ASSESSMENT REPORT

FOR

 

 

Bilingual – ECE - 4

(Instructional Degree Program)

Bachelor of Science
(Degree Level)

September 2002 – August 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:
The mission of the College of Education at Texas A&M International University is to provide a comprehensive and coherent professional development system for educators which links all aspects of the educational profession.  Through educational experiences provided by this system, educators will be prepared to provide learner-centered instructional experiences that promote excellence and equity for all students in the field.

Intended Educational (Student) Outcomes:

1. Students completing the undergraduate Bilingual (ECE-4) program will compare favorably in academic proficiency in the first and second language with students in similar programs statewide.

 

2. Students completing the Bilingual (EC-4) program will meet or exceed the expectancy level required for state certification in the knowledge and skills of language development in dual language environments.

 

ASSESSMENT REPORT

FOR

 

Bilingual – ECE - 4

(Instructional Degree Program)

Bachelor of Science

(Degree Level)

September 2002 – August 2003
(Assessment Period Covered)

7/01/2003
(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 undergraduate Bilingual/ECE-4 program will compare favorably in academic proficiency in the first and second language with students in similar programs statewide.

 

First Means of Assessment for Outcome Identified Above:
1a. Means of Program Assessment & Criteria for Success:
Students in the bilingual program (Bil/EC-4) seeking teacher certification will score 80% or better on the Bilingual Comprehensive Examination for the Certification of Educators in Texas (ExCET) Domain I used to demonstrate preparedness to teach in Texas public schools.

1a. Summary of Assessment Data Collected:
(N=9) The average score obtained from students up to the April test date for undergraduate students enrolled in the Bilingual (ECE-4) program scored 75% in the Bilingual Comprehensive #66 (ExCET) measure overall.  The data for ExCET, Domain I, which covers first and second language acquisition, will be segregated by August 1, 2003.  However, the data obtained at this point indicates this is an overall passing score, and it is not indicative of whether the targeted 80% score has been achieved for academic proficiency in two languages.  However, data obtained from the EC-4 Generalist Bilingual Exam, Texas Examinations of Educator Standards (TexES), indicated an average score of 77.27% (N=11) for Standard I, communicative competence and academic language proficiency for the first (L1) and the second language (L2).

1a. Use of Results to Improve Instructional Program:

(1)            Bilingual education courses were newly designed to prepare students with stronger base in dual language proficiency as well as in content.  These courses were designed to meet the demands of the new statewide certification exam, TExES.  Students completing their course work appear to be performing better at the 77% than the students that took the previous certification exam, the ExCET.  This may be an indication the additional newly designed courses are more closely aligned to the competencies under each of the six (6) domains covered in the TExES exam.  This appears to be a positive indication.  Since the ExCET will no longer be offered, more emphasis will be placed on the TExES competencies and how they are aligned with the Bilingual-EC-4 courses.

(2)            The bilingual section of the TExES certification exam is divided into fifteen (15) competencies.  Identifying the competencies, which are cause low scores, will facilitate the improvement of course work.  The bilingual education faculty will be able to coordinate their efforts to reevaluate course objectives to be inclusive of a stronger focus on the competencies that have been identified as needing improvement.

 

Second Means of Assessment for Outcome Identified Above:

1b. Means of Program Assessment & Criteria for Success:

Students completing the undergraduate bilingual program (ECE-4) will demonstrate proficiency in the first (L1) and the second language (L2) as indicated by the Bilingual Education Language Rubrics. 

 

1b. Summary of Assessment Data Collected:

The rubrics inclusive of the language proficiency requirements of the College of Education for Bilingual education majors indicate the following:  The passing rate of bilingual education majors is 100% for Spanish language proficiency as measured by the Texas Oral Proficiency Test (T.O.P.T); 100% pass rate for the education students in the English language written proficiency as measured by the University Writing Assessment (UWA); 100% for the oral language proficiency in English as measured by the Speaking Proficiency of English Assessment Kit (S.P.E.A.K.); and 100% as measured by the Texas Higher Education Assessment (THEA) 260 for reading comprehension in English.

 

1b. Use of Results to Improve Instructional Program:

(1)            The data indicates those students graduating from the College of Education with a Major in EC-4 Bilingual had to meet the language proficiency requirements before exiting from the program.  The results, although they indicate a 100% pass rate, appear to present a disparity between the ExCET and TExES scores of students enrolled in the ECE-4 Bilingual Education program.  Measures that assess academic language proficiency of students need to be in place to have a closer correlation with the state certification exams. 

(2)            The application/use of the two languages in dual language environments need to be evaluated.  A measure of the bilingual program in producing truly bilingual educators that can deliver instruction in either language effectively can be assessed through actual classroom application.  The public school evaluation system that also includes communication can be utilized to have a closer indication on how well students from the university have been prepared in regards to the two languages.

ASSESSMENT REPORT

FOR

 

Bilingual – ECE - 4

(Instructional Degree Program)

Bachelor of Science

(Degree Level)

September 2002 – August 2003
(Assessment Period Covered)

7/01/2003
(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 Bilingual (EC-4) program will meet or exceed the expectancy level required for state certification in the knowledge and skills of language development in dual language environments.

 

First Means of Assessment for Outcome Identified Above:
2a. Means of Program Assessment & Criteria for Success:
Students in the bilingual (EC-4) program seeking teacher certification will score 70% or better in Domain II of the state certification exam, ExCET, used to demonstrate preparedness to teach in Texas public schools.

2a. Summary of Assessment Data Collected:
(N=9) The average score obtained from students up to the April test date for undergraduate students enrolled in the Bilingual (ECE-4) program scored 75% in the Bilingual Comprehensive #66 (ExCET) measure overall.  This score met and exceeded the targeted score of 70%.  However, the date for ExCET, Domain II, which covers first and second language acquisition, will be segregated by August 1, 2003 to present an indication of how successful students are doing in the targeted area.  Data obtained from the EC-4 Generalist Bilingual Exam (TExES), indicated an average score of 77.27% (N=11) for Standard I, communicative competence and academic language proficiency for the first (L1) and the second language (L2).

2a. Use of Results to Improve Instructional Program:

(1)            Bilingual education courses were newly designed to prepare students with a stronger base in language proficiency as well as in content.  These courses were designed to meet the demands of the new statewide certification exam, TExES.  Students completing their course work appear to be performing better at the 77% than the students that took the previous certification exam, the ExCET.  This may be an indication the additional and newly designed courses are more closely aligned to the competencies under each of the six (6) domains covered in the TExES exam.  This appears to be a positive indication.  Since the ExCET will no longer be offered, more emphasis will be placed on the TExES competencies and how they are aligned with the Bilingual-EC-4 courses.

(2)    The bilingual section of the TExES certification exam is divided into fifteen (15) competencies.  Identifying the competencies, which are the cause low scores, will facilitate the improvement of course work.  The bilingual education faculty will be able to coordinate their efforts to reevaluate course objectives to be inclusive of a stronger focus on the competencies that have been identified as needing improvement.

Second Means of Assessment for Outcome Identified Above:

2b. Means of Program Assessment & Criteria for Success:

Enter text here

____b. Summary of Assessment Data Collected:

Enter text here

____b. Use of Results to Improve Instructional Program:

Enter text here

 

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