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.
General Education course-based tests, standardized ETS Proficiency Profile testing of seniors, and NSSE surveys of seniors.
We will continue course-based testing in General Education courses, and will continue administering the ETS exam. NSSE data has been added as an additional measure. New since 2013 is the graduation requirement that a student complete at least one Writing Intensive course in the major. To address the need to improve writing proficiency, the new (as of 2015) QEP focuses on writing. An early indicator of progress from our 2016 NSSE results indicates that TAMUK seniors produce 37% more written pages than our THECB peers.
ETS testing of both reading and writing showed small increases in proficiency from 2014-15 to 2015-16. We anticipate further gains resulting from our QEP.