ASSESSMENT REPORT
FOR
Bachelor of Science in English Language Arts and Social Studies with Grades
4-8 Certification (BS)
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.
Administrative or Educational Support Unit Mission Statement::
The College of Arts and Sciences is dedicated to the provision of
programs that prepare students for a variety of professional roles through
enhancement of their abilities to communicate and to understand and appreciate
the world through a broad-based, liberal arts education.
Intended Educational (Student) Outcomes:
1. Students completing the educator preparation program will compare
favorably with students in other educator preparation programs on their
knowledge of instructional design and assessment to promote student learning.
2. Students completing 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 4-8 certification will demonstrate effective knowledge
of the field.
ASSESSMENT REPORT
FOR
Bachelor of Science in English Language Arts and Social Studies with Grades
4-8 Certification (BS)
Instructional Degree Program
Spring 2003
Assessment Period Covered
July 1, 2003
Date Submitted
Intended Educational (Student) Outcome:
1. Students completing the educator preparation program will compare
favorably with students in other educator preparation programs on their
knowledge 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 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.
1. a. 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.
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 and
by specializations within each of these certification levels to 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 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.
1. b. 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.
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.
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 Science in English Language Arts and Social Studies with Grades
4-8 Certification (BS)
Instructional Degree Program
Spring 2003
Assessment Period Covered
July 1, 2003
Date Submitted
Intended Educational (Student) Outcome:
2. Students completing the educator preparation program will
demonstrate the skills related to implementing effective, responsive instruction
and assessment.
First Means of Assessment for Outcome Identified Above:
2. a. 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%.
2. a. 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.
2. a. 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:
2. b. 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
2. b. 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.
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 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.
ASSESSMENT REPORT
FOR
Bachelor of Science in English Language Arts and Social Studies with Grades
4-8 Certification (BS)
Instructional Degree Program
Spring 2003
Assessment Period Covered
July 1, 2003
Date Submitted
Intended Educational (Student) Outcome:
3. Students completing the Bachelor of Science
in Social Studies with 4-8 certification will demonstrate effective knowledge
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.
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