Student learning is assessed many different ways at UNC Charlotte. For each educational program, student learning outcomes (i.e., knowledge, skills, and abilities) are articulated, assessment measures are identified, and performance targets are established. Student learning is assessed on an established schedule and the results are compared to pre-determined performance targets. When student performance does not meet or exceed the performance targets, changes are made to the curriculum and/or pedagogy to improve student learning. Assessment methods differ depending on the student learning outcomes and range from tests to assess knowledge, to presentations and recitals to gauge skills development, to student teaching and internships to demonstrate competency in the workplace. The ETS Proficiency Profile is also administered by UNC Charlotte to assess reading, writing, critical thinking, and mathematic skills.
University of North Carolina at Charlotte administered the ETS Proficiency Profile in 2014.
University of North Carolina at Charlotte conducted a Senior-only benchmarked administration of the ETS Proficiency Profile in 2014. The results are displayed below in the SLO Results tab.
For additional information on UNCC’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.
Previously, we administered the CLA and did not find the results helpful for improving student learning.
Seniors are assessed in the spring during their last semester at UNC Charlotte.
Seniors take the online abbreviated ETS Proficiency Profile. ETS collects the data and prepares online summary and comparison reports.
Data are aggregated/analyzed by the Office of Assessment and Accreditation. Student performance is compared across colleges and with peer institutions with a Carnegie classification of "Research University/High Research" that administered the online, senior only, abbreviated Proficiency Profile. Test results are reviewed by the Provost, deans, and department chairs and made available for review by other interested parties on the UNC Charlotte website.
Test results were shared with the deans and department chairs with the recommendation that departments identify learning activities in the curriculum that are linked to the critical thinking competencies and provide greater emphasis or infuse additional learning activites to strengthen students' critical thinking skills.
Seniors in the Colleges of Education and Health and Human Services were slighted overrepresented and seniors in the Colleges of Liberal Arts and Sciences, Business, and Art and Architecture were slightly underrepresented in the sample. Females, Caucasians, and students enrolled full-time were also slightly overrepresented in the sample.
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
At UNCC, senior students who completed the ETS Proficiency Profile Critical Thinking test (n=363) scored higher than 25% of seniors at all other ETS Proficiency Profile-participating institutions in Spring 2014.
At UNCC, senior students who completed the ETS Proficiency Profile Written Communication test (n=363) scored higher than 50% of seniors at all other ETS Proficiency Profile-participating institutions in Spring 2014.
As UNCC did not participate in a value-added administration, scores are not adjusted to account for the incoming ability of UNCC students.
The chart below shows the distribution of student scores on the ETS Proficiency Profile Critical Thinking test. Students are scored as Not Proficient, Marginal, or Proficient.
The charts below show the distribution of student scores on the three levels of the ETS Proficiency Profile Writing Test. Students are scored as Not Proficient, Marginal, or Proficient on each level. Writing 3 represents more advanced writing skill than Writing 2, which represents more advanced writing skill than Writing 1.