Institutional Data: Where We Win, Where We Face Challenges

Dr. Kenyatta Phelps Brailsford College of Arts & Sciences Mr. Anthony Adam Office of Institutional Research

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What is Assessment?

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Process of gathering information to systematically gauge institutional & program effectiveness to document & improve student learning, knowledge, behaviors, and skills.

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Types of Assessments

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Direct assessments require the use of direct examination or observation of student knowledge or skills against measurable learning outcomes.

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Indirect assessments ask students to reflect on their academic experience and indicate if they believe they have learned and changed.

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Examples of Direct Assessments

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Certification Exams/Licensure Exams

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National Major Field Achievement Tests

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Course Embedded Assessments

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Pre and Posttests

Examples of Indirect Assessments

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Alumni Survey

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Graduation and Retention Rates

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Focus Groups

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Exit Interviews

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• • • •

Student Demographics (2007)

PV Enrollment

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Total Population = 8,382 students

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Undergraduate Students = 71%

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Graduate Students = 29% Gender

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Females = 62%

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Males = 38% Age

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Undergraduates Mean Age = 22 years old

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Graduate Students Mean Age = 34 years old Race

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African Americans = 88.79%

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Hispanics = 3.79%

– –

Whites = 3.63% International = 1.75%

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Asian, American Indian/Alaskan, or Unknown = 2.04%

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Where We Win, Where We Face Challenges

Select Survey & Performance Results



National Survey of Student Engagement



Measure of Academic Proficiency & Progress



Grade Distribution Report

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NSSE Survey Content

Student Behaviors in College Student Reactions to College Institutional Actions & Requirements Student Background Information Student Learning & Development

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Percent of Students Who Participated in High-Impact Educational Practices at Prairie View A&M University and Selected Peer Institutions Learning Communities Research with Faculty 13% 23% 17% 16% 23% 17% 17% 20% Study Abroad Culminating Senior Experiences 9% 9% 12% 16% 23% 26% 33% 36% 0% 25% 50% 75% 100% Prairie View A & M U Carnegie Peers Texas A&M System NSSE 2007

8 NSSE 2007

Highest Performing Areas

NSSE 2007 9

Lowest Performing Areas

Lowest Performing Areas

Quest.

Bench.

1 Percent of students who...

First-Year Students

3a.

LAC Read more than 10 assigned books or book-length packs of readings 9a.

LAC Spent more than 10 hours/week preparing for class (studying, etc.) 7b.

EEE Participated in community service or volunteer work 7c.

EEE Participated in a learning community 8a.

SCE Positively rated their relationships with other students 3

Seniors

3e.

LAC 10a.

8a.

LAC SCE 8b.

SCE 8c.

SCE Wrote more than 10 papers or reports of fewer than 5 pages Said the institution emphasizes studying and academic work 4 Positively rated their relationships with other students 3 Positively rated their relationships with faculty members 3 Positively rated their relationships with admin. personnel and offices 3

Prairie View A & M U

Comparison Groups

Texas A&M System Carnegie Peers NSSE 2007

19% 42% 33% 13% 75%

27% 56% 52% 23% 85% 34% 52% 36% 17% 79% 37% 58% 40% 16% 81%

14% 70% 72% 65% 56%

25% 80% 86% 81% 62% 32% 79% 82% 80% 55% 33% 80% 83% 80% 55% NSSE 2007 10

Measures of Academic Proficiency & Progress

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Content Areas The MAPP test is designed to measure college students’ skills in reading, writing, and mathematics.

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PVAMU Reading & Critical Thinking Proficiency Progression from Entering Freshmen to Seniors Entering Freshmen [ 1,515* ] Freshmen (Less than 30 SCH [ 245* ] Seniors (Over 90 SCH) [ 60* ]

100% 90% 80% 70% 60% 50% 40%

69 95 100 60 89 98 45 8 57 7 72

30% 20%

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10% 0%

10 Reading Level 1 4 1 Reading Level 2 Crit Think 22 47 37 22 18 5 5 Reading Level 1 Reading Level 2 Crit Think Reading Level 1 Reading Level 2 7 Crit Think Proficient Marginal Not Proficient * Total number of students used in analysis

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Grade Distribution Report Fall 2005 – Spring 2008

Documents the total number of grades given for each course, which is composed of a number of sections.

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General Education Courses

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Selection: The percentage of students who earned a “D” or “F” in English 1123, Math 1113, History 1313, and Biology 1015.

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English 1123 – English Composition Math 1113 – College Algebra

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History 1313 – U.S. History to 1876

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Biology 1015 – General Biology

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Percentage of Students Who Earned a Grade of a “D” or “F” BIOL 1015

60.0

56.3

53.2

50.0

47.3

MATH 1113

42.4

40.0

38.1

33.3

31.0

30.3

30.0

29.0

29.3

24.0

23.6

22.8

28.8

26.6

28.3

20.0

22.0

20.3

16.6

16.9

20.9

18.0

20.3

13.0

10.0

HIST 1313 313 ENGL 1123

0.0

Fall 2005 Spring 2006 Fall 2006 Spring 2007 Sem ester Fall 2007 Spring 2008

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Assessment & Data Analysis Team

• • • • • • • • • Kenyatta Phelps, Chair Anthony Adam, Co-Chair Paul Biney, Co-Chair Paul Johnson, Data Analyst Samuel Sampson, Data Analyst Charles Bailey, Ex-Officio Kaarin Perkins, Editor Drechelle Edwards, Data Analyst Clarence Wolfe, Technology Support 16

Assessment & Data Analysis Team

• • • •

Services we provide: Analyze and summarize data.

Disseminate assessment findings. Design assessment instruments. Provide workshops and trainings.

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Thank You!

SACS Office Juvenile Justice & Psychology Room 261 936-261-5221

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