Student Learning Outcomes

We embrace a common set of student learning outcomes and we are accountable for sustained measurement of these outcomes

Texas A&M University Central Texas: Integration

TAMU System Student Learning Outcome–Integration of Broad Knowledge

Bold statement:

The Texas A&M University System delivers a common set/embraces a common view of important outcomes and is accountable for sustained measurement.

Institutional Effectiveness:

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.

Integration of Broad Knowledge Outcome:

Upon completion of their degree program, students will be able to synthesize knowledge from general and specialized studies.

Generic Descriptions of Campus Assessment Results:

EXEMPLARY
All criteria met and results exceed expectations with little room for improvement.

PROFICIENT
Most criteria met and results indicate mastery of objective with some room for improvement.

SUFFICIENT
Acceptable number of criteria met and results meet expectations with room for improvement.

EMERGING
Some criteria met and results indicate need for improvement.

INSUFFICIENT
Few criteria met; results indicate need for significant improvement or no/insufficient results reported to measure performance of objective.

UNIVERSITY

TAMUCT

ASSESSMENT METHOD

ETS Proficiency Profile

RESULTS: 2014

Emerging

ANALYSIS

A&M-Central Texas assesses students’ ability to synthesize knowledge from general and specialized studies on a regular basis in order to provide evidence that graduates have attained those competencies. To accomplish this, A&M-Central Texas utilizes the overall score from the ETS Proficiency Test to provide a direct, institutional assessment of students integration of broad knowledge, especially as it relates to the mastery of the general education core curriculum. In Spring 2013, A&M-Central Texas selected a sample of 148 junior and senior-level students to take the test. Overall, this sample of students had an average total score of 436.69 (SD = 15). The 95% confidence interval for the mean was from 435 to 439. This result was below the national norm, suggesting a rating of emerging.

ACTION

With the introduction of the new core curriculum and the institution’s separate accreditation, A&M-Central Texas is working will all of its undergraduate programs to enhance the integration of broad knowledge in all of the institution’s upper level courses. Furthermore, the institution is working on integrating all of the Texas A&M University System Learning Outcomes across the university curriculum.

COMMENTS

Currently, A&M-Central Texas’ use of the ETS-Proficiency Profile have focused on exiting seniors. However, the university is looking at expanding its assessment program to include incoming transfer students. This would allow the institution to develop it own “value-added” model of assessment.

Information by System Members
Texas A&M University
Prairie View A&M University
Tarleton State University
Texas A&M International University
Texas A&M University Corpus Christi
Texas A&M University Kingsville
West Texas A&M University
Texas A&M University Commerce
Texas A&M University Texarkana
Texas A&M University Central Texas
Texas A&M University San Antonio
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