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The University of Texas of the Permian Basin College Portrait

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The University of Texas of the Permian Basin Learning Outcomes

The University of Texas of the Permian Basin maintains an institutional effectiveness system that gathers information on student learning outcomes, their assessment, and the improvements that are made based on the assessment results for every degree and certificate program. Faculty members establish learning goals for each degree/certificate and develop the student learning outcomes that they intend to measure. The faculty members discuss the results of the assessments and decide what actions need to be taken to maintain the quality of the program.

The general education program is evaluated by individual faculty members using the core objectives developed by the Texas Higher Education Coordinating Board. Each of the core objectives for a course has been evaluated by the disciplinary faculty and assessments specific to the course have been established. The core objectives are evaluated most frequently through projects, papers, and other rubric driven evaluations of student work. The extent to which the core objectives have been attained by theinstitution is reviewed by the General Education Oversight Committee, a committee of the Faculty Senate.




The University of Texas of the Permian Basin administered the CLA+ in 2013 - 2014.

The University of Texas of the Permian Basin conducted a Value-added administration of the CLA+ in 2013 - 2014. The results are displayed below in the SLO Results tab.

For additional information on UTPB’s process for administering CLA+, 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 CLA+ for your institutional assessment?

This decision to us CLA+ for the assessment was driven at the UT University System level for all campuses.


Which The University of Texas of the Permian Basin students are assessed? When?

The UT Permian Basin Freshmen students are assessed in the Fall, and the Senior students are assessed in the Spring.


How are assessment data collected?

Assessment data for both the Freshmen and Senior students are a self-selected sample group.


How are data reported within The University of Texas of the Permian Basin?

The data results are reviewed in various UT Permian Basin committees like the Administrative Council, the Academic Council, and the Assessment Review Committee.


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

Assessment data for UT Permina Basin is used as an evaluative tool to make decisions on an institution-wide level to improve in areas like student critical thinking.


Of 502 freshmen students eligible to be tested, 79 (16%) were included in the tested sample at The University of Texas of the Permian Basin.


Of 892 senior students eligible to be tested, 47 (5%) were included in the tested sample at The University of Texas of the Permian Basin.


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 53% 63% 62% 60%
Male 47% 37% 38% 36%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 63% 70% 51% 62%
White / Caucasian 34% 28% 48% 38%
International 2% <1% 1% <1%
Unknown 1% 3% <1% <1%
Low-income (Eligible to receive a Federal Pell Grant) 43% <1% 37% <1%

When comparing the UTPB students, only 5% of the eligible Seniors participated in the testing while almost 16% of the eligible Freshmen participated.  The female / male participation for both groups was even at 62-63% female and 37-38% male.  This was the same ratio for the eligible Senior population, but the eligible freshman population was more evenly split at 53% female and 47% male.  The ethnic breakdown was almost all in the category of either Minority or White.  The actual percentage of eligible freshmen Minority ethnicity was 63% and those tested was 70%.  The actual percentage of eligible freshmen White ethnicty was 35% and those tested was 28%.  The actual percentage of eigible senior Minority ethnicty was 51% and those tested was 62%.  The actual percentage of eligible senior White ethnicty was 48% and those tested was 38%.  Overal, we have a higher % of females to males and a higer percentage of Minorities to Whites which was reflected in the eligible population and in the tested population.

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 selected-response questions is at or near what would be expected what would be epxected at an institution testing students of similar academic abilities.

Seniors Detail

The charts below show the proportion of tested seniors who scored at each level of the nine subscales that make up the CLA+. The subscale scores range from 1 to 6 with 6 representing a higher or better score. Due to rounding, subscores may not total 100%.

Performance Task
Analysis & Problem Solving
Writing Effectiveness
Writing Mechanics

The table below shows students' mean scores on the three subscales that make up the Selected-Response Questions section of the CLA+. The students subscores are determined by the number of correct responses in each subsection, with those raw numbers adjusted based on the difficulty of the question set the students received. Individual student scores are rounded to the nearest whole number.

Subscale Mean Student Scores
Scientific & Quantitative Reasoning (Range: 200 to 800) 534.0
Critical Reading & Evaluation (Range: 200 to 800) 525.0
Critique an Argument (Range: 200 to 800) 523.0
Freshmen Detail

The charts below show the proportion of tested freshmen who scored at each level of the nine subscales that make up the CLA+. The subscale scores range from 1 to 6 with 6 representing a higher or better score. Due to rounding, subscores may not total 100%.

Performance Task
Analysis & Problem Solving
Writing Effectiveness
Writing Mechanics

The table below shows students' mean scores on the three subscales that make up the Selected-Response Questions section of the CLA+. The students subscores are determined by the number of correct responses in each subsection, with those raw numbers adjusted based on the difficulty of the question set the students received. Individual student scores are rounded to the nearest whole number.

Subscale Mean Student Scores
Scientific & Quantitative Reasoning (Range: 200 to 800) 475.0
Critical Reading & Evaluation (Range: 200 to 800) 461.0
Critique an Argument (Range: 200 to 800) 475.0