History BA graduates often seek to teach. In addition, all History BA graduates should possess certain analytical skills best evinced by the historical research process. As appropriate, the department will monitor student preparation for teaching certification and, in general, student mastery of history-thinking skills.
Objective
History Teacher Certification Preparation
In Texas, would-be public school history teachers must pass a state examination.
Indicator
TEXES Examination
Teacher education students who major or minor in History will pass the TExES examination. The Texas Examinations of Educator Standards (TExES) was developed by the State Board of Educator Certification/Texas Education Agency as a multiple-choice criterion-referenced examination designed to measure a candidate’s knowledge in relation to an established criterion rather than to the performance of other candidates. The History TExES has three domains: (I) World History, (II) U.S. History, and (III) Foundations, Skills, Research, and Instruction.
Criterion
TExES Examination
80% of all teacher education students who major or minor in History will pass the TEXES history examination with at least a score of 70%.
Finding
TExES Examination
53% (20 of 38) of History students passaed the TExES examination with an Overall Scaled Score of 70%-plus. In terms of Domain scores, 38% were at 70% of above.
Action
Revamping TExES Preparation
Our scores this past year were well below target. Perhaps this occured because the exam was significantly modified. In one instance, the exam was changed such that students could take either othe 7-12 or 8-12 exam, the former with an additional domain (in Texas history). In another instance, the emphasis in each domain and the relative weights of each were changed. There is now more world history and less coverage of non-political, "top-down" history.
We are addressing this in two ways. First, we changed the requirements for the undergraduate BA such that beginning with the Fall 2014 catalog, our major will mirror the exam. There is new weight in the major requirements on world and premodern history, and the American history section will no longer compel students to take the sequence of political history courses (these courses having first been required years ago on account of the TExES emphasis then). These changes, we are confident, will in no way prejudice History students who will not be pursuing education as a career.
This catalog will mainly be in force for next year's freshmen and beyond, but we expect to see some reflection in improved TExES scores next year.
Next, we will be rewriting our practice exam for the TExES in view of the changes the actual test has undergone. The current practice test was composed years ago and took into account now obsolete emphases. This will be an initiative of our Undergraduate Committee in 2014-15.
Objective
History Research And Thinking Skills
History students best demonstrate specific history thinking and research skills through the writing of finished history research projects.
Indicator
Senior Level Student Learning Outcome Assessments
During the course of the semester, students enrolled in 4000-level (senior level) courses will demonstrate mastery of historical scholarship and writing skills, as determined by a panel of history faculty.
Criterion
Research Paper Outcomes
The department developed a research-paper assessment rubric for use with a panel of faculty and a large sample of the 4000-level research papers. The rubric specified four areas of student attainment in a research paper: Thesis; Evidence; Documentation; and Organization. In 2013-14, the department made a priority of enhancing the first of these two criteria in the research classes.
Finding
4000-level Assessments
A panel of two senior faculty reviewed 17 papers against the attached rubric. Up to 5 points each were given for thesis, evidence, documentation, and organization. The 17 papers (about a fifth of total) gained scores between 10 and 20. The mean score was 16.26 and the median between 16 and 17. Scores were marginally higher for Thesis and Evidence than for Documentation and Organization.
A sample assessment document is attached.
Action
History Research Skills
This first year of offering the new capstone HIST 4399 will provide data that we shall analyze against the historical experience of the 4000-levels prior to this year.
Goal
Skills In And Knowledge Of History
B.A. History graduates will be prepared for successful careers and productive citizenship by gaining ample knowledge and skills in departmental courses.
Objective
Learning Outcomes: Tests
Students will acquire relevant historical knowledge and the ability to put it to use.
Indicator
Pre-Post Testing In History Core Curriculum
Students enrolled in lower-level US history courses, by far the largest enrollments in the department's curriculum, will demonstrate an enhancement in historical knowledge over the course of the term. The department, consulting Texas norms, has devised pre-and post-tests based for this purpose.
Criterion
Pre-Post Tests
The department devised a new instrument (attached) of 25 questions, based on the norms the state of Texas has expressed for the introductory history courses mandated for every public university student. The department expects measurable improvement in the post-test results versus the pre-test, of at least 10%.
Finding
Pre-post Test Outcomes
In six sections representing about 1000 students total (a fifth of all lower-level enrollments), the pre-post test results were higher in the post in five cases than the pre. The score in these six sections, pre-post, were as follows: 35%/65%; 58%/60%; 42/48%; 55%/52% 55%/59%; and 54%/58%. In aggregate, the average on the pre was 50.0% and the post 55.8%, an increase of just over 10%.
Action
Skills And Knowledge Of HIstory
The Undergraduate Affairs committee will begin a process of rewriting and renorming the pre- and post- tests.
Objective
Learning Outcomes
To expose students, especially during their lower level classes, to various methods of teaching and intellectual stimuli all promoting key historical thinking skills.
Students will have multiple pedagogical experiences designed to ascertain which forms produce best results.
Indicator
Self- And Instructor Evaluations In History Core Curriculum
Students will have multiple pedagogical experiences designed to ascertain which forms produce best results.
In the Fall of 2013, two sections of HIST 1301 were employed in an experiment. Using one section as a control, a comparison was made to an identically populated related section. (This was repeated in Spring 2014 using HIST 1302.) The following methods were used in the test section:
1. Reduction of lecture in favor of interactive student research activity. 2. Frequent promotion of small-group and team co-operative learning. 3. Use of Jeopardy-style gaming to promote information rehearsal.
Changes in assessments were:
1. Shift from memorization performance to researched essay responses. 2. Increased emphasis in grading expectations on appropriate use of critical thinking and analysis skills in addition to content recitation. 3. Provision of a consistent critical thinking and writing analysis rubric in preparation for all exams.
The traditionally taught course consisted of lecture and power point delivery assessed through short-answer and multiple-choice testing as is commonly practiced in freshman sections.
Success would be indicated by enhanced assessment performance from students in experimental sections.
Criterion
Modulation In Instruction Comparison
Testing outcomes will be compared. Success would be indicated by enhanced assessment performance from students in experimental sections. Because this is a new program objective, the specific amount of desired demonstrable performance is difficult to estimate.
Finding
Evaluations In History Courses
For the Fall 2013 HIST 1301 sections, the IQR differences were:
Exam 1: +16% Exam 2: +12% Exam 3: +3%
For the Spring 2014 HIST 1302 sections, the IQR differences were:
Exam 1: +26% Exam 2: +21% Exam 3: +12%
The average of all the differences was +15%
Action
Learning Outcomes
We shall run a similar study the fall term and seek to broaden its use in the spring.