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 Kingsville: 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

TAMUK

ASSESSMENT METHOD

General Education course pre- and post-tests; standardized testing (ETS Proficiency Profile), program-level assessments, and NSSE surveys.

RESULTS: 2014

Sufficient

ANALYSIS

Results are mixed. Pre- and post-testing indicate an acceptable level of knowledge in most cases; whereas, ETS testing indicates knowledge levels below national averages. Program-level assessments generally indicate acceptable levels of ability to integrate knowledge. NSSE results aligned with integration of broad knowledge consistently show higher means for TAMUK seniors than for the Southwest Public peer group. For examples, among those NSSE items directly related to the integration of broad knowledge the mean TAMUK score tied with the peer group on two items (6c and 17c) and exceeded the peer group on all others (2a, 2b, 3b, 4c, 4e, 6a, 6b, 6c, 17c, 17e, 17i. and 17j).

ACTION

Program coordinators are continually encouraged to raise expectations for student learning. In addition, the new core curriculum may address present deficiencies. Assessments aligned with the new core to be performed in the next few years will determine whether or not improvements have been realized.

COMMENTS

Recognizing that TAMUK is an access-based university, the faculty set a standard below the national mean as a minimally acceptable overall mean for ETS test results. The TAMUK mean exceeds this acceptable level. The increase in TAMUK’s mean scores from freshman to senior exceeds the national increase. TAMUK’s NSSE scores related to the topic compare favorably to the Carnegie peer group and very favorably to the southwest public peer group.

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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