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California State University, East Bay Learning Outcomes

Cal State East Bay is using the assessment of student learning outcomes (SLO) to institutionalize meaningful university-wide research and dialogues about teaching, learning, and educational effectiveness in order to improve student learning and the quality of degree programs. The committee on Academic Programs and Resources (CAPR) requires evidence of SLO assessment in their Five Year Review of all degree programs.




California State University, East Bay administered the CLA+ in 2009 - 2015.

California State University, East Bay conducted a Value-added administration of the CLA+ in 2009 - 2015. The results are displayed below in the SLO Results tab.

For additional information on CSUEB’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?

In alignment with the commitment to measure student learning among the California State University System, CSUEB participates in the Collegiate Learning Assessment (CLA+).  The CLA+ is  a 90 minute assessment that measures higher-order thinking skills to think critically and solve problems.


Which California State University, East Bay students are assessed? When?

Students are measured at two time-points at CSU East Bay.  A sample of freshmen students are assessed in the fall quarter and graduating seniors are assessed in spring.

 

 


How are assessment data collected?

Students are recruited from their department faculty and staff to participate in the CLA+, which is a 90 minute assessment that presents students with a real-world scenario to respond to and a short questionnarie that measures scientific and quantitative reasoning, and critical reading and evaluation.  


How are data reported within California State University, East Bay?

Data is aggregated by the Council for Aid to Education (CAE) and presented to CSUEB for review.


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

Results are shared with relevant faculty and administrators for review.  


Of 1431 freshmen students eligible to be tested, 95 (7%) were included in the tested sample at California State University, East Bay.


Of 4760 senior students eligible to be tested, 172 (4%) were included in the tested sample at California State University, East Bay.


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 65% 55% 61% 56%
Male 35% 45% 39% 44%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 81% 72% 67% 60%
White / Caucasian 10% 17% 22% 21%
International 7% 5% 5% 5%
Unknown 2% 12% 6% 19%
Low-income (Eligible to receive a Federal Pell Grant) 61% 63% 63% 63%

Our 2015 sample is over-representative of White students and under-representative of Asian and Hispanic students. Additionally, students who participated in the CLA+ tended to have higher levels of parents' education than our overall campus populatoin.

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 above what would be expected at an institution testing students of similar academic abilities.

The increase in learning on the selected-response questions is below 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) 503.0
Critical Reading & Evaluation (Range: 200 to 800) 505.0
Critique an Argument (Range: 200 to 800) 502.0
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) 487.0
Critical Reading & Evaluation (Range: 200 to 800) 479.0
Critique an Argument (Range: 200 to 800) 476.0