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California State University, Fullerton College Portrait

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California State University, Fullerton Learning Outcomes

Learning is preeminent at Cal State Fullerton as reflected in our mission statement and made explicit in our University Student Learning Goals. The questions we constantly answer are: what do we want our students to know and how do our students demonstrate learning. To this end, data pertaining to student learning are systematically collected. Academic departments and programs develop student learning goals and learning outcomes to document student academic achievement. Assessment strategies and measures are developed and implemented, and faculty use data in a continuous way to improve teaching, learning and academic program quality.

 

Co-Curricular programs on campus also assess and report on student learning, as learning that occurs in the co-curriculum supports student success in the classroom. Assessment activities lead to the improvement of student support programs services. The University not only prepares its students for success in the workplace and careers but also for graduate and professional study.

 




California State University, Fullerton administered the CLA in 2013 - 2015.

California State University, Fullerton conducted a Value-added administration of the CLA in 2013 - 2015. The results are displayed below in the SLO Results tab.

For additional information on CSUF’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?

Cal State Fullerton’s participation in CLA+ is supported by the California State University system.  In conjunction with university-wide assessment processes, this instrument provides additional data on measuring critical thinking, analytical reasoning, problem solving, and clear communication.


Which California State University, Fullerton students are assessed? When?

Fall entering freshmen are assessed on the CLA+ in fall, and seniors that began their studies at Cal State Fullerton and who are expected to graduate by the end of that spring term are assessed in the spring.


How are assessment data collected?

Students are recruited by means of campus postings and portal email announcements.  Applicants are screened for eligibility.  The CLA+ assessment is conducted online in proctored rooms.  Participants are compensated in the amount of $50 which is credited to their TitanCard.


How are data reported within California State University, Fullerton?

The Office of Assessment and Educational Effectiveness reviews and disseminates CLA+ results to appropriate constituents as appropriate.  Additionally, the CLA+ Institutional Report is posted on the public, university website: http://www.fullerton.edu/assessment/assessment_at_csuf/cla.asp


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

The CLA assessment data supplement the existing campus-wide academic program review processes such as annual program assessment and periodic program performance review.  Discussions with faculty and staff involved in assessment, curriculum development, advising, and student support services guide program improvement decisions and actions.


Of 4357 freshmen students eligible to be tested, 91 (2%) were included in the tested sample at California State University, Fullerton.


Of 4955 senior students eligible to be tested, 99 (2%) were included in the tested sample at California State University, Fullerton.


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 55% 67% 59% 66%
Male 45% 33% 41% 34%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 72% 84% 68% 73%
White / Caucasian 18% 12% 26% 23%
International 8% 1% 2% 4%
Unknown 3% 2% 4% 5%
Low-income (Eligible to receive a Federal Pell Grant) 44% 43% 37% 35%

Our tested students included a higher proportion of female, African-American, Hispanic, and Asian students.  We will review the results by these subgroups to discern patterns that may be different from the general student population.

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 analytic writing task is at or near what would be expected 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 Make-an-Argument Critique-an-Argument
Analytic Reasoning and Evaluation
Writing Effectiveness
Writing Mechanics
Problem Solving

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 Make-an-Argument Critique-an-Argument
Analytic Reasoning and Evaluation
Writing Effectiveness
Writing Mechanics
Problem Solving