ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Early Childhood Education/Reading
Specialization (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.
College/University Goal(s) Supported:
Enter Text Here
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
Early Childhood Education with a Reading specialization will demonstrate
knowledge of effective Language Arts/Reading principles.
ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Early Childhood Education/Reading Specialization
(BS)
Instructional Degree Program
Spring 2003
Assessment Period Covered
July 1, 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 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:
1a. 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.
1a. 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.
1a. 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:
1b. 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.
1b. 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.
1b. 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 Degree in Early Childhood Education/Reading Specialization
(BS)
Instructional Degree Program
Spring 2003
Assessment Period Covered
July 1, 2003
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed.
Intended outcome should be restated in the box immediately below and
the intended outcome number entered in the blank spaces.
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:
2a. 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%.
2a. 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.
2a. 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:
2b. 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
2b. 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.
2b. 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 Degree in Early Childhood Education/Reading Specialization
(BS)
Instructional Degree Program
Spring 2003
Assessment Period Covered
July 1, 2003
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome listed.
Intended outcome should be restated in the box immediately below and
the intended outcome number entered in the blank spaces.
3. Students completing the Bachelor of Science in Early
Childhood Education with a Reading specialization will demonstrate knowledge
of effective Language Arts/Reading principles.
First Means of Assessment for Outcome Identified Above:
3a. Means of Program Assessment & Criteria for Success:
The average score of students completing the Bachelor of Science
in Early Childhood Education with a specialization in Reading on the
Generalist EC-4th grade, TExES 101 exam, Domain I will be
at or near the passing standard.
3a. Summary of Assessment Data Collected:
Only two students with majors in Early Childhood Reading completed
their program this year. One took the Elementary Comprehensive Examination
for the Certification of Educators in Texas (ExCET), and the other had
not taken the Early Childhood Reading Texas Examination of Educator
Standards (TExES) at the time this report was prepared.
3a. Use of Results to Improve Instructional Program:
This section is not applicable at this time.
Second Means of Assessment for Outcome Identified Above:
3b. Means of Program Assessment & Criteria for Success:
On the Questionnaire for Early Childhood Students, students completing
the Bachelor of Science in Early Childhood Education with a Reading
specialization will demonstrate knowledge of effective Language Arts/Reading
principles with an average score of 3 on a Likert scale of 1 – 4 on
their knowledge of TExES exam 101, Domain I competencies.
3b. Summary of Assessment Data Collected:
All Early Childhood (EC) Education students in Block III completed
a survey indicating their self-assessment of their knowledge with respect
to the competencies on Domain I of the EC-4 standards. Those with a
specialization in Reading were not singled out. However, it was assumed
that their scores would be at or near the average for the EC students
as a whole. Averages for the competencies ranged from 3.15 to 3.40 on
a Likert scale of 1-4. A score of “3” indicates “adequate knowledge.”
Since our objective was that students would have an average of “3” on
these competencies, we did achieve this objective for students at the
end of Block III in the Spring of 2003.
3b. Use of Results to Improve Instructional Program:
Although no competency score fell below “3”, results from the survey
allow us to pinpoint potential areas of strength and weakness. Those
competencies rated the highest were those having to do with “writing
conventions” and “assessment” (3.40). Those rated the lowest were word
analysis and decoding, oral language, and phonological/phonemic awareness
(3.14-3.16). Program faculty will examine this issue to determine
how to place greater emphasis on these three areas, all of which are
highly related to children’s early development in reading. Future versions
of the survey will allow students to specify their major area of study
so that those with a Reading specialization can be identified.
SUPPORT DOCUMENTATION
SOURCE |
LOCATION/Special Instructions |
Texas Examination of Educator
Standards (TExES) |
|
Portfolio Defense |
|
Field Performance Evaluations |
|
rubric (need proper name) |
|
Questionnaire for Early
Childhood Students |
|