Oklahoma State University Main Campus College Portrait

All colleges and universities use multiple approaches to measure student learning. Many of these are specific to particular disciplines, many are coordinated with accrediting agencies, and many are based on outcomes after students have graduated.

Assessment of student learning outcomes is the cornerstone of Oklahoma State University's assessment program. Faculty members work within their discipline to evaluate the educational impact of academic programs and use the information to improve curricula and student programs. Program outcomes assessment within a degree program includes a process of articulating expected student learning outcomes, collecting data to evaluate the extent to which students achieve those outcomes, and using assessment data for program improvement. OSU faculty members guide the program assessment process by defining their program's expected educational outcomes, identifying and using assessment tools for evaluating student achievement, and actively using assessment data to justify what's working well in the program and to identify areas for program growth and development.

In 2009-2010, undergraduate and graduate programs at OSU reported 362 program outcomes assessment methods. The most commonly reported assessment methods were comprehensive, qualifying, preliminary, standardized, or course exams (23% of the total), faculty panel or faculty review of student work (20% of the total), dissertations, theses, or creative components (10% of the total), surveys of alumni (10% of the total), and oral presentations (9% of the total). Other reported program assessment methods included portfolios, internship or clinical evaluations, capstone projects, and other performance assessments. 

In 2009-2010 undergraduate and graduate programs reported 335 uses of program outcomes assessment data (each use may represent more than one assessment method). The most common use of program outcomes assessment data was to monitor and ensure student achievement of the learning outcome. Other common uses included improvements to the assessment process (20% of the total), curriculum changes (10% of the total), changes to courses (7% of the total), consideration and discussion of improvements (4% of the total), and other uses including advising, hiring decisions, communication with students, development of new courses, and student recruitment. The large number of uses of program outcomes assessment demonstrates that it is an integral and essential element of OSU's commitment to improving student learning.

In addition to outcomes assessment at the program and college level, OSU regularly assesses five outcomes that are expected of all OSU students as a result of the general education curriculum: written communication, critical thinking, math problem solving, science problem solving, and diversity. OSU uses faculty panels to evaluate samples of student work from across campus. Assessment results are shared broadly with faculty members and other stakeholders to identify ways to improve students' achievement of these five important outcomes. One way OSU has worked to improve student achievement of these five outcomes is through the Provost’s Faculty Development Initiative: Focus on General Education. This initiative provides faculty participants the opportunity to learn new techniques for teaching the learning outcomes, to create or revise course assignments, and to collaborate with colleagues on improving teaching. OSU has a strong commitment to student achievement in these five areas and uses assessment as a tool to improve curricula and teaching practices.

The final element of OSU's assessment strategy involves following-up with alumni through annual surveys. These surveys gather data on how well OSU prepared students for continuing education or employment, on the level of satisfaction with OSU, and on a variety of other important elements. In 2010, a survey of alumni from undergraduate programs found 92% of employed alumni in a position related to their degree were prepared very well or adequately for their current position and 92% of alumni that went on to graduate school were prepared very well or adequately for their continued education. 91% of respondents were satisfied or very satisfied with their overall educational experience at OSU. In 2009 a survey of alumni from graduate programs found 93% of employed alumni were prepared very well or adequately for their current position. 88% of respondents were satisfied or very satisfied with their overall educational experience at OSU.

For more information, visit the University Assessment and Testing website at http://uat.okstate.edu

Learning Assessment Examples

Colleges and universities participating in the College Portrait measure the typical improvement in students' abilities to think, reason, and write using one of three tests. This is part of a pilot project to better understand and compare what students learn between their freshman and senior years at different colleges and universities.

2010-11 Results from the ETS Proficiency Profile (formerly MAPP)

The ETS Proficiency Profile (formerly MAPP) measures critical thinking, analytic reasoning, and written communication and reports separate scores on critical thinking and written communication.

Test Administration Process

Test Information

Critical Thinking Results for First-time, Full-time Students

The increase in learning on the performance task is above what would be expected at an institution testing students of similar academic abilities.

Freshman Score: 114
Senior Score: 119
ETS score range: 100 to 130

Average ACT scores for tested students
Freshman Score: 26
Senior Score: 27

Written Communication Results for First-time, Full-time Students

The increase in learning on the performance task is above what would be expected at an institution testing students of similar academic abilities.

Freshman Score: 117
Senior Score: 120
ETS score range: 100 to 130

Average ACT scores for tested students
Freshman Score: 26
Senior Score: 27