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 Commerce: Discipline Specific

TAMU System Student Learning Outcome–Discipline Specific 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.

Discipline Specific Knowledge Outcome:

Upon graduation, students will demonstrate mastery of the depth of knowledge required for their respective degrees.

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

TAMUC

Assessment Method

1) Comprehensive Exam • MS in Applied Criminology

2) TExES Certification Examination •BS/BA Interdisciplinary Studies-Special Education

3) Major Field Test in Biology •BA/BS in Biological Sciences

4) Strategic Audit •MS in Management

Results: 2014

1) Proficient

2) Proficient

3) Proficient

4) Sufficient

Analysis

1) The panel of faculty scoring the Comprehensive Exam for the students (n=37) in the master's program in Applied Criminology found that 95% of students (35/37) scored at the acceptable or exceptional level for SLOs #1, 2, 3 and 4. This met the established Standard of Success requiring 75% of all students who took the exam to achieve an Acceptable or Exceptional pass rate on the exam. Given that the students achieved at an acceptable rate, meeting the established Standard of Success, only minor modifications are recommended at this time.

2) Scaled scores for students (n=9) taking the TExES exam exhibited a range from 100-300 with a minimum of 240 set as the passing standard. A score of 65 was set by faculty in the department as the passing Standard of Success for each Domain. Nine of 9 students (100%) met this Standard of Success for Domains 1 and 2. Eight of 9 (88.9%) met the Standard of Success for Domain 3. But only five of nine (55.56%) met the Standard of Success for Domain 4. Overall, 88.9% of the nine students taking the test passed it. The program faculty analyzed the results and determined that Domain 4 (Foundations and Professional Roles and Responsibilities) needed to be addressed due to the fact that almost half of the students did not pass that Domain. This result was used to make modification in the pedagogy of the program.

3) The established Standard of Success was that the average correct of TAMUC students (n=17) would be greater than the national institutional mean. Single sample t-tests where conducted on all SLOs (1-9) between the TAMUC students and the national mean for each SLO. SLO 4 and 6 (see Comments section) were the only two found to be statistically significant. These results were used to make modifications in pedagogy of the program.

4) 76.64% of online students (n=15) scored at the acceptable or above level on the Strategic Audit, administered in Strategic Management Course MGT 527. This result did not meet but was close to meeting the Standard of Success established at 80% for SLO 5b. The rubric identified deficiencies in theories and tools associated with the management function of organizing.

Action

1) Benchmarks will be modified to reflect the following: 75% of students will achieve an Acceptable (75-89%) Pass rate; 25% of students will achieve an Exceptional (90-100%) Pass rate. Currently, the grading rubric for this exam evaluates the student's abilities in the following areas overall: content, critical thinking, applied thinking, communications skills, and reading/acumen. Because the faculty panel found that the rubric does not disaggregate by question, it will be revised to assess student abilities in each of these 6 areas for each of the five questions on the exam.

2) The program faculty will more directly address the competency areas (010, 011, and 012) within Domain 4 via new or restructured activities in several special education courses (Ex., 346. 420, and 475).

3) A task force of faculty made a decision to work in more diversity type activities and quizzes into lab sections beginning with BSc 1407 in the Fall of 2014. The intent is to add more diversity type activities (with more emphasis on plants) to labs for other courses where appropriate.

4) A panel of faculty analyzed the results and concluded that the strategic audit requires the use of application theories and tools with greater emphasis on the analysis of the organization than identification of the organization theories and tools. The panel of faculty concluded also that the results for this one class during Spring 2014 might not be representative due to its smaller size. The faculty determined that they would continue watching the results to see if the difference in the results for the Strategic Audit for outcome 5b continues. If so, additional changes might be needed in the curriculum or pedagogy of the academic program.

Comments

Beginning with the 2013-2014 Institutional Effectiveness cycle, all programs at A&M-Commerce established discipline-specific student learning outcomes. A representative sampling of results from a cross-section of these programs is provided below.

1) •SLO 1: Write critically with analytical thinking about issues in law enforcement. •SLO 2: Write critically with analytical thinking about issues in corrections. • SLO 3: Write critically with analytical thinking about issues in the courts. • SLO 4: Demonstrate advanced knowledge about crime and criminality. Additional measures were used to assess discipline specific Outcomes 1-9 in the MS in Applied Criminology program, but these results are offered as an example.

2) While student scores are reported by Domain, ETS recommends considering the overall score as the truest measure of the test-takers' proficiency. •Domain 4 (SLO 4): Understand foundations and professional roles and responsibilities. Additional measures were used to assess discipline specific Outcomes/Domains 1-4, but these results are offered as an example.

3) •SLO 4: Exhibit knowledge of the diversity of organisms. •SLO 6: Demonstrate an understanding of the organismal biology of plants.

4) The Strategic Audit was scored by a panel of faculty with a rubric in MGT 527. •Outcome 5b: Students will be able to articulate ways to coordinate the use of financial and human resources to meet organizational goals and objectives. Additional measures were used to assess discipline specific Outcomes 5a, 5c, and 5d, but these results are offered as an example.

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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