ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Communications (BA)
Instructional Degree Program
Spring 2003
Assessment Period Covered
August 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 [COAH] also prepares students for a variety of professions
and roles by providing a broad-based liberal arts education.”
Intended Educational (Student) Outcomes:
1. Students completing the baccalaureate program in Communication
will communicate competently in public and social contexts.
2. Students completing the degree program will be able to explain
main theoretical assumptions they make about the nature of communication
while analyzing a practical or professional problem.
3. Students will be able to approach practical communication
problems in professionally valuable ways.
ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Communications (BA)
Instructional Degree Program
Spring 2003
Assessment Period Covered
August 2003
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 baccalaureate program in Communication
will communicate competently in public and social contexts.
First Means of Assessment for Outcome Identified Above:
1a. Means of Program Assessment & Criteria for Success:
In a self-report version of the widely used and empirically validated
Communicative Competence Scale, 85% of the students will score at or
above 144 (out of possible 180).
1a. Summary of Assessment Data Collected:
Fall, 2002 (COMM 4350)
89% at or above 144; M = 155.5; Mdn
= 156; n = 9
Spring, 2003 (COMM 4360)
82% at or above 144; M = 151.7; Mdn
= 155; n = 11
1a. Use of Results to Improve Instructional Program:
See 1.c.
Second Means of Assessment for Outcome Identified Above:
1b. Means of Program Assessment & Criteria for Success:
In a third-person version of the Communicative Competence Scale,
administered either by an internship supervisor or a partner in an in-class
project, 85% of the students will score at or above 144.
1b. Summary of Assessment Data Collected:
Fall, 2002 (COMM 4340)
100%; M = 147.3; Mdn = 147; n = 3
1b. Use of Results to Improve Instructional Program:
In order to increase the response rate, program faculty decided to
mail certificates of appreciation to internship supervisors in the letter
that requests participation in the final evaluative survey (cf. 3.a.)
Third Means of Assessment for Outcome Identified Above:
1c. Means of Program Assessment & Criteria for Success:
85% of students submitting their senior portfolios will “agree” or
“strongly agree” with the statement, “Given my experiences this last
year communicating in public and social settings, I feel able to communicate
effectively and appropriately.”
1c. Summary of Assessment Data Collected:
Fall, 2002 (COMM 4350)
100%; M = 4.7 (on scale of 1-5); Mdn
= 5; n = 9
Spring, 2003 (COMM 4360)
100%; M 4.5 (on scale of 1-5); Mdn
= 4; n = 11
1c. Use of Results to Improve Instructional Program:
1. Criteria for success have been refined. In addition to the “passing rate”
criterion (85%), the mean score for participants also should be at or above
specified levels: M > 155 for self-report administration of the scale;
M > 146 for third-person version; and M > 4.5 for self-reporting
of confidence.
2. The faculty decided that all 3000- and 4000- level
courses should require two oral presentations, each of which will receive
written feedback and count toward the final grade.
ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Communications (BA)
Instructional Degree Program
Spring 2003
Assessment Period Covered
August 2003_
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.
2. Students completing the degree program will be able to explain
main theoretical assumptions they make about the nature of communication
while analyzing a practical or professional problem.
First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
Students will submit an essay that focuses on the above objective
as part of their work in the capstone course, COMM 4360 Communication
Theory and Practice. Once a year, a committee consisting of two communication
professors and one outside professor will evaluate the degree to which
the essays written by seniors accomplish the identified analytical objective. An
essay will count as demonstrating the desired outcome if a majority of
the committee determines that the essay satisfactorily describes a particular
problem (1), analyzes how communication practice constitutes a part of
the problem (2), and explains main theoretical assumptions made about
the nature of communication in that analysis (3). The program will consider
the outcome successfully achieved if 75% of the students in each year’s
class submit an essay deemed satisfactory.
2a. Summary of Assessment Data Collected:
Of the students who completed COMM 4360, 85% wrote final essays that
demonstrated the desired analytical ability. According to the main evaluative
standards (see above), the mean scores were as follows (scale was 1-3,
with 2 = “satisfactory”): M = 2.5 for #2, and M = 2.3 for #3.)
2a. Use of Results to Improve Instructional Program:
1. We decided to raise the pass rate for which we
aim to 85% (from 75%).
2. We reworded the third evaluative standard: that each satisfactory essay
“clearly elaborate the main concepts used in the analysis.” This wording replaces
the expectation this year that each essay “explain main theoretical assumptions
made about the nature of communication in that analysis.” The faculty expects
the revised standard to improve consistency in scoring.
ASSESSMENT REPORT
FOR
Bachelor of Arts with a major in Communications (BA)
Instructional Degree Program
Spring 2003
Assessment Period Covered
August 2003_
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.
3. Students will be able to approach practical communication
problems in professionally valuable ways.
First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
85% of internship supervisors completing a concluding questionnaire
will agree or strongly agree with the statement, “The understandings
of communication shown and applied by the intern were professionally
valuable.”
3a. Summary of Assessment Data Collected:
100%, M = 4.7 (on scale from 1-5); Mdn = 5; n = 3
3a. Use of Results to Improve Instructional Program:
1. In
order to increase the response rate, program faculty decided to mail
certificates of appreciation to internship supervisors in the letter
that requests participation in the final evaluative survey (cf. 1.b.).
Second Means of Assessment for Outcome Identified Above:
3b. Means of Program Assessment & Criteria for Success:
85% of students completing a concluding questionnaire will agree or
strongly agree with the statement, “My academic study of communication
proved to be professionally valuable during my internship.”
3b. Summary of Assessment Data Collected:
100%; M = 4.6 (on scale from 1-5); Mdn = 5; n = 9
3b. Use of Results to Improve Instructional Program:
No change recommended or action taken.
Third Means of Assessment for Outcome Identified Above:
3c. Means of Program Assessment & Criteria for Success:
As part of their work in the Internship class students will prepare
and submit professional resumes that then will be kept in departmental
portfolios. Once a year the full-time communication professors will
evaluate the resumes on the extent to which they (1) target an entry-level
professional position in the communication field, (2) clarify relevant
practical skills, and (3) conform to common conventions for resumes in
the field. The results will be considered successful if a majority of
the professors judge the resumes of 85% the students completing the class
to be satisfactory or higher on all three criteria.
3c. Summary of Assessment Data Collected:
Strict assessment of criterion #1: No
The panel of evaluators found only 30% of the submitted resumes were
satisfactory or higher on all three criteria. Broken down by criterion,
the mean scores were as follows (scale was 1-3, with 2 = “satisfactory”):
M = 1.45 for #1, M = 2.6 for #2, and M = 2.58 for #3.
Having controlled for inattention to criterion #1 (by rating as “neutral”
resumes that made no reference at all to a targeted position): Yes
Under this controlled count, 90% of the submitted resumes were judged
satisfactory or higher on the considered criteria. In this analysis:
M = 2.25 for #1, M = 2.6 for #2, M = 2.58 for #3.
3c. Use of Results to Improve Instructional Program:
1. Added
an assignment to COMM 3300 in which students will review resumes from
the communication field and use a sample of resumes to analyze the range
of entry-level positions within the field.
2. Refined
the final essay assignment in COMM 4350 so that it requires a description
not only of the position eventually desired within the field, but also
of the type of position that could potentially serve an entry into the
field.
3. Decided
to add a third member to join the evaluation panel, form outside of the
program if the number of full-time communication faculty remains only
two. This change will make the criterion of a majority vote more meaningful.
SUPPORT DOCUMENTATION
SOURCE
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LOCATION/Special Instructions
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Final Evaluative Survey
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