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The University of Texas at Tyler College Portrait

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The University of Texas at Tyler Learning Outcomes

 

The University of Texas at Tyler is committed to engaging students in academic experiences that emphasize higher level thinking skills as well as effective and coherent writing skills.  All academic programs participate in annual assessment strategies and use the assessment results to plan for future enhancements.  The Core Curriculum (general education program) is assessed using the AAC&U VALUE Rubrics or adaptations and through Fall 2015, all juniors completed the ETS Proficiency Profile before registering for 90 sch.  The ETS Profile was discontinued in spring 2016 to focus on internal assessment strategies.  Co-curricular and academic success programs are assessed to determine student satisfaction with access, effectiveness, effiiciency, and relevance.  For more information please refer to the Assessment and Institutional Effectiveness Office website at: http://www.uttyler.edu/aie/




The University of Texas at Tyler administered the ETS Proficiency Profile in Fall 2014 - Spring 2015.

The University of Texas at Tyler conducted a Senior-only benchmarked administration of the ETS Proficiency Profile in Fall 2014 - Spring 2015. The results are displayed below in the SLO Results tab.

For additional information on UT Tyler’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?

Prior to adopting the required Texas State Core Curriculum (general education program) in the 2014 fall semester, UT Tyler used the ETS Proficiency Profile to assess college level skills that all undergraduate students should demonstrate upon graduation regardless of major discipline of study.  The student learning objectives required in the Texas Core Curriculum and assessment align with the AAC&U LEAP Essential Learning Outcomes that all college graduates need to be productive 21st century global citizens. Student performance in the UT Tyler Core Curriculum is assessed using the AAC&U LEAP VALUE Rubrics or modified versions adapted specifically for our institution.  The ETS Proficiency Profile was discontinued in the 2016 Spring semester.  Student papers, short essay questions embedded in examinations, group projects, individual projects, group and/or individual oral presentations, and embedded test items are assessed using the VALUE or adapted rubrics.


Which The University of Texas at Tyler students are assessed? When?

All UT Tyler junior level students were required to complete the ETS Proficiency Profile before registering for 90 sch or above.  All UT Tyler students enrolled in Core Curriculum Courses are assessed using the AAC&U VALUE Rubrics or modified internal adapted rubrics.  Typically, students enrolled in the Core Curriculum are freshmen and sophomore level but some junior and senior students enroll in required Core Curriculum Courses to fulfill degree requirements for graduation and are included in the assessments.


How are assessment data collected?

The ETS Proficiency Profile is administered through the Assessment and Institutional Effectiveness Office in collaboration with the Testing Center and each off-campus instructional site.  Faculty who teach Core Curriculum courses collect student artifacts for assessment.  Most departments that offer Core Curriculum courses have a Core Curriculum Faculty Coordinator who coordinates the assessment at the department level.  The Core Curriculum Assessment Subcommittee is comprised of all Department Chairs in the departments that offer Core Courses.  The Core Curriuculum Assessment Subcommittee is a subcommittee of the UT Tyler Institutional Effectiveness Committee.  The subcommittee meets regularly to review the assessment plan, facilitate professional development workshops related to Core assessment, and provide leadership and support for required documentation and reporting.  The Assessment and Institutional Effectiveness Office provides resources, guidance and facilitates the overall assessment process.  The assessment data was identified by Core Curriculum Faculty and approved by the THECB.  Core Curriculum faculty collect students artifacts and coordinate with the department Core Faculty Coordinator.


How are data reported within The University of Texas at Tyler?

The Office of Assessment and Institutional Effectiveness develops ETS Proficiency Profile Reports by subcohorts based on college of declared major and by categories of semester credit hours transeferred from other institutions. The reports are distributed to each college and to academic departments that offer Core Curriculum courses. The Office of Assessment and Institutional Effectivness collaborates with the Core Curriculum Assessment Subcommittee, comprised of department chairs/faculty coordinators who offer courses in the Core Curriculum  to ensure assessment information is analyzed and used for improvement planning of the Core Curriculum on an annual basis.


How are assessment data at UT Tyler used to guide program improvements?

Core Curriculum assessment data has been used to modify and update assignments, expand student engagement in group projects, enhance student oral presentation skills including the effective use of technology, and to emphasize engaged learning practices.  The primary reason the ETS Proficiency Profile was discontinued in spring 2016 was because faculty are able to use the internal assessment results for ongoing curriuclum improvement decisions specific to the assessment data that is not skewed by extraneous variables that we are unable to control using external test results.


The ETS Porficiency Profile was administered to all junior level students so the sample representativeness was not the issue of concern.  The majority (typically 75%) of UT Tyler students have transferred dual credit course work and/or Core Curriculum course completion from other institutions so we were unable to use the ETS Proficiency Profile results to guide specific curriculum updates for the UT Tyler Core Courses.  All Core Curriculum Courses are included in the assessment planning and the assessment data is representative of the native undergraduate student population.  Some departments with larger enrollment and section numbers, sample across sections. The aggregate assessment information provides a representative data set across all majors and demographic variables.

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 UT Tyler, senior students who completed the ETS Proficiency Profile Critical Thinking test (n=1367) scored higher than 50% of seniors at all other ETS Proficiency Profile-participating institutions in Spring Fall 2014.

At UT Tyler, senior students who completed the ETS Proficiency Profile Written Communication test (n=1367) scored higher than 50% of seniors at all other ETS Proficiency Profile-participating institutions in Spring Fall 2014.

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