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California State University, Dominguez Hills Learning Outcomes

Student learning outcomes focus on what students learn, most often addressing two questions: What does the University want students to know by the time they finish a course or degree? What does it want students to be able to do with what they know by the time they finish a course or degree? Faculty members design outcomes at the program and course levels by discussing what they believe is essential to student learning in their disciplines. CSUDH has determined a set of 10 essential elements of learning outcome assessment to provide evidence of student learning outcomes achievement. Each program’s progress in achieving these 10 essential elements is monitored and assessed annually by the University Student Learning Outcome Assessment Committee (USLOAC). 




California State University, Dominguez Hills administered the CLA+ in 2014 - 2015.

California State University, Dominguez Hills conducted a Value-added administration of the CLA+ in 2014 - 2015. The results are displayed below in the SLO Results tab.

For additional information on CSUDH’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?

CSUDH has a long history of participating in CLA/CLA+. In addition to university-wide assessment processes, this instrument provides additional data on measuring critical thinking, analytical reasoning, problem solving, and clear and cogent communication. Given university's strong focus on student success and improvement of learning, as well as implementation of WASC-required core competencies, CLA+ serves as an invaluable tool.


Which California State University, Dominguez Hills students are assessed? When?

The CLA+ is administered to new, first-time freshmen toward the beginning of each Fall semester. All freshmen taking a GE health class, meeting the selection criteria are required to participate. In contrast, graduating seniors who began new, first-time freshmen are invited to take the test based on their intent to graduate filing date. Participating seniors take the CLA+ during the Spring semester. 

 


How are assessment data collected?

Students are assessed on the Collegiate Learning Assessment Plus (CLA+) by the Council for Aid to Education (CAE) through an online testing environment monitored by our campus testing office. The campus also provides the CAE with additional information about the student populations and the students tested.


How are data reported within California State University, Dominguez Hills?

CLA+ Committee reviews and discusses the results. In the fall, the results also will be shared with USLOAC (University Student Learning Outcomes Assessment Committee), AAC (Academic Affairs Council), and other appropriate stakeholders.


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

CLA+ is an assessment instrument which supplements the existing academic program review processes: annual assessment of all academic programs, 3-year Program Effectiveness Assessment Tool+, and periodic program reviews. Discussions with faculty and others involved in assessment, curriculum review and design, advising, and student support services will assist in guiding program improvement decisions.


Of 1334 freshmen students eligible to be tested, 119 (9%) were included in the tested sample at California State University, Dominguez Hills.


Of 308 senior students eligible to be tested, 71 (23%) were included in the tested sample at California State University, Dominguez Hills.


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 64% 71% 68% 66%
Male 36% 29% 32% 35%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 91% 91% 93% 92%
White / Caucasian 3% 1% 3% 3%
International 5% <1% <1% <1%
Unknown 1% 8% 4% 7%
Low-income (Eligible to receive a Federal Pell Grant) 71% 96% 60% 69%
Area of Study College of Arts and Humanities 11% 18% 15% 17%
College of Business Administration and Public Policy 23% 21% 20% 15%
College of Education 2% 3% 4% 0%
College of Health, Human Services and Nursing 18% 14% 22% 30%
College of Natural and Behavioral Sciences 33% 29% 33% 38%
University (Undeclared or Special Program Major) 13% 14% 0% 0%

 

Our tested freshmen were representative of our population of entering freshmen by ethnicity and Pell grant eligibility, but included a higher proportion of females than exist in the population. Our tested seniors were representative of our population of graduating seniors who started here as freshmen by gender and ethnicity.                

 

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) 506.0
Critical Reading & Evaluation (Range: 200 to 800) 498.0
Critique an Argument (Range: 200 to 800) 509.0
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) 450.0
Critical Reading & Evaluation (Range: 200 to 800) 433.0
Critique an Argument (Range: 200 to 800) 458.0