CP Logo

Bloomsburg University of Pennsylvania College Portrait

Home Compare At A Glance Contact

EXPLORE THIS COLLEGE PORTRAIT

Bloomsburg University of Pennsylvania Learning Outcomes

Bloomsburg University uses the ETS Proficiency Profile to assess student learning gains. All incoming freshmen and freshmen/sophomore/junior transfer students (including International students) are required to take the ETS Proficiency Profile Test. In October 2012, the Bloomsburg University Assessment Working Group was established to develop a Bloomsburg University Assessment Plan (handbook) that communicates the purpose(s) of assessment at the university, program, and course levels; means of assessment at each level; appropriate use and reporting of assessment results; and the assessment cycle/reporting timelines.




Bloomsburg University of Pennsylvania administered the ETS Proficiency Profile in Fall 2015 - Spring 2016.

Bloomsburg University of Pennsylvania conducted a Value-added administration of the ETS Proficiency Profile in Fall 2015 - Spring 2016. The results are displayed below in the SLO Results tab.

For additional information on BU’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 ETS Proficiency Profile is a test of students’ college level skills. Bloomsburg University has chosen the ETS Proficiency Profile as a direct measure of student learning. The ETS Proficiency Profile has been in use at BU since 2007, and is now being used as an indicator of student learning for the VSA, where it is presented as the required “value added” measure of student learning.


Which Bloomsburg University of Pennsylvania students are assessed? When?

The ETS Proficiency Profile (Abbreviated Form) is currently required of all first-year students, who take the test in a controlled setting on campus during the first week of class. The ETS Proficiency Profile (Abbreviated Form) is not currently required of seniors. The Office of Planning and Assessment recruits all seniors to take the test online anytime during the fall and spring semesters. 


How are assessment data collected?

The ETS Proficiency Profile (Abbreviated Form) is currently required of first-year students, who take the test in a controlled setting on campus; it takes about 40 minutes to complete. The ETS Proficiency Profile (Abbreviated Form) is not currently required of seniors. The Office of Planning and Assessment recruits all seniors to take the test online.


How are data reported within Bloomsburg University of Pennsylvania?

Student results are analyzed on an annual basis. Reports are generated using aggregate data and made available for review among the university community. 


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

Bloomsburg University uses the results of the ETS Proficiency Profile for the following purposes:

  1. Review of the General Education Program, MyCore, by the General Education Council
  2. Use as a metric for The Pennsylvania State System of Higher Education (PASSHE) Performance Funding
  3. Use as primary value added measure for the Voluntary System of Accountability
  4. Identify trends in the student population
  5. Measure institutional effectiveness of various university programs

 


Of 2231 freshmen students eligible to be tested, 1947 (87%) were included in the tested sample at Bloomsburg University of Pennsylvania.


Of 1435 senior students eligible to be tested, 213 (15%) were included in the tested sample at Bloomsburg University of Pennsylvania.


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 58% 60% 59% 86%
Male 42% 39% 41% 14%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 22% 14% 12% 3%
White / Caucasian 76% 84% 85% 96%
International <1% <1% 2% <1%
Unknown 1% 1% 2% 1%
Low-income (Eligible to receive a Federal Pell Grant) 33% 29% 29% 28%

Test results of the freshmen samples are very representative of the overall population due to high assessment participation rates among first-year students. Test results for seniors are less representative due to lower assessment participation rates. In particular, our senior sample differs from the overall population in the proportions of academic areas represented among students. Students from Education and Business programs are overrepresented, while students in Liberal Arts and Science programs are underrepresented. Data are analyzed by academic subgroups to ensure validity of overall results.

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.


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.