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.
I-CARE follow-up interview asking students to identify resources to utilize to meet needs.
91% of students assessed were able to identify at least three resources to assist in meeting their needs (n=116).
University Counseling Center: Annual Client Survey of students participating in Counseling Services. Students list two self-care skills learned in counseling.
Sufficient to Proficient
86% of students satisfactorily and 54% proficiently described two self-care skills (n= 59).
Disability Services: Assistive Technology Training Post-Test
65% of students, after assistive technology (Text-to-Speech) training, scored accomplished or exemplary on the grading rubric (n=13).
All students who scored below exemplary are provided additional training in needed areas.
Islander Housing: Residence Life Survey questions on the ability to manage conflict.
Residents were given two scenarios and asked to select the most appropriate response to each. 85% of residents correctly identified the most appropriate response to Scenario #1 (n = 692). 26% of residents correctly identified the most appropriate response to Scenario #2 (n = 696).
Focus additional residential programming efforts on conflict resolution.
Clarify the scenarios to reflect that the second is a continuation of the first and that it assumes the residents have already taken the action selected in the first question.
Career Services: Mock Interview Rubric on ability to articulate knowledge, skills and experiences gained outside the classroom.
98% achieved a rating of three or better on a 4-point scale. 92% achieved a rating of four, excellent. (n= 285) Students were assessed in the following areas: impressions, preparation, confidence, responses, skill set, and closing.
Continue and enhance the effort to teach students to articulate their skills.
Prevention Programs: AlcoholWise alcohol and drug education course pre-test/post-test.
All incoming students under age 21 completed the Islander Alcohol Education Course before enrolling for the second semester (n=2626). Pre-test scores = 53 and post-test scores = 78 for a 25 point increase in knowledge mastery.
This course is being replaced by a different course, which focuses more on Title IX compliance while also educating on alcohol and drugs. The new course does not provide pre-test/post-test analysis.
National Survey of Student Engagement (NSSE) 2017 Results for Items 11.f and 17.e
For survey item 11.f which asks whether the student has already completed or plans to complete "a culminating senior experience", 38% of students responded with "Done or in progress". This is higher than the mean of similar institutions (35%).
For survey item 17.e which asks the student how much his/her experience at the institution contributed to his/her knowledge, skills, and person development in acquiring job- or work-related knowledge and skills, sixty percent responded with "Quite a bit" or "Very much". The institution's mean (2.8) was slightly lower than that of similar institutions (2.9). The mean for this item was calculated by giving each of the four possible responses a value (i.e. Very much = 4, Quite a bit = 3, Some = 2, Very little = 1).
NSSE data were not included in the last Empower U Assessment Report for Discipline Specific Knowledge. Comparisons will be made in 2020.
Program-level Assessment: Measures and targets for program-level assessment of specific knowledge were identified by faculty of the respective program. Direct measures included written assignments, exam items, MFTs and capstone projects.
Exemplary- Exceeding target by ten percent
Proficient- Exceeding target by at least five percent but less than ten percent
Sufficient- Meeting or exceeding target by less than five percent
Emerging- Missing target by less than ten percent
Insufficient- Missing target by ten percent or greater.
Based on the definitions included in the Assessment Method section, the results are:
Ninety-seven measures of this outcome were used in 2017 across all colleges. Almost half of these measures (45%) met their target for success by 10 or more percentage points. Overall, more than three-fourths of the measures (79%) met their target for success.
The Office of Assessment, Accreditation, and Compliance reviews the annual assessment reports of all academic and administrative units and provides feedback to the respective offices. The development of an action plan is required of units that have at least one target that is unmet.
The last Empower U Assessment Report for Discipline Specific Knowledge was in 2014. This past report included program-level assessment but combined Proficient and Sufficient as possible results. A comparison of the remaining results shows a significant increase in the percentage of Exemplary results from 2014 (15%) to 2017 (45%). A slight decrease from 15% (2014) to 12% (2017) in Emerging results can also be seen.
Direct Measures include: Capstone Assignments, Comprehensive Exams, Licensure Exams, Performances, Portfolios, Pre/Post Tests, Presentations, Written Projects, and Standardized Tests (including Major Field Tests).
70% proficient or sufficient
Approximately 30 undergraduate degree-granting programs in the five colleges reported 74 different measures of discipline specific knowledge at graduation, including tests, licensure exams, capstone projects, portfolios, performances, and presentations.
Criteria focused on demonstration of the knowledge and competencies related to each particular program. In many cases, these include communication and thinking skills. All were assessed for disciplinary knowledge based on disciplinary standards and expectations, and/or external measures of competence for licensure in a particular career.
All incoming students under 21 take the Alcohol Wise online course before the second semester. 1082 Islanders took the course in 2013-2014. Pre and post-test results show a 29 point improvement (national average is 27 points).
1.) A university-wide Assessment Committee is reviewing assessment reports and performing other assessment-related tasks.
2.) Assessment and Continuous Improvement Office is assisting with the assessment and reporting of discipline specific knowledge. EmpowerU objectives will be listed in WEAVE.
3. Center for Faculty Excellence will provide assessment assistance.
4)Alcohol Wise will continue to be administered.
Many programs have multiple direct measures of student learning. These measures vary in terms of how connected they are to coursework (MFT versus a capstone project or juried performance). Faculty and programs devote significant time to mentoring, reviewing, and evaluating graduating student performance/work.