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Jacksonville State University Learning Outcomes

JSU’s system of continuous improvement interrelates strategic planning, institutional research, assessment of student learning, operational planning, and program review, as described in the JSU Continuous Improvement Policy.  Driven by JSU’s core values, which support a mission focused on improved learning and an improved learning environment for JSU students, this system of continuous improvement provides a framework of operation that makes JSU's strengths visible, enables informed decision-making, and fuels efficiency.  The foundation of the comprehensive system for continuous improvement is JSU’s Mission Statement and University Goals. The Mission Statement and Goals direct the Strategic Plan, departmental goals and objectives, and therefore, influence recommendations for funding, operations, and learning outcomes.




Jacksonville State University administered the CLA+ in 2009 - 2014.

Jacksonville State University conducted a Value-added administration of the CLA+ in 2009 - 2014. The results are displayed below in the SLO Results tab.

For additional information on JSU’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?

The CLA, a direct measure and nationally normed, measures an institution's contributions to student competencies and skill development.  It helps Jacksonville State University (JSU) gauge its performance in helping students develop these skills and help them learn about their strengths and areas to improve upon. 

The CLA requires that students integrate critical thinking, analytic reasoning, problem solving and written communication skills, which all JSU undergraduate students are expected to be able to demonstrate.

 


Which Jacksonville State University students are assessed? When?

One hundred randomly selected freshmen participated in the fall semester and 100 seniors in the spring semester.


How are assessment data collected?

Each fall, 100 randomly selected first-time freshmen  who have either ACT or SAT scores were invited via JSU email to participate. Each spring, 100 randomly selected seniors who have either ACT or SAT scores, have taken the CLA as freshmen and have not taken the CBASE were invited via JSU email to particiapte.

During the time when CLA test window is open, selected students can take the tests through JSU Testing Services on one of the pre-scheduled test dates or an individually scheduled test date.


How are data reported within Jacksonville State University?

The CLA provides aggregate data and reports for each particpating institution in the summer. The reports are shared with administrators. The aggregate data are used for additional analyses, when needed.

 


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

Based of the data anlysis of CLA trends and other assessment measures such as EPP, Jacksonville State University has begun the development of a Quality Enhancement Plan that focus on improving critical thinking and 21st Century Skills.


Of 1185 freshmen students eligible to be tested, 86 (7%) were included in the tested sample at Jacksonville State University.


Of 1049 senior students eligible to be tested, 95 (9%) were included in the tested sample at Jacksonville State University.


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 52% 53% 63% 60%
Male 48% 47% 37% 37%
Other or Unknown <1% <1% <1% 3%
Race/
Ethnicity
US Underrepresented Minority 24% 13% 26% 26%
White / Caucasian 73% 85% 72% 69%
International <1% <1% <1% <1%
Unknown 3% 2% 2% 4%
Low-income (Eligible to receive a Federal Pell Grant) <1% <1% <1% <1%

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) 544.0
Critique an Argument (Range: 200 to 800) 528.0
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) 495.0
Critical Reading & Evaluation (Range: 200 to 800) 502.0
Critique an Argument (Range: 200 to 800) 542.0