TAMU System Student Learning Outcome–Discipline Specific Knowledge
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 graduation, students will demonstrate mastery of the depth of knowledge required for their respective degrees.
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.
(1) Core Curriculum Rubric developed and applied by faculty in core courses. Scale scores range from 4=Exemplary to 0=Deficient.
(2) Collegiate Learning Assessment Performance Tasks;
(3) National Survey of Student Engagement;
(4) Student Self-Assessment of Knowledge Acquisition.
Sufficient to Proficient
(1) Pilot assessments of three new core competencies took place in 2013-2014. The Communication competency was assessed in ENGL-1301, MATH-1314, PHYS-1370 and PHYS-2125 (n=210). Scores indicated the majority of students were in the Accomplished scale of the rubric; Critical Thinking was assessed in ARTS-1303, ARTS-1302, MATH-1314, PHYS-1370, PHYS-2125, and UNIV-1101 (n=284). Scores ranged between Accomplished (Inquiry domain) to Beginning (Synthesis domain); and Empirical & Quantitative Skills were assessed in MATH-1314, PHYS-1370, and PHYS-2125 (n=75). Scores ranged from Accomplished on four of six domains to Competent on the Application and Evaluation domains.
(2) The majority of scores for seniors (n=215) participating in the CLA fell in the Basic mastery level on the following performance tasks: Analysis & Problem Solving (75%); Writing Effectiveness (77%); and Writing Mechanics (91%);
(3) Seniors (n=260) completing the National Survey of Student Engagement indicated that their academic experience prepared them “quite a bit” to “very much” for writing clearly and effectively (81%), speaking clearly & effectively (75%), analyzing numerical & statistical information (63%), acquiring work related knowledge & skills (65%), and being an informed & active citizen (65%);
(4) Results from participants in the Student Orientation, Leadership, and Engagement initiatives demonstrated that 80% had an increased understanding of strategies to identify and overcome obstacles that hamper goal achievement and 85% increased knowledge about their capacity to create new understandings from learning activities and dialogue with others.
(1) Assessment data has been shared with core curriculum committee and faculty teaching core courses. Preliminary discussions have indicated a need to review rubrics, strengthen faculty development for rubric application and validation, as well as identification of areas for improvement of student learning.
(2) Writing effectiveness and mechanics continue to be an academic focus through the development and expansion of writing intensive courses throughout every discipline.
(3) Student feedback is requested on a regular schedule through a variety of methods including nationally normed instruments such as the National Survey of Student Engagement as well as locally developed instruments. Data is disseminated to the University community for review and identification of future actions and initiatives.
(4) Continue to develop rubrics that assess student learning throughout participation in student leadership and engagement initiatives.