ASSESSMENT REPORT
FOR
Bachelor of Science in Social Studies with Grades 4-8 Certification
(BS)
Administrative or Educational Support Unit
Spring 2004
Assessment Period Covered
July 1, 2004
Date Submitted
Expanded Statement of Institutional Purpose Linkage:
Institutional Mission/Goal(s) 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.
Administrative or Educational Support Unit Mission Statement:
The College of Arts and Sciences is dedicated to the provision of
programs that prepare students for a variety of professional roles through
enhancement of their abilities to communicate and to understand and appreciate
the world through a broad-based, liberal arts education.
Intended Administrative Objectives:
1. Students completing the educator preparation program will compare
favorably with their knowledge of instructional design and assessment
to promote student learning.
2. Student interns completing the educator preparation program
will demonstrate the skills related to implementing effective, responsive
instruction and assessment.
3. Students completing the educator preparation program in Social
Studies will have a broad understanding of the field.
ASSESSMENT REPORT
FOR
Bachelor of Science in Social Studies with Grades 4-8 Certification
(BS)
Administrative or Educational Support Unit
Spring 2004
Assessment Period Covered
July 1, 2004
Date Submitted
Intended Administrative or Educational Support Objective:
NOTE: There should be one form C for each intended objective
listed on form B. The intended unit objective should be
restated in the box immediately below and the intended objective number
entered in the blank space below
1. Students completing the educator preparation program will compare
favorably with their knowledge of instructional design and assessment
to promote student learning.
First Means of Assessment for Objective Identified Above:
1. a. Means of Unit Assessment & Criteria for Success:
The average score of students in the educator preparation program
will be 70% or a minimum of 240 on Domain I (Designing Instruction and
Assessment to Promote Student Learning) of the Pedagogy and Professional
Responsibilities (PPR) Texas Examination of Educator Standards (TExES).
1. a. Summary of Data Collected:
Out of a population of 57 students, only 54 took the Pedagogy and
Professional Responsibilities (PPR) Test of the new Texas Examination
on Educator Standards (TExES) during the Fall term of 2003. The remaining
three 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 76.83%
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 79.46% accuracy and Competency
#2 (Understands and applies concepts related to student diversity) with
78.65% accuracy. On Competency #1 (Understands and applies human developmental
processes), students demonstrated 77.3% accuracy and 71.93% 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.
Out of a population of 73 students, only 23 took the Pedagogy and Professional
Responsibilities (PPR) Test of the new Texas Examination on Educator Standards
(TExES) during the Spring term of 2004. On average, the students who took
the PPR Examination obtained 77.00% 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 75.17%
accuracy and Competency #2 (Understands and applies concepts related to
student diversity) with 79.22% accuracy. On Competency #1 (Understands
and applies human developmental processes), students demonstrated 80.04%
accuracy and 73.57% 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.
1. a. Use of Results to Improve Instructional Program:
Students' performance data were shared with program faculty who agreed
that it was important to refine their instructional efforts with respect
to Domain I. Additionally, closer inspection of the Fall 2003 and Spring
2004 TExES data revealed that greater attention needs to be given to Domain
III of the TExES, since students’ average performance on competencies
#7 (Communication), #8 (Instructional Practice), #9 (Technology), and
#10 (Assessment) did not consistently exceed 75% across two administrations
of this exam. Faculty agreed to develop a plan to systematically incorporate
these competencies into their courses and will begin implementing the
revised courses in the Fall 2004 semester.
Second Means of Assessment for Outcome Identified Above:
1. b. Means of Program Assessment & Criteria for Success:
At the pre-service interview to enter the teaching internship, students
in the teacher preparation program will provide evidence of knowledge
of instructional design and assessment with a score of 90% or better,
as determined by a committee of public school personnel and College of
Education Supervising faculty who will use a rubric developed for this
purpose.
1. b. Summary of Assessment Data Collected:
Spring 2004 Block II Data collected from 74 students through the use
of the Internship Interview Rubric indicated that 74 (100%) 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 74 students interviewed, no more than four (5%) needed to strengthen
their understanding of: a) how to successfully work with students having
special needs; b) develop a greater understanding of the learner-centered
proficiencies; c) authentic assessment; or d) multiple intelligences.
1. b. Use of Results to Improve Instructional Program:
Program faculty reviewed the data mentioned above and agreed to continue
to refine their courses by placing greater attention on the four areas
mentioned and assessing through different means students’ understanding
of all relevant competencies.
Since students' performance on the Internship Interview Rubric has exceeded
expectations, faculty members decided to place a special emphasis on Competency
#7 (Communication: The teacher understands and applies principles and
strategies for communicating effectively in varied teaching and learning
contexts) from Domain III of the Pedagogy and Professional Responsibilities
(PPR) Texas Examination of Educator Standards (TExES), especially since
students’ average performance over the last two TExES administrations
has not been higher than 69%. This competency will be incorporated into
the Professional Education courses that pre-service teachers take.
ASSESSMENT REPORT
FOR
Bachelor of Science in Social Studies with Grades 4-8 Certification
(BS)
Administrative or Educational Support Unit
Spring 2004
Assessment Period Covered
July 1, 2004
Date Submitted
Intended Administrative or Educational Support Objective:
NOTE: There should be one form C for each intended objective
listed on form B. The intended unit objective should be
restated in the box immediately below and the intended objective number
entered in the blank space below
2. Student interns completing the educator preparation program will
demonstrate the skills related to implementing effective, responsive instruction
and assessment.
First Means of Assessment for Objective Identified Above:
2. a. Means of Unit Assessment & Criteria for Success:
The average score of 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%.
2. a. Summary of Assessment Data Collected:
Data collected from 73 students during the Spring 2004 semester through
the use of the Field Performance Evaluations revealed that their scores
ranged from 50 to 100 and that the mean for the group was 92.2. Students
were particularly capable of maintaining positive rapport with the students
and 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 students are attentive before beginning the lesson
or giving directions. In addition, they need to question students in
a variety of ways to promote critical thinking. Overall, the desired
performance standard was exceeded.
2. a. 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.
Since students performance on the Field Performance Evaluations has exceeded
expectations, faculty has decided to focus on Competency #10 (Assessment:
The teacher monitors students performance and achievement; provides students
with timely, high-quality feedback; and responds flexibly to promote learning
for all students) from Domain III of the Pedagogy and Professional Responsibilities
(PPR) Texas Examination of Educator Standards (TExES).
Second Means of Assessment for Objective Identified Above:
2. b. Means of Unit 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 85% or better as determined by a
team of Field Supervisors using a common rubric.
2. b. Summary of Assessment Data Collected:
During the Spring 2004 term, 70 Block III students prepared and presented
their portfolios for evaluation. Seventy-nine percent (55) of the 70
students earned a score of 80% or higher on their portfolios. The average
score obtained by the 70 students was 87.17%. As a part of the portfolio
presentation, students demonstrated an appropriate understanding of instructional
design and assessment.
2. b. 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 on their
portfolios to determine if any modifications to the rubric and/or program
are needed. This team of educators will research different types of rubrics
used to assess e-portfolios and will create a rubric to be utilized for
e-portfolios with Block I students during the Fall 2004 term, Block II
students during the Spring 2005 term, and Block III students during the
Fall 2005 term. The rubric will then be used to help educators monitor
program strengths and areas of need.
ASSESSMENT REPORT
FOR
Bachelor of Science in Social Studies with Grades 4-8 Certification
(BS)
Administrative or Educational Support Unit
Spring 2004
Assessment Period Covered
July 1, 2004
Date Submitted
Intended Administrative or Educational Support Objective:
NOTE: There should be one form C for each intended objective
listed on form B. The intended unit objective should be
restated in the box immediately below and the intended objective number
entered in the blank space below
3. Students completing the educator preparation program in Social
Studies will have a broad understanding of the field.
First Means of Assessment for Objective Identified Above:
3. a. Means of Unit Assessment & Criteria for Success:
Graduating seniors will take the Texas Examinations of Educator Standards
(TExES) practice test for Domain I (Social Studies Content) and Domain
II (Social Studies Foundations, Skills, and Instruction). The mean average
score will be 80% or better in each of the two domains.
3. a. Summary of Assessment Data Collected:
Social Studies faculty will commence administering the practice test
in Fall 2004.
3. a. Use of Results to Improve Unit Services:
No data have been collected at this time because the survey was not
completed and administered to graduating students in Fall 2003.
Second Means of Assessment for Objective Identified Above:
3. b. Means of Unit Assessment & Criteria for Success:
Graduating Social Studies majors will be surveyed to gather supporting
data concerning the degree to which the program provided them with a broad
understanding of the field of Social Studies, using a five-point Likert
scale ranging from 1 (not at all) to 5 (very well). At least 85% of those
responding will rate the program 4 or 5 on the scale.
3. b. Summary of Assessment Data Collected:
Social Studies faculty will commence administering the survey in Fall
2004.
3. b. Use of Results to Improve Unit Services:
No data have been collected at this time because the survey was not completed
and administered to graduating students in Fall 2003.
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