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Angelo State University College Portrait

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Angelo State University Learning Outcomes

Student learning is measured in all academic programs and in the core curriculum at Angelo state University. Each academic program has a well-defined set of student learning outcomes. These outcomes are measured in a variety of ways across the university, including the use of nationally normed standardized exams, licensure and certification exams, departmentally developed exams and assignments, and capstone projects.

The core curriculum was completely revised in Fall 2014. Direct assessment strategies include embedded course assignments and the use of the Collegiate Assessment of Academic Proficiency (CAAP). ASU evaluates courses in the core curriculum through regular student evaluations using the National Survey of Student Engagement (NSSE) and the Individual Development and Education Assessment (IDEA) Student Ratings of Instruction.

Assessment results for all academic programs and the core curriculum are analyzed at the department level each fall semester for the previous academic year, and “use of results” statements are entered in Strategic Planning Online (SPOL), the university’s budgeting, assessment, and planning software. These use of results include plans to adjust instruction, curricula, or the assignment of resources and faculty to help the university to continuously improve student learning from freshmen through doctoral level courses.




Angelo State University administered the ETS Proficiency Profile in 2009.

Angelo State University conducted a Senior-only benchmarked administration of the ETS Proficiency Profile in 2009. The results are displayed below in the SLO Results tab.

For additional information on ASU’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?

ASU places primary responsibility for the content, quality, and effectiveness of curriculum with its faculty, in accordance with best practices.  Program learning goals must be clear, include action, and be measurable.  The assessment mapping used by ASU to tie AAC&U VALUE Rubrics ensures that learning goals are sufficiently covered by course offerings and by the assessment activities planned in those courses. Program goals are tied to externally mandated program goals, appropriate college and university goals and support assessment data for effectiveness reporting as well as continuous improvement.

 


Which Angelo State University students are assessed? When?


Student Assessment is encompassed at several levels, including capstone course projects, course-level embedded assessment, discipline-specfic certification and licensure exams, exhibits, protfolio reviews, and standardized tests such as major field tests and rubrics that help identifiy characteristics of the outcome and specify levels of mastery in each characteristic. 

Every learning goal at ASU is assessed by a direct measurement at least once within a two year period. The Value Rubrics are used to assess students in program specific courses.


How are assessment data collected?

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How are data reported within Angelo State University?

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

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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 ASU, senior students who completed the ETS Proficiency Profile Critical Thinking test (n=303) scored higher than 17% of seniors at all other ETS Proficiency Profile-participating institutions in Spring 2009.

At ASU, senior students who completed the ETS Proficiency Profile Written Communication test (n=303) scored higher than 21% of seniors at all other ETS Proficiency Profile-participating institutions in Spring 2009.

As ASU did not participate in a value-added administration, scores are not adjusted to account for the incoming ability of ASU students.


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.