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.
Assessment of Communication at TAMU-T currently includes: (a) results from annual program learning outcomes assessment in undergraduate majors that aligned with Communication; (b) results from the Collegiate Learning Assessment (CLA+); (c) results of specific survey items from the National Survey of Student Engagement (NSSE) that are aligned with Communication perceptions; and (d) results of specific survey items from our Graduating Student Survey (GSS) that are aligned with Communication perceptions.
Results from available program learning outcomes assessment showed students met or exceeded standards set by the most of the programs. Results for the CLA+ revealed a Critique an Argument score of 575 (senior). For the NSSE, students indicated that TAMU-T contributed "Very Much" or "Quite a Bit" towards the development of their ability to: (a) write clearly and effectively (71%); and (b) speak clearly and effectively (68%). Results from the GSS indicated that the percentage of students who Agreed or Strongly Agreed that TAMU-T contributed to their development of various competencies was: (a) 86.2% on an item focused on communicating ideas effectively; (b) 99.8% on an item focused on applying fundamental writing strategies; (c) 71.6% on an item focused on delivering effective oral presentations; and (d) 95.8% on an item focused on incorporating multiple informational resources.
Overall, these results indicate that students' communicationperformance is proficient at TAMUT. For our direct assessments, no freshmen completed the CLA+. Although the senior score met the acceptable student performance standard (538), only one student participated in the CLA+. Furthermore, in majors programs, seniors met or exceeded the standards set by most of the reporting programs in discipline-specific assessments. In terms of indirect assessments, students met the acceptable standard (which is currently set at 70% for both the NSSE and the GSS) most of the time, and sometimes met the ideal standard (currently set at 85%). However, there were some areas on the NSSE and the GSS where the acceptable performance standard was not met.
1) We will work with program faculty to articulate the impact of Communication within their majors; 2) Training materials, workshops, or other resources will be developed and/or planned to help increase or maintain faculty competency of Communication (and assessment approaches to Communication); and 3) We will continue to use the NSSE & GSS and monitor items aligned with Communication.
In order to increase participation in standardized Communication assessments (such as the CLA+), TAMUT will investigate ETS HEIghten as a possible alternative to the CLA+. HEIghten offers a Written Communication assessment that is significantly less time-consuming than the CLA+, and this could encourage more participation in standardized Communication assessments.