Chapter VI

Uses of Institutional Data

This chapter explains some of the institutional and student data that are available for use within an assessment plan. Information that can be used to describe a particular class, to enhance survey data or to enhance test data is discussed.

Various data are routinely collected at the university level that can enhance and further explain assessment data collected by the department. Two types of data exist: departmental and student.

What departmental data is routinely available?

Student Credit Hours - by program and by department
Student Contact Hours - by department
Enrollments - by course and by department
Faculty Full-Time Equivalents - by position status and function by department
Number of Sections Taught - by course
Number of Majors
Frequency Distribution of GPAs in the Major
Number of Degrees Produced - by type and student program
Frequency Distribution of class sizes and average class size

Possible Questions for Using Data with Course-related Assessment

Is this a popular course? What is the enrollment trend for this course?
Are the students performing at the expected grade level?
Are the class sizes too large?
Are the classes being taught by full-time or part-time faculty?
Did the course affect program enrollment?
Does the course attract students to the major?

Suggestions for Uses of Data with Program-related Assessment

Is the program growing or shrinking?
What is the grade point average of majors?
What percent of majors is retained in the program?
What percent of majors graduated from the program?

Checklist of Available Student Data

Most universities, including Ball State, maintain a database that holds information about each student enrolled and/or admitted to the school. Along with information such as gender and age, SAT/ACT scores, high school percentile rank, and so forth, the database also stores information on the academic progress of students. Items generally available are listed below.

Basic Information	Admission Test Scores
Student name	SAT Scores (Math, Verbal, TSWE, Reading, Vocabulary)
Class level	ACT Scores (Composite, English, Math, Social Sci, Natural Sci)
Gender
Race	Academic Summary
Date of Birth	Hours Attempted
Resident Status	Hours Earned
State of Residence	Hours Transferred
County of Residence	Credit Points
Citizen	Grade Point Average
Honors status
Distinction status	Semester Summary
Entry Date	Hours Registered by Semester
Transfer status
	Degree Objective
Admission Data	Degree
High School	Year Degree Expected
Date of HS Graduation
High School Rank in class	Program
High School Class Size	Department of Major
	Program Type
	Program
	Term Entered Program

Using Student Data to Describe a Course

To assess its General Studies course, a department might use graphics to create a visual profile of students who are enrolled in the course, as illustrated below. Almost all the items on the preceding checklist can be graphically presented.

Using Student Data to Enhance Survey Data

A department may decide to administer an attitudinal survey to students enrolled in General Studies 100. To match survey responses with student database information, the survey will need to ask each student to provide their Social Security number. The following tables are samples of possible correlations of survey responses with information obtained from the student database.

General Studies 100

Survey Responses - Fall 1991

	This course has shown me practical applications of General Studies concepts.
GPA Ranges	Strongly Agree	Agree	Indifferent	Disagree	Strongly Disagree	Percent Total	N
No GPA	19.6	62.7	8.5	9.2	-	100	153
<1.0	11.1	68.9	15.6	2.2	2.2	100	45
1.0 – 2.0	4.5	59.1	31.8	-	4.5	100	22
2.0 – 3.0	6.3	75.0	18.8	-	-	100	16
>3.0	25.0	50.0	25.0	-	-	100	4

	This course has increased my understanding of theories in the field.
Student Class Level	Strongly Agree	Agree	Indifferent	Disagree	Strongly Disagree	Percent Total	N
Freshman	20.0	30.0	40.0	10.0	-	100	10
Sophomores	26.1	39.1	21.7	4.3	8.7	100	23
Juniors	5.7	51.4	25.7	11.4	5.7	100	70
Seniors	5.3	49.3	25.3	20.0	-	100	75

Using Student Data to Enhance Test Data

A department may decide to correlate test results with information about the students who took the test. Again, Social Security numbers may be needed to get the information.

General Studies 100

Final Exam - Fall 1991

	Mean Score	Low Score	High Score	N
All Students	77.2	40	99	565
Gender
Male	75.3	40	99	259
Female	78.9	45	99	306
College of Major
Science	77.5	60	96	47
Planning	80.3	61	99	92
Business	79.0	40	99	106
Arts	74.2	40	89	51
Humanities	78.8	50	99	234
Education	76.1	40	94	35
Class Level
Freshman	75.3	40	92	256
Sophomore	76.4	41	99	178
Junior	78.2	50	99	85
Senior	80.5	60	99	46

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