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Texas A&M University-Kingsville Learning Outcomes

Assessing for learning is a systematic and systemic process of inquiry into what and how well students learn over the progression of their studies and is driven by intellectual curiosity about the efficacy of collective educational practices. That professional context anchors assessment as a core institutional process guided by questions about how well student learn and what we expect them to learn.

Student Learning Outcomes (SLOs) are defined and assessed for every degree-granting program, including certificates. If a department offers both Bachelor’s and Master’s degrees in two subject areas, they must define and assess four sets of program-level SLOs. All departments must define program-level SLOs and be prepared to assess them in Fall where possible and no later than Spring in all cases. Chairs and program coordinators should work with their faculty in developing SLOs.

In addition, TAMUK uses the ETS Proficiency Profile to assess learning outcomes with peer and national comparisons.




Texas A&M University-Kingsville administered the ETS Proficiency Profile in 2014 - 2015.

Texas A&M University-Kingsville conducted a Value-added administration of the ETS Proficiency Profile in 2014 - 2015. The results are displayed below in the SLO Results tab.

For additional information on TAMUK’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 Proficieny Profile allows TAMUK to compare itself with peer and similar institutions.


Which Texas A&M University-Kingsville students are assessed? When?

Freshman students are assessed in the Fall semesters and Seniors are assessed in the Spring semesters.


How are assessment data collected?

ETS collects the data and provides a report to the institution.


How are data reported within Texas A&M University-Kingsville?

TAMUK identifies different reports by disaggregating ETS-PP data using different parameters such as major, full vs. part-time students, etc.


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

Data is disaggregated by major to identify programs that may need improvements in specific skills.


Of 1484 freshmen students eligible to be tested, 180 (12%) were included in the tested sample at Texas A&M University-Kingsville.


Of 1659 senior students eligible to be tested, 202 (12%) were included in the tested sample at Texas A&M University-Kingsville.


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 42% 53% 48% 41%
Male 58% 47% 52% 58%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 80% 87% 77% 71%
White / Caucasian 17% 16% 20% 24%
International 2% <1% 2% <1%
Unknown <1% 1% 1% 5%
Low-income (Eligible to receive a Federal Pell Grant) <1% <1% <1% <1%

Our tested students represented a natural proportion of all of our students.

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 below 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.