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Lamar University College Portrait

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EXPLORE THIS COLLEGE PORTRAIT

Lamar University Learning Outcomes

There are many ways to approach the evaluation of student learning. The characteristics of good evidence of student learning include considerations of direct and indirect methods for gathering evidence of student learning, the appropriate use of quantitative and qualitative evidence, and other methodological considerations.

 




Lamar University administered the ETS Proficiency Profile in 2013.

Lamar University conducted a Senior-only benchmarked administration of the ETS Proficiency Profile in 2013. The results are displayed below in the SLO Results tab.

For additional information on LU’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?

A critical aspect of the data reported on the VSA College Portrait is Student Learning Outcomes (SLOs). After a thorough review process, NASULGC/AASCU approved the ETS Proficiency Profile for use by participating VSA institutions to collect standardized assessment data about SLOs. The ETS Proficiency Profile was approved not only because it measures two of the core learning goals of interest to the VSA — critical thinking and written communication — but for its rigorous test design, validity and reliability.

 


Which Lamar University students are assessed? When?

A representative sample of seniors from each college was selected during spring, 2013 to complete the ETS Proficiency Profile.

 


How are assessment data collected?

A sample of courses with high proportions of senior students was identified from each college. More than 300 senior students from these courses were selected to complete the ETS-Proficiency Profile. Students were scheduled to complete the test via computer at the Testing center on campus.


How are data reported within Lamar University?

Total scale scores as well as student performance in critical thinking, math and writing were tabulated and shared with each college in a variety of settings.   


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

 The core curriculum governance committee was briefed on the results as they worked to implement a new plan for the core curriculum. In addition, results were used by faculty members and departments to design courses to meet new core objectives. 


At Lamar University, we attempted to sample a balanced number of seniors to develop a clear picture of how our students were performing near the point of graduation.  Our sampling plan called for proportional participation of students from each college.

The total sample produced a disproportionately high number of females compared to males.

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 LU, senior students who completed the ETS Proficiency Profile Critical Thinking test (n=333) scored higher than 51% of seniors at all other ETS Proficiency Profile-participating institutions in Spring 2013.

At LU, senior students who completed the ETS Proficiency Profile Written Communication test (n=333) scored higher than 50% of seniors at all other ETS Proficiency Profile-participating institutions in Spring 2013.

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