Certification by the
State of Texas.
2a. Summary of Assessment Data Collected:
Because the TEXES is offered several times throughout the spring
semester, data was collected on seniors and recent (within one year)
graduates for all of the spring 2003 test dates. Students who took the
exam multiple times are counted for the last time they took the exam,
through the June 28, 2003 test date.
Of the 1 qualifying student who tested, 1 passed, yielding a rate of
100%.
2a. Use of Results to Improve Instructional Program:
Given that this student was the first graduate of the program and
the data are very limited, we will continue to collect data so that
we may be able to better generalize the effectiveness of this program.
ASSESSMENT REPORT
FOR
Bachelor of Arts in English with Grades 8th -12th Certification
in English Language Arts and Reading (BA)
Instructional Degree Program
Spring 2003
Assessment Period Covered
July 1, 2003
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 completing the educator preparation
program will be at or near 70% or a minimum of 240 on the Texas Examination
of Educator Standards (TExES) on the Pedagogy and Professional Responsibilities,
Domain 1 entitled Designing Instruction and Assessment to Promote Student
Learning.
3a. Summary of Assessment Data Collected:
Out of a population of 100 students, only 50 took the Pedagogy and
Professional Responsibilities (PPR) Test of the new Texas Examination
on Educator Standards (TExES) during 2002-2003. The remaining
50 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 77.4%
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 83.5% accuracy
and Competency #2 (Understands and applies concepts related to student
diversity) with 77.5% accuracy. On Competency #1 (Understands
and applies human developmental processes), students demonstrated 76.7%
accuracy and 71.8% 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 Portfolio Defense, students completing the educator preparation
program will provide evidence of knowledge of instructional design and
assessment with a score of 80% or better, as determined by a team of
field supervisors using a common rubric.
3b. Summary of Assessment Data Collected:
Spring 2002 and Fall 2002 Block II Data collected from 104 students
through the use of the Internship Interview Rubric indicated that 103
(99%) 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 104 students interviewed,
six were identified as needing to strengthen their understanding of
how to successfully work with students having special needs. With
appropriate guidance and support from TAMIU faculty, these students
successfully addressed this issue.
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.
Program faculty will also examine and revise, as needed; the means of
assessment utilized at this point in the educator preparation program
to better identify program strengths and areas needing modification.
ASSESSMENT REPORT
FOR
Bachelor of Arts in English with Grades 8th -12th Certification
in English Language Arts and Reading (BA)
Instructional Degree Program
Spring 2003
Assessment Period Covered
July 1, 2003
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 90% of students completing the educator preparation
on the Field Performance Evaluations will be at or near 85%, with no
score lower than 65%.
4a. Summary of Assessment Data Collected:
Data collected from 69 students during the Fall 2002 and Spring
2003 semesters through the use of the Field Performance Evaluations
revealed that their scores ranged from 72 to 98 and that the mean for
the group was 88.8. Students were particularly capable of 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 children are attentive before beginning the lesson. 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 to help them identify program strengths and areas of need.
Second Means of Assessment for Outcome Identified Above:
4b. Means of Program Assessment & Criteria for Success:
At the Portfolio Defense, students completing the educator preparation
program will provide evidence of performance of instructional design
and assessment with a score of 80% or better, as determined by a team
of Field Supervisors using a common rubric.
4b. Summary of Assessment Data Collected:
During the Fall 2002 and Spring 2003 terms, 113 Block III students
prepared and presented their portfolios for evaluation. Ninety-eight
percent (111) of the 113 students earned a score of 80% or higher on
their portfolios. The other two students obtained scores of 75%
and 78%. The average score obtained by the 113 students was 93.7%.
As 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 while
defending their portfolios to determine if any modifications to the
rubric and / or program are needed. The rubric will then be used
to help educators monitor program strengths and areas of need.