Florida International University has developed an Academic Learning Compact for each baccalaureate degree program offered. The compacts identify the expected core student learning outcomes for degree program graduates in the areas of communication skills, content/discipline knowledge and skills, and critical thinking skills. Students should acquire these skills if they follow the prescribed course of study in their declared major. Students may be expected to participate in a number of activities associated with the compacts such as answering embedded questions in scheduled exams, creating a portfolio, enrolling in a capstone course, or sitting for a specialized exam. The program or department will notify students of what procedures have been developed to measure the learning specified in the Academic Learning Compact in their baccalaureate program beyond course grades.
FLORIDA INTERNATIONAL UNIVERSITY administered the ETS Proficiency Profile in 2013.
FLORIDA INTERNATIONAL UNIVERSITY conducted a Value-added administration of the ETS Proficiency Profile in 2013. The results are displayed below in the SLO Results tab.
For additional information on FIU’s process for administering ETS Proficiency Profile, please click on the Assessment Process Tab below. For information on the students included in the administration, please click the Students Tested Tab.
The ETS Proficiency Profile was chosen as the institutional assessment instrument because of the ability to measure all general education skills using one test.
Freshmen are assessed in the summer and spring terms and seniors are assessed throughout the academic year. Since some of the seniors did not have the SAT Writing component, the SAT scores for all the students only included the Verbal and Quantitative components.
The ETS Proficiency Profile test was administered to a sample of freshmen and graduating seniors. Freshmen were selected from those who enrolled in the First Year Experience course, an introductory course to University’s policies, procedures, and services. Seniors were selected from students applying for graduation. Participation is voluntary which explains the small sample size of students taking the test.
Results were reviewed by a team in Academic Affairs.
Test results from the ETS Proficiency Profile were shared with the undergraduate dean with the recommendation to review learning activities ithat are linked to the critical thinking competencies.
Of 2990 freshmen students eligible to be tested, 386 (13%) were included in the tested sample at FLORIDA INTERNATIONAL UNIVERSITY .
Of 4518 senior students eligible to be tested, 231 (5%) were included in the tested sample at FLORIDA INTERNATIONAL UNIVERSITY .
Probability sampling, where a small randomly selected sample of a larger population can be used to estimate the learning gains in the entire population with statistical confidence, provides the foundation for campus-level student learning outcomes assessment at many institutions. It's important, however, to review the demographics of the tested sample of students to ensure that the proportion of students within a given group in the tested sample is close to the proportion of students in that group in the total population. Differences in proportions don't mean the results aren't valid, but they do mean that institutions need to use caution in interpreting the results for the groups that are under-represented in the tested sample.
Undergraduate Student Demographic Breakdown
|Eligible Students||Tested Students||Eligible Students||Tested Students|
|Other or Unknown||<1%||<1%||<1%||<1%|
|US Underrepresented Minority||84%||85%||87%||87%|
|White / Caucasian||10%||8%||11%||9%|
|Low-income (Eligible to receive a Federal Pell Grant)||50%||52%||50%||58%|
The VSA advises institutions to follow assessment publisher guidelines for determining the appropriate number of students to test. In the absence of publisher guidelines, the VSA provides sample size guidelines for institutions based on a 95% confidence interval and 5% margin of error. So long as the tested sample demographics represent the student body, this means we can be 95% certain that the "true" population learning outcomes are with +/- 5% of the reported results. For more information on Sampling, please refer to the Research Methods Knowledge Base
The increase in learning on the performance task is at or near what would be expected at an institution testing students of similar academic abilities.
The increase in learning on the analytic writing task is at or near what would be expected at an institution testing students of similar academic abilities.