ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Early Childhood Education/Bilingual
Education Specialization (BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 1, 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 an 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 that 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-ECE-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
Bachelor of Science Degree in Early Childhood Education/Bilingual
Education Specialization (BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 1, 2004
Date Submitted
Intended Educational (Student) Outcome:
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 Unit Assessment & Criteria for Success:
Students in the bilingual program( Bil/ECE-4) seeking teacher certification
will score 80% or better on the Bil./EC-4 Texas Examinations of Educator
Standards (TExES), Domain I, used to demonstrate preparedness to teach
in Texas public schools.
1a. Summary of Assessment Data Collected:
(N=28) The overall average score obtained from students completing
their course work in the Spring semester 2004 scored 77.64% in the Texas
Examinations of Educator Standards (TExES). This is short of the targeted
80% goal.
1a. Use of Results to Improve Unit Services:
(1)The TExES examination, a criterion reference test, is solely
written in English and is utilized as a measurement of the individual’s
knowledge and skills in the area of bilingual education, Domain I. With
this means of assessment, the department will only evaluate scores
on language competence. Additional forms of assessments, such as performance
based oral and written language proficiency in both targeted languages
will be designed by the bilingual education faculty to assess the expected
level of performance. (2) A committee will be formed to assess
writing performance in the Spanish language as students complete the
Bilingual (EC-4) program. A rubric that specifies the different levels
of proficiency will be used to indicate the individual’s level of performance. (3) The
syllabi for all the bilingual education courses will include objectives
that require students to demonstrate listening, speaking, reading and
writing language proficiency in two languages .
Second Means of Assessment for Outcome Identified Above:
1b. Means of Unit 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:
Using the rubrics for the language proficiency requirements for this
degree, the faculty have determined 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).
1b. Use of Results to Improve Unit Service:
(1) The data indicate those students graduating from the College
of Education with a Major in EC-4 Bilingual met the language proficiency
requirements before exiting from the program. Faculty will take steps
to ensure a closer correlation of the state certification exams. (2)
The use of the two languages in dual language environments needs to be
evaluated. A measure of the bilingual program in producing truly bilingual
educators who can deliver instruction in either language effectively
can be assessed through actual classroom application. Faculty members
have also concluded that an employers’ survey is necessary in order to
determine whether or not supervisors in public schools, with bilingual
degrees, have sufficiently demonstrated (for these public contexts) their
abilities in two languages.
ASSESSMENT REPORT
FOR
Bachelor of Science Degree in Early Childhood Education/Bilingual
Education Specialization (BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 1, 2004
Date Submitted
Intended Educational (Student) Outcome:
2. Students completing the undergraduate Bilingual/ECE-4 program
will meet or exceed the expectancy level required for state certification
in the knowledge and skills of language development.
First Means of Assessment for Outcome Identified Above:
____a. 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 Texas Examinations of Educator Standards,
TExES, used to demonstrate preparedness to teach in Texas Public schools.
____a. Summary of Assessment Data Collected:
(N=28) The overall average score obtained from students completing
their course work in the Spring semester 2004 scored 70.11% in the TExES Examinations
of Educator Standards (TExES). The total mean score met the targeted goal.
____a. Use of Results to Improve Instructional Program:
(1) Bilingual education courses were newly designed
to prepare students with a 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 now appear to be performing at the expectations for
the English Language Arts and Reading which is approximately 21% of the
entire TExES measure. This may be an indication that the additional
and newly designed courses and the implementation of activities are aligned
to the eight standards under Domain II.
(2) Although no action was taken at this time, bilingual education faculty
members plan to continue evaluating course objectives and their connection
to the competencies. (3) In a qualitative survey, students in the program
will indicate which type of activities contributed to their understanding
of course materials.
SUPPORT DOCUMENTATION
SOURCE
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LOCATION/Special Instructions
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Texas Examination of Educator Standards (TExES) (Summary
of Results)
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Rubric for Spanish Competency
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Rubric for S.P.E.A.K
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Rubric for THEA
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