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California State University, San Bernardino Learning Outcomes

The faculty of California State University, San Bernardino are committed to utilizing a faculty-driven cyclical assessment process based on researched best practice approaches.  Faculty members inform and guide all levels of assessment activities including the development of program level goals, student learning outcomes (SLO's), identifying signature assignments, assessing student learning, and utilizing findings to recommend improvements to pedagogy and student learning.

Faculty utilize a centralized assessment software to collect evidence of assessment, reflect on findings, and create action plans for further assessment efforts.  Faculty collaborate at the program, department, and college level to inform the creation of a culture of evidence throughout the campus.  Each college also employs an assessment coordinator to assist in the facilitation of assessment.  Driven by their findings, faculty members are given the autonomy to develop course outcomes and assessments guided by their program goals and program student learning outcomes. Faculty are responsible for the process of reviewing assessment data and reflecting on the correlation between the courses SLO's and the effectiveness of their signature assignments in assessing those SLO's. They are also responsible for establishing future actions to enhance student learning.




California State University, San Bernardino administered the CLA+ in 2013 - 2015.

California State University, San Bernardino 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 CSUSB’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?

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Which California State University, San Bernardino students are assessed? When?

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How are assessment data collected?

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How are data reported within California State University, San Bernardino?

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

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Of 2724 freshmen students eligible to be tested, 111 (4%) were included in the tested sample at California State University, San Bernardino.


Of 1444 senior students eligible to be tested, 94 (7%) were included in the tested sample at California State University, San Bernardino.


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% 86% 65% 73%
Male 40% 14% 35% 27%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 83% 89% 81% 82%
White / Caucasian 10% 8% 14% 12%
International 6% <1% 2% <1%
Unknown 2% 3% 3% 6%
Low-income (Eligible to receive a Federal Pell Grant) 66% 76% 66% 82%

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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 above 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) 528.0
Critical Reading & Evaluation (Range: 200 to 800) 524.0
Critique an Argument (Range: 200 to 800) 517.0
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) 464.0
Critical Reading & Evaluation (Range: 200 to 800) 467.0
Critique an Argument (Range: 200 to 800) 489.0