Texas A&M University System Student Learning Outcome–Communication
The Texas A&M University System delivers a common set/embraces a common view of important outcomes and is accountable for sustained measurement.
For all TAMU System universities, the rationale for assessing student learning outcomes (SLOs) originates primarily from efforts to maintain institutional effectiveness, which is defined as a process of identifying outcomes, assessing the extent to which they are achieved, and providing evidence of improvement based on their analysis.
Upon completion of their degree program, students will be able to express ideas clearly and coherently orally, in writing, and electronically to a diverse range of audiences and interact with others in large and small group settings.
All criteria met and results exceed expectations with little room for improvement.
Most criteria met and results indicate mastery of objective with some room for improvement.
Acceptable number of criteria met and results meet expectations with room for improvement.
Some criteria met and results indicate need for improvement.
Few criteria met; results indicate need for significant improvement or no/insufficient results reported to measure performance of objective.
Assessment of student artifacts from Writing Intensive (WIN) classes using the Analytical Writing Rubric developed by TAMIU faculty.
Overall: Midway between sufficient and proficient (2.5 on a 0-4 scale)
Upper level (3000+) students: overall score of 2.8 on a 0-4 scale
Overall scores for all students across multiple disciplines and course levels (from strongest to weakest performance):
Organization & Development: 2.62
Style and Sentence Structure: 2.59
Grammar & Mechanics: 2.43
Scores for students in upper level courses:
Style and Sentence Structure: 2.99
Organization & Development: 2.77
Grammar & Mechanics: 2.70
The core curriculum committee is currently reviewing this rubric as TAMIU transitions to using modified VALUE rubrics to assess the core in an effort to generate more meaningful and accurate assessment data.
In Spring 2016, a modified written communication VALUE rubric will be used to assess student work for the core curriculum. In Fall 2017, dimensions of the rubric will be used to assess artifacts from upper level courses associated with our new QEP. Additionally, the IE staff is working with individual academic programs to incorporate VALUE rubrics in capstone courses in order to begin building longitudinal data across disciplines. Rubric calibration sessions will be held in the spring.
The same rubric was used to assess student work in 2013. Overall, average scores for each performance indicator have decreased over time. This is likely not a reflection of true student performance, but of faculty's calibration, and more consistent application, of the rubric. .
2016 scores have also been disaggregated by course level. Results suggest that, while students make gains in all writing areas, they most improve in research and style during their time at TAMIU.
National Survey of Student Engagement (NSSE)
83% of seniors reported that their educational experience at TAMIU prepared them "very much" or "quite a bit" to write clearly & effectively.
We had a fairly low response rate on the 2016 NSSE. To ensure we capture more student voices, we have included the following new indirect measure of communication on our Graduating Student Survey w/ a five point response scale:
"As a result of studying at TAMIU, how much progress do you feel you have made expressing ideas clearly in writing?"
The 2016 results are fairly consistent with the 2013 results (where 81% of seniors responded in the same way).