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 synthesize knowledge from general and specialized studies.
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.
• Educational Testing Service (ETS) Proficiency Profile (PP)
• National Survey of Student Engagement (NSSE)
• Individual Development of Educational Assessment (IDEA)
• Association of American Colleges and Universities (AAC&U) Valid Assessment of Learning in Undergraduate Education (Value) Rubrics
• ETS PP - Sufficient
• NSSE Integration - Sufficient
• NSSE Societal Problems - Proficient
• NSSE Analyzing - Proficient
• NSSE Forming New Ideas - Proficient
• NSSE Real-World Problems - Proficient
• Value Rubric Integrative Learning – Emerging
Students sufficiently achieve this higher-order thinking skill upon completion of our baccalaureate degrees as demonstrated by the three assessment instruments, both direct and indirect, employed to evaluate program effectiveness. Comparing the result of the direct measures to those of the indirect indicates the expected Dunning-Kruger effect. Students assessment themselves as proficient in this outcome while the results from the direct measures indicate emerging and sufficient achievement.
Encourage curriculum designed to provide students the opportunity to integrate knowledge gained during both their academic career at our upper-level institution, our community college partner institutions, their employment, and their personal experiences in their culminating coursework at the university.
ETS Proficiency Profile
A&M-Central Texas assesses students’ ability to synthesize knowledge from general and specialized studies on a regular basis in order to provide evidence that graduates have attained those competencies. To accomplish this, A&M-Central Texas utilizes the overall score from the ETS Proficiency Test to provide a direct, institutional assessment of students integration of broad knowledge, especially as it relates to the mastery of the general education core curriculum. In Spring 2013, A&M-Central Texas selected a sample of 148 junior and senior-level students to take the test. Overall, this sample of students had an average total score of 436.69 (SD = 15). The 95% confidence interval for the mean was from 435 to 439. This result was below the national norm, suggesting a rating of emerging.
With the introduction of the new core curriculum and the institution’s separate accreditation, A&M-Central Texas is working will all of its undergraduate programs to enhance the integration of broad knowledge in all of the institution’s upper level courses. Furthermore, the institution is working on integrating all of the Texas A&M University System Learning Outcomes across the university curriculum.
Currently, A&M-Central Texas’ use of the ETS-Proficiency Profile have focused on exiting seniors. However, the university is looking at expanding its assessment program to include incoming transfer students. This would allow the institution to develop it own “value-added” model of assessment.