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Texas Tech University Learning Outcomes

As a participating VSA institution, Texas Tech has chosen the Collegiate Learning Assessment (CLA) as one strategy for measuring students’ learning gains.  The most recent CLA administration occurred in Fall 2013/Spring 2014.  These data will be available late Spring 2014. In addition, separate of the VSA requirements, the institution administered the CAAP Science Test in October 2013 and the CAAP Mathematics Test in February 2014. Each test was separately administered to a unique group of 200 rising juniors and 200 rising seniors, N=400.  Results from the Fall 2013 Science Test revealed that TTU freshmen and seniors score at or above the CAAP national average.

Texas Tech University administered the ACT CAAP in 2011 - 2013.

Texas Tech University conducted a Value-added administration of the ACT CAAP in 2011 - 2013. The results are displayed below in the SLO Results tab.

For additional information on TTU’s process for administering ACT CAAP, 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 ACT CAAP for your institutional assessment?

This method was chosen because it helps Texas Tech provide normative information on student performance.

Which Texas Tech University students are assessed? When?

Freshman students are tested in the Fall semester, and Senior students are tested in the Spring semester.

How are assessment data collected?

The Office of Planning and Assessment selects a representative sample; from this sample, students are randomly identified.

How are data reported within Texas Tech University?

Data are analyzed by the Office of Planning and Assessment.

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

Assessment data are provided to the Office of the Provost, the Core Curriculum Committee, and the University of Assessment Committee.

Of 400 freshmen students eligible to be tested, 182 (46%) were included in the tested sample at Texas Tech University.

Of 400 senior students eligible to be tested, 194 (49%) were included in the tested sample at Texas Tech University.

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 50% 55% 50% 48%
Male 50% 45% 50% 52%
Other or Unknown <1% <1% <1% <1%
US Underrepresented Minority <1% <1% <1% <1%
White / Caucasian 50% 60% 50% 69%
International <1% <1% <1% <1%
Unknown <1% <1% <1% <1%
Low-income (Eligible to receive a Federal Pell Grant) <1% <1% <1% <1%
Area of Study 0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%
0 0% 0% 0% 0%

Our tested students may include a higher proportion of students enrolled in Health Professional Programs.

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.