CP Logo

California State University, Fresno College Portrait

Home Compare At A Glance Contact

EXPLORE THIS COLLEGE PORTRAIT

California State University, Fresno Learning Outcomes

Fresno State is committed to the regular collection of data on student outcomes and uses the information to constantly improve our programs. Assessment takes place in the classroom and at the program and institutional levels. In addition to the university's accreditation review every 10 years by WASC, several programs are reviewed more frequently by their disciplinary accrediting organization. Internally, each academic program is formally reviewed every seven years. Programs develop and implement outcomes assessment plans on an ongoing basis. Every year, additional university and program-level outcomes assessment projects are funded through mini-grants. 




California State University, Fresno administered the CLA in Fall 2014 - Spring 2015.

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

For additional information on CSUFRESNO’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?

Use of the Collegiate Learning Assessment (CLA) was mandated by the the Chancellor's Office of the California State University System at the system level.


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

 

101 first-time freshmen complete the CLA in the fall, and 78 seniors who started at Fresno State as freshmen complete the CLA in spring. Random sample of 800 students in each group are emailed an invitation to participate in the CLA. 


How are assessment data collected?

 

For detailed information about the CLA visit: http://www.collegiatelearningassessment.org/


How are data reported within California State University, Fresno?

For detailed information about the CLA visit: http://www.collegiatelearningassessment.org/


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

We don't use the  CLA data for program level improvements. 

 

 

Assessment data from other student learning outcomes instruments are used for program improvements. Those instruments include direct measures such as exams, portfolios, projects, and samples of writing/compositions; and indirect measures such as alumni and employer surveys. Faculty in each department collects these data every semester according to the department's assessment plan. Selected departments, colleges or schools also use professional associations' assessment instruments in collecting learning outcome data, such as externally administered national assessment exams or field projects.

Student learning outcome data are collected and analyzed at the department level, and results are used to monitor and adjust curriculum to improve student learning. Fresno State performs an annual review of all these assessment activities at the institutional level, and offers suggestions for improvement in learning outcome planning, data collection and utilization of findings in closing the loop in improving student learning outcome. 


Of 3533 freshmen students eligible to be tested, 101 (3%) were included in the tested sample at California State University, Fresno.


Of 3261 senior students eligible to be tested, 78 (2%) were included in the tested sample at California State University, Fresno.


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 60% 77% 59% 78%
Male 40% 19% 41% 21%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 59% 54% 48% 51%
White / Caucasian 18% 19% 26% 24%
International 4% <1% 2% <1%
Unknown 3% 4% 4% 8%
Low-income (Eligible to receive a Federal Pell Grant) 65% <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 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