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.
Many different assessment methods are used. Each degree program has a unique and explicit set of expected learning outcomes and assessment measures beyond the course level.
Every program finds that the majority of students master most intended student learning outcomes. Room for improvement is identified by most program coordinators. In cases where program coordinators express no need for improvement, they are urged to raise their standards of mastery.
An Academic Assessment Committee reviews each program’s SLO reports each year. The Committee then offers feedback to the department chair and college dean regarding improvements in assessment measures, appropriateness of objectives, etc. The University strives for, and achieves, continuous quality improvement in measuring student mastery of discipline specific knowledge.
Identifying and assessing program-level learning outcomes, and responding to results thereof, follows a mature and time-tested system at TAMU-K. The system is based loosely on a system developed by ABET.