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University of North Carolina at Greensboro Learning Outcomes

Continuous assessment and improvement of education programs are integral to the mission of The University of North Carolina at Greensboro.  Clear expectations now exist that educational programs will identify and define measurable outcomes, and express outcomes in consistently measurable terms. In each academic program, methods of assessment include at least one direct measure of each SLO and results are analyzed systematically and used for student learning improvement. For the General Education Program, UNCG has executed multiple rounds of assessment for most SLOs, and continues to assess student learning in all aspects of the program. The University has developed institutional procedures explicitly requiring the documentation of expected learning outcomes, program assessment, analysis of results of assessment, and the use of analysis of results for program improvement and implementation for student learning across its programs. Assessment to improve learning is consistently conducted in academic programs at UNCG.
 
UNCG has created a web site modeled after the NILOA Transparency Framework to communicate about student learning at the institution.  Information about our outcomes, plans, resources, current assessment activities, evidence of learning and use of evidence can be found here:
 
http://assessment.uncg.edu/TransFrame/
 
 



University of North Carolina at Greensboro administered the ETS Proficiency Profile in 2010 - 2012.

University of North Carolina at Greensboro conducted a Value-added administration of the ETS Proficiency Profile in 2010 - 2012. The results are displayed below in the SLO Results tab.

For additional information on UNCG’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.

Why did you choose the ETS Proficiency Profile for your institutional assessment?

The University chose the ETS Proficiency Profile for our institutional assessment for the following reasons:

  1. The instrument measured four core skill areas--critical thinking, reading, writing, and mathematics--all of which are part of our General Education curriculum.
  2. The instrument was cost effective and implementation was reasonable given the University's financial and personnel constraints.


Which University of North Carolina at Greensboro students are assessed? When?

The targeted populations for the fall 2010 and spring 2011 administrations of the ETS Proficiency Profile were first-time entering freshmen (fall) and seniors within six months of graduating (spring).


How are assessment data collected?

In fall 2010, the ETS Proficiency Profile was administered to 386 students in three 100-level courses.  Of those students who took the test, 186 were first-time, entering freshmen (our targeted population).  For the spring 2011 administration, the Office of Institutional Research identified approximately 1300 students who started at UNCG as first-time, entering freshmen.  Of these, a random sample of 450 was selected.  Of the 450 sampled seniors, a total of 133 seniors were tested; however, not all examinees were “traditional seniors” as defined by the VSA.


How are data reported within University of North Carolina at Greensboro?

Using the reports provided by ETS, data were analyzed by a member of the Office of Assessment.  Results were presented to the Director of Assessment, the General Education Council, and the Provost and Deans’ Council.


How are assessment data at UNCG used to guide program improvements?

Due to sampling limitations, the data could not be used to make program changes.


Of 2518 freshmen students eligible to be tested, 186 (7%) were included in the tested sample at University of North Carolina at Greensboro.


Of 1304 senior students eligible to be tested, 131 (10%) were included in the tested sample at University of North Carolina at Greensboro.


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

  Freshmen Seniors
Eligible Students Tested Students Eligible Students Tested Students
Gender Female 69% 75% 68% 73%
Male 31% 25% 32% 27%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 39% 27% 32% 39%
White / Caucasian 59% 68% 63% 54%
International 1% 1% 1% <1%
Unknown <1% <1% 1% 7%
Low-income (Eligible to receive a Federal Pell Grant) <1% <1% <1% <1%

Of the 186 first-time entering freshmen tested in fall 2010:

  • 72% were male, 25% were female, and 3% were undisclosed; and
  • 22% were Black/African American or Hispanic, 65% were White, 13% were Other or undisclosed.

Of the 131 graduating seniors tested in spring 2011:

  • 66% were male, 27% were female, and 7% were undisclosed; and
  • 34% were Black/African American or Hispanic, 54% were White, 12% were Other or undisclosed.

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

Critical Thinking Detail

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.



Written Communication Detail

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.