Student Learning Outcomes

We embrace a common set of student learning outcomes and we are accountable for sustained measurement of these outcomes

West Texas A&M University: Communication

System 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.

Communication Learning Outcome:

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.

Generic Descriptions of Campus Assessment Results:

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.




DIRECT: ETS Proficiency Profile
INDIRECT: National Survey of Student Engagement (NSSE) items aligned to Student Learning Outcome (SLO)




DIRECT: Seniors taking the ETS Proficiency Profile scored above the mean for Master's institutions in the comparison group (114.7 versus 114.6) on the Writing portion of the assessment.
INDIRECT: Seniors participating in the NSSE rated WTAMU similarly to the average for the southwest public universities comparison group on the majority of items aligned to this SLO.


The actions being taken as a result of this assessment cycle involve increasing student participation while also expanding the types of direct assessments utilized. For the ETS Proficiency Profile, senior-level courses across academic disciplines are being identified in which to administer the exam in order to capture a representative sample that will increase reliability and validity of the collected data. For the NSSE, enhanced marketing strategies are being implemented for the spring 2017 administration, along with the addition of incentives. Finally, specific senior-level courses are being mapped to this SLO from which student artifacts will be collected and evaluated using the adopted AAC&U LEAP Value Rubric.


The primary comparison is that seniors scored above the mean for the comparison group in both 2013 and 2016, albeit on two different external direct assessments instruments. Further comparisons are limited by changes in assessment methodologies for 2016. The previous external assessment tool used as a direct method did not provide an adequate number of institutions to construct a viable comparison group to which WTAMU could benchmark results. The use of the ETS PP and NSSE results for 2016 will serve as a baseline to which future comparisons can be made. The inclusion of course-embedded assessments in future cycles will also provide greater evidence of efficacy in achieving the stated SLO and providing data that drive decisions for continuous improvement.

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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