ASSESSMENT REPORT
FOR
Bachelor of Science Degree Bilingual Generalist Grades 4th - 8th
(BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 5, 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 Administrative or Educational Support Objective:
1. Students completing the undergraduate Bilingual
Education: 4-8 Generalist program will compare favorably in academic
proficiency in the first and second language with students in similar
programs statewide.
2. Students completing the Bilingual 4-8 Generalist program
will meet or exceed the expectancy level required for the state certification
exam, the Texas Examinations of Educator Standards (TExES), in the areas
of language development in dual language environments/Domain I. Standard
III.
First Means of Assessment for Objective Identified Above:
1a. Means of Unit Assessment & Criteria for Success:
Students in the Bilingual 4-8 Generalist program seeking teacher
certification will score 80% or better on Domain I, Standard I on the
bilingual certification, TExES, used to demonstrate preparedness to
teach in Texas public schools.
1a. Summary of Assessment Data Collected
(N=2) The average score was 80% on Domain I of the TExES examination.
This score meets the targeted goal. Domain I contains six (6) standards,
and the data is not segregated. Only one score was obtained for all
the standards.
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. Only the discourse level of language competence in the
English language is assessed. 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 expectant
level of performance. (2) A committee will be formed to act
as inter-raters to assess writing performance in the Spanish language
as students complete the Bilingual Ed: 4-8 Generalist program. A
rubric that specifies the different levels of proficiency will
be utilized
to indicate the individual’s level of performance. (3) The syllabi
for all the Bilingual courses will include objectives that require
students to demonstrate listening, speaking, reading and
writing language proficiency in two languages .
Second Means of Assessment for Objective Identified Above:
1b. Means of Unit Assessment & Criteria for Success
Students completing the undergraduate Bilingual 4-8 Generalist
program 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
for the College of Education for Bilingual education majors indicated
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 indicates that 100% of the students graduating
from the College of Education with a major in Bilingual/4-8 Generalist
met the language proficiency requirements before exiting from the program.
(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
Bachelor of Science Degree Bilingual Generalist Grades 4th - 8th
(BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
July 5, 2004
Date Submitted
Intended Administrative or Educational Support Objective:
2. Students completing the Bilingual 4-8 Generalist program
will meet or exceed the expectancy level required for the state certification
exam, the Texas Examinations of Educator Standards (TExES), in the areas
of language development in dual language environments/Domain I, Standard
III.
First Means of Assessment for Objective Identified Above:
2a. Means of Unit Assessment & Criteria for Success:
Upon completion of the Bilingual 4-8 Generalist program,
student will score 70% or better in Domain I, Standard III of the
TExES state certification exam.
2a. Summary of Assessment Data Collected:
(N=2) The average score was 80% on Domain I. Domain
I contains six (6) standards. The data is not segregated to indicate
how well the student scored on Standard III, however of the two (2)
students that were tested, the targeted goal was met.
2a. Use of Results to Improve Unit Services:
(1) The data seems to indicate that the course work
is adequate and should continue with the same course format and content.
(2) Other Domains such as the math, social studies and science need
to be included in future assessment.
Second Means of Assessment for Objective Identified
Above:
2b. Means of Unit Assessment & Criteria for Success
Upon completion of the Bilingual 4-8 Generalist program, student
will score 70% or better in Domain I, Standard VI of the TExES state
certification exam.
2b. Summary of Assessment Data Collected:
(N=2) : The average score
was 80% on Domain I. This score met and surpassed the targeted goal. Domain
I contains six (6) standards. The data is not segregated to indicate
how well the student scored on Standard VI.
2b. Use of Results to Improve Unit Service:
(1)The sample size is small and the
results from each of the Standards within Domain I would serve the
purpose of determining areas of strength and weaknesses. However,
the data seems to indicate that the course work is adequate and should
continue with the same course format and content. (2) Other Domains
such as the math, social studies and science need to be included in
future assessment.
SUPPORT DOCUMENTATION
SOURCE |
LOCATION/Special Instructions |
Texas Examination of Educator
Standards (TExES) (Summary of Results) |
|
Rubric for Spanish Competency |
|
Rubric for S.P.E.A.K |
|
Rubric for THEA |
|