Longitudinal Assessment Transition Points
Entry Level assessments include information provided to the University through the application process and initially entered into our Student Information System. These assessments include college entrance exam scores (ACT, SAT), high school GPA, class rank, and demographic data. The University College is the academic unit responsible for monitoring student performance on entrance examinations and placement in developmental courses designed to remove academic deficiencies. Section 19 of Act 1052 of the 1987 Arkansas Legislature requires all state-supported colleges and universities to institute a Freshmen Assessment and Placement Program.
Mid level assessments include performance in remedial classes (if necessary), standardized tests assessing English proficiency, performance in English Composition I & II, a standardized test assessing learning relative to the state minimum core for all baccalaureate programs, and GPA at the exit of University College. Since 2002, students take the Common Examination as part of English Composition I. Students who are unsuccessful in passing the Common Examination must enroll in English Seminar for additional assistance. The English Seminar does not replace the Common Examination. Transfer students who have completed English Composition I prior to enrollment at UAPB must take the English Proficiency Examination to fulfill this requirement. Transfer students should have completed the English Proficiency Examination by the second semester of their sophomore year.
Learning outcomes related to discipline-specific knowledge are assessed with Senior Assessments (see Appendix 3). In 2014, the University determined that students must pass their Senior Comprehensive Examination with a score of 70% or higher. This requirement becomes effective for the freshman class entering the University in the Fall 2015 semester. Comprehensive Examinations are administered within Departments or degree programs. Scantron answer sheets, along with a key, are brought to the Assessment Office. Answer sheets are scored, and the data, in electronic format, are returned to the degree program or Department. The Comprehensive Examination is divided into sections related to specific courses and subdivided into knowledge, skill, or competency areas, such that performance on the exam can be traced back to mastery of specific competency areas within specific courses. Some academic units are using standardized tests generated by accrediting agencies or other professional entities in place of a Comprehensive Examination. For example, the School of Education is using the ETS® Praxis exam and the School of Business is using the ETS® Major Field Test in Business. These types of standardized exams serve the same purpose as the Comprehensive Examination. The Assessment Office receives electronic scores from these standardized exams, which could be linked back to performance at other transition points using the Student ID as the common database element. A Senior Assessment can also take the form of a Senior Project. Departments must construct a rubric with 4 levels of accomplishment for each knowledge, skill, or competency demonstrated by the Senior Project. The Senior Project will be assessed according to the rubric, using a Scantron sheet. Scantron assessment sheets are brought to the Assessment Office. Assessments are scored, and the data, in electronic format, are returned to the degree program or Department
Follow Up Level
Follow up assessments include satisfaction surveys of alumni, the community, employers, and graduate programs regularly accepting our graduates. Satisfaction surveys assess alumni’s preparation for life, the world or work and/ or graduate studies. They measure programs and extra-curricular activities and their effects on the achievement of learning outcomes vital to a student’s complete development. Although satisfaction surveys are a transition point assessment, they are not tied to the other transition point assessments through a student ID and are not part of the longitudinal analyses described earlier. Nevertheless, they are an integral part of assessing whether academic units are producing graduates competitive in the job market and in graduate school.