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Mansfield University of Pennsylvania Learning Outcomes

Mansfield University uses the ETS Proficiency Profile to assess student learning gains.  It was first used in spring 2010/fall 2011, and again during the 2012-2013 academic year.  Test results are also posted on the Institutional Research Office's website. 

Mansfield University of Pennsylvania administered the ETS Proficiency Profile in 2013.

Mansfield University of Pennsylvania 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 Mansfield’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?


Which Mansfield University of Pennsylvania students are assessed? When?

Freshmen were assssed in fall 2012, while seniors were assessed in spring 2013.

How are assessment data collected?

Freshmen were tested during First Year Experience courses, while many seniors received the exam in capstone courses.

How are data reported within Mansfield University of Pennsylvania?


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


Of 625 freshmen students eligible to be tested, 305 (49%) were included in the tested sample at Mansfield University of Pennsylvania.

Of 595 senior students eligible to be tested, 138 (23%) were included in the tested sample at Mansfield 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 60% 57% 55% 54%
Male 40% 43% 45% 46%
Other or Unknown <1% <1% <1% <1%
US Underrepresented Minority 18% 13% 15% 11%
White / Caucasian 82% 87% 85% 89%
International <1% <1% <1% <1%
Unknown <1% <1% <1% <1%
Low-income (Eligible to receive a Federal Pell Grant) <1% <1% <1% <1%


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 above what would be expected at an institution testing students of similar academic abilities.