Florida International University:

College of Education

Degree Program: MS in Foreign Language Education (TESOL track) Program Code 2007-08

Submitted by: Eric Dwyer TESL10MS Number of graduates 1

Expanded Statement of Institutional Purpose / Student Outcomes / Outcome Assessment Criteria, Standards & Procedures / Outcome Assessment Results / Use of Results for Program Improvement
The mission of the
Foreign Lanuage TESOL MS Proram is linked to the COE mission and is therefore to :
1. Prepare candidates who have the knowledge, abilities, and dispositions to facilitate and enhance learning and development within diverse settings.
2. Promote and facilitate the discovery, development, documentation, assessment and dissemination of knowledge related to teaching and the learning of languages to all students
3. Develop professional partnerships in the larger community that foster significant educational, social, economic and political change in regards to Language Learning across cultures. / Link to Unit Outcomes
Steward of the Discipline
·  that MLE/TESOL candidates operate from a sound theoretical and linguistic base with respect to second language education of second language, a means for connecting such a base to practice and vice versa, and interactive, internationally-grounded commitments that promote multilingualism and multiculturalism;
Reflective inquirer
·  that MLE/TESOL programs promote a global orientation toward creativity, pertinent methodology, fair assessment, and advocacy by candidates for their students, and their families;
Mindful Educator (D)
and finally, that MLE/TESOL programs establish and maintain international connections fostering educational, social, economic, and political progress. / Assessment:
Critical task in TSL 5142, Curriculum Development in ESOL-- Language Learning Mini Lesson
Candidates plan and present a mini-lesson to illustrate a particular language learning activity that has to do with some or all of the four language learning skills (listening, speaking, reading, and writing)
Lessons should demonstrate the effective use of student-centeredness, grouping, interesting materials and/or manipulatives, sheltered language, and creative and appropriate use of visual aids where appropriate.
Assessment:
TARGET:
Objectives, content, materials, adaptations, meaningful activities, vocabulary and execution all reflect excellence and thoughtful planning
ACCEPTABLE
Objectives, content, materials, adaptations, meaningful activities, vocabulary and execution reflect acceptable planning.
UNACCEPTABLE
Objectives, content, materials, adaptations, meaningful activities, vocabulary and execution reflect thin or inappropriate planning
Assessment
Theoretical Paper: EDF 6211: Candidates will research theories in psychological foundations of education and use the research to design a learning environment for culturally or linguistically diverse learners. Candidates’ knowledge will be scored using a 3 point rubric as follows:
TARGET
Candidate demonstrates a complete synthesis of knowledge of psychological foundations and learning theories of education; in depth and thorough application of learning theories to create effective activities for a learning environment; demonstrates insightful knowledge of student needs; shows thorough understanding of students’ cognitive and affective needs and these are effectively addressed in the learning environment; sources within the last ten years are cited and reported in APA format; writing is clear and well organized with excellent mechanics. Persuasive argument is made by the author for their point of view.
ACCEPTABLE
Demonstrates an adequate synthesis of knowledge of psychological foundations of education. There is sufficient application of learning theories to create effective activities for a learning environment; demonstrates satisfactory knowledge of student needs; shows acceptable understanding of students’ cognitive and affective needs and these are sufficiently addressed in the learning environment; required sources within the last ten years are cited and reported in APA format. Writing is clear and well organized with passable mechanics. Logical and cogent argument is made by the author for their point of view.
UNACCEPTABLE
The paper demonstrates limited or no synthesis of knowledge of the psychological foundations of education; limited or insufficient application of learning theories to create effective activities for a learning environment. The paper lacks satisfactory knowledge of student needs. The paper shows minimal or no understanding of students’ cognitive and affective needs and these are sufficiently addressed in the learning environment. Not all required sources are cited and some are older than the last ten years. Errors in APA format. Writing lacks clarity and organization with grammatical deficiencies. Theargument made by author lacks logic and focus.
Criteria: 100% of the candidates must perform in the target or acceptable ranges. Candidates who do not perform at this level will be remediated
Critique of Empirical Research: EDF 5481
A 7-9 page critique of a published and previously approved journal article. The journal article is selected by the student, from top tier journals in their own area of expertise/interest. The instructors make a preliminary evaluation, to make sure the article meets certain standards of rigor and professional integrity, including the utilization of first hand data collection procedures involving adequate samples of observations.The critique will be 7-9 double-spaced pages long, and should include the following: The journal article is summarized section-by-section, then evaluated/critiqued. Alternatively, each section of the article may be summarized, then critiqued before going to the next section.
How will it be measured?
Three point rubric:
Target: Candidate has constructed a completely accurate, comprehensive and feasible summary, and evaluated each section of the article in a critical and informed manner. The student demonstrated an exceptional understanding, interpretation, and evaluation of the results obtained and reported in educational research article reviewed; The student conclusions based on the research and assessment data provided was exemplary and reflects higher order thinking abilities.
Acceptable: Candidate has constructed an adequate summary of all components of the paper, has evaluated each section, and demonstrates satisfactory understanding of the results reported in the article reviewed. Evaluation covers most problematic issues in each section of the article. Adequate higher order thinking abilities are demonstrated.
Not Acceptable :Candidate did not summarize each section of the article adequately, or fails to critically evaluate each section adequately.
Criteria: 100% of the candidates must perform in the target or acceptable ranges. Candidates who do not perform at this level will be remediated. / 100% of program completers have achieved “meets standard” levels or better this critical task
90% of candidates received a target or acceptable on the critical task during Fall 07 in this cluster. The remaining candidates were remediated so that all candidates obtained 100% acceptable. Data is being aggregated for Spring 08
The aggregated cluster data reflects that 44% of candidates received a target or acceptable on the EDF 5481 critical task in Fall 07; the remaining students were either remediated or did not upload their artifact. The College is currently aggregating Spring 2008 data. / Program faculty will review student artifacts and compare them to regional and state discussions to determine the need for changes in the following areas:
--more specific concentration on foreign language practices in unit programs.
--adjustments to the levels of emphasis on formal linguistics
--attention to dispositions