ASSESSMENT REPORT
FOR
Bachelor of Arts in English with Grades 8-12 Certificate
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 20, 2004_
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. Graduates completing 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 8-12 Certificate
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 20, 2004_
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 graduating seniors with a Bachelor of Arts with a Grades
8-12 Certificate for spring 2004. Assessment will continue fall 2004.
1a. Use of Results to Improve Instructional Program:
ASSESSMENT REPORT
FOR
Bachelor of Arts in English with Grades 8-12 Certificate
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 20, 2004_
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, 2004 test dates. Students who took the exam multiple times
are counted for the last time they took the exam, through the May 22, 2004
test date.
Of the 2 qualifying students who tested, 2 passed, yielding a rate of
100%. (1)
2a. Use of Results to Improve Instructional Program:
The department of Language and Literature has adopted a multifaceted
approach based on the results. The first of these intends to fine-tune
the criteria and assessment techniques. The latter two are programmatic—one
curricular, one extra-curricular.
1. Because the percentage above would be more useful to us if
it were to reflect 1) the total number of seniors who took the exam and
passed during the Fall, 2003 semester; 2) the number of times students
took the exam before passing (when students took it more than once);
and, 3) how students scored on specific subject domains within the test
framework, we have decided to expand the original criteria for success,
above, to:
Within one year of graduation, including the two semesters preceding
graduation, 80% or higher of graduates will, on their first
or second attempt, pass the Texas Examination of Educator Standards
(TExES) for English Language Arts and Reading for Secondary School
Certification by the State of Texas with scores above 235 in all domains
of the exam.
2. English 4390 (Problems in Teaching English), a course
dedicated to addressing the challenges of integrating content and pedagogy
for students preparing to apply for secondary certification, has a flexible,
evolving syllabus based partly on weaknesses identified by TExES score
reports. In the Spring, 2004 semester, for example, a new text—Teaching
Reading in High School English Classes—was added to the course reading
list when TExES score reports suggested that some of our students were
testing poorly in areas related to reading instruction.
Spring, 2004 results show slightly stronger performance on questions
pertaining to reading instruction, but weaknesses on the written component
of the exam. The Spring, 2005 section of English 4390 will, therefore,
integrate more practice in timed literary explication and writing exercises.
3. During the Spring, 2004 semester, several members of the Department
of Language and Literature, meeting as a committee addressing TExES performance
shortcomings—and working with the University's TExES coordinator, began
implementing a program in which members of the department would themselves
peruse pedagogical texts recommended for students preparing for secondary
certification.
This plan has two stated goals: 1) involved professors might be able
to help majors more clearly to see the connections between literature
and pedagogy, especially those connections stressed by current scholarship
in the field; and, 2) involved professors might begin actually to integrate
relevant pedagogical approaches into their own courses, enabling students
to absorb effective models for such integration.
ASSESSMENT REPORT
FOR
Bachelor of Arts in English with Grades 8-12 Certificate
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 20, 2004_
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:
Graduates of the educator preparation program will score at or near 70%
on the Texas Examinations of Educator Standards (TExES) exam for Pedagogy
and Professional Responsibilities, Domain I.
3a. Summary of Assessment Data Collected:
Enter text here
3a. Use of Results to Improve Instructional Program:
Enter text here.
ASSESSMENT REPORT
FOR
Bachelor of Arts in English with Grades 8-12 Certificate
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 20, 2004_
Date Submitted
Intended Educational (Student) Outcome:
4. Graduates 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:
4a. Means of Program Assessment & Criteria for Success:
Ninety percent (90%) of students completing the educator preparation
program on the Field Performance Evaluations will be at or near 85% with
no score lower than 65%.
4a. Summary of Assessment Data Collected:
Enter text here
4a. Use of Results to Improve Instructional Program:
Enter text here
Second Means of Assessment for Outcome Identified Above:
4b. Means of Program Assessment & Criteria for Success:
At the Portfolio Defense, the students completing the educator preparation
program will provide evidence of knowledge and 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:
Enter text here
4b. Use of Results to Improve Instructional Program:
Enter text here
SUPPORT DOCUMENTATION
SOURCE
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LOCATION/Special Instructions
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(1) TExES 131-Eng. L.A. & Rdg.
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Link (electronically submitted)
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Field Performance Evaluations
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common rubric (need proper name)
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