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Institutional Data: Where We Win, Where We Face

Challenges

Dr. Kenyatta PhelpsBrailsford College of Arts & Sciences

Mr. Anthony AdamOffice of Institutional Research

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What is Assessment?

• 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• Direct assessments require the use of direct

examination or observation of student knowledge or skills against measurable learning outcomes.

• 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– Certification Exams/Licensure Exams – National Major Field Achievement Tests– Course Embedded Assessments – Pre and Posttests

– Alumni Survey – Graduation and Retention Rates – Focus Groups – Exit Interviews

Examples of Indirect Assessments

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Student Demographics (2007)• PV Enrollment

– Total Population = 8,382 students– Undergraduate Students = 71% – Graduate Students = 29%

• Gender– Females = 62% – Males = 38%

• Age– Undergraduates Mean Age = 22 years old– Graduate Students Mean Age = 34 years old

• Race– African Americans = 88.79%– Hispanics = 3.79%– Whites = 3.63%– International = 1.75% – Asian, American Indian/Alaskan, or Unknown = 2.04%

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Select Survey & Performance ResultsNational Survey of Student EngagementMeasure of Academic Proficiency & ProgressGrade Distribution Report

Where We Win, Where We Face Challenges

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NSSE Survey Content

Student Learning & Development

Student Behaviors in College

Student Reactions to College

Institutional Actions & Requirements

Student Background Information

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Percent of Students Who Participated in High-Impact Educational Practices at Prairie View A&M University and

Selected Peer Institutions13%

23%

9%

23%

23%

17%

9%

26%

17%

17%

12%

33%

16%

20%

16%

36%

0% 25% 50% 75% 100%

LearningCommunities

Researchwith Faculty

Study Abroad

CulminatingSenior

Experiences

Fir

st-y

ear

stu

den

tsS

enio

rs

Prairie View A & M U Texas A&M System

Carnegie Peers NSSE 2007

NSSE 2007

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Highest Performing Areas

NSSE 2007

Bench. 1 Percent of students who...

Prairie View A &

M U

Texas A&M System

Carnegie Peers

NSSE 2007

LAC 74% 51% 54% 54%

LAC 43% 14% 16% 16%

ACL 62% 42% 60% 59%

ACL 54% 23% 34% 32%

SFI 54% 28% 30% 30%

ACL 89% 59% 66% 62%

ACL 45% 24% 21% 23%

ACL 40% 18% 19% 18%

SFI 43% 22% 22% 24%

EEE 44% 25% 22% 27%

Asked questions/contributed to class discussions2

Talked about career plans with a faculty member or advisor2

Comparison Groups

Worked harder than you expected to meet an instructor's expectations2

Wrote at least one paper or report of 20 pages or more

Made a class presentation2

Spent more than 5 hours/week participating in co-curricular activities

Made a class presentation2

Tutored or taught other students (paid or voluntary)2

Did a community-based project as part of a regular course2

Worked with faculty members on activities other than coursework2

Highest Performing Areas

Quest.

1o.

1r.

3c.

1a.

9d.

First-Year Students

Seniors

1b.

1j.

1k.

1s.

1b.

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Lowest Performing Areas

Bench. 1 Percent of students who...

Prairie View A &

M U

Texas A&M System

Carnegie Peers

NSSE 2007

LAC 19% 27% 34% 37%

LAC 42% 56% 52% 58%

EEE 33% 52% 36% 40%

EEE 13% 23% 17% 16%

SCE 75% 85% 79% 81%

LAC 14% 25% 32% 33%

LAC 70% 80% 79% 80%

SCE 72% 86% 82% 83%

SCE 65% 81% 80% 80%

SCE 56% 62% 55% 55%

Participated in community service or volunteer work

Participated in a learning community

Positively rated their relationships with other students3

Positively rated their relationships with admin. personnel and offices3

Wrote more than 10 papers or reports of fewer than 5 pages

8c.

Positively rated their relationships with faculty members3

First-Year Students

Seniors

Quest.

3a.

9a.

7b.

7c.

8a.

Comparison GroupsLowest Performing Areas

3e.

10a.

8a.

8b.

Read more than 10 assigned books or book-length packs of readings

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

Said the institution emphasizes studying and academic work4

Positively rated their relationships with other students3

NSSE 2007

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Measures of Academic Proficiency & Progress

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

101 0

18

50

4737

7

21

40

22

5

2

8

7

22

69

95100

60

8998

45

57

72

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Reading Level1

Reading Level2

Crit Think Reading Level1

Reading Level2

Crit Think Reading Level1

Reading Level2

Crit Think

Proficient Marginal Not Proficient

Seniors (Over 90 SCH) [60*]Entering Freshmen [1,515*] Freshmen (Less than 30 SCH [245*]

* Total number of students used in analysis

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

of a number of sections.

Grade Distribution ReportFall 2005 – Spring 2008

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General Education Courses

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

– English 1123 – English Composition– Math 1113 – College Algebra– History 1313 – U.S. History to 1876– Biology 1015 – General Biology

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

24.0

38.1

33.3

13.0

20.9

16.916.6

28.3

26.6

20.3

28.8

31.030.3

20.318.0

22.823.6

22.0

29.3

42.4

53.2 56.3

47.3

29.0

0.0

10.0

20.0

30.0

40.0

50.0

60.0

Fall 2005 Spring 2006 Fall 2006 Spring 2007 Fall 2007 Spring 2008

Semester

% F

ailu

re

BIOL 1015

HIST 1313313

MATH 1113

ENGL 1123

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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

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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 OfficeJuvenile Justice & Psychology

Room 261936-261-5221