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California State University, Chico Learning Outcomes

Assessment is a process to ensure that CSU, Chico continues to create and maintain high-quality learning environments. AAC (the Academic Assessment Council) is here to help you learn the jargon, develop meaningful student learning outcomes, and maintain, sustain, use, and report your efforts to assess student learning. Some of the help you can find on this site includes

  • Developing Program Mission and Goals
  • Developing Student Learning Outcomes
  • Aligning Curriculum with Learning Outcomes (The Course Alignment Matrix)
  • Strategies for Assessing Student Learning Outcomes
  • Developing a Plan to Collect and Review Assessment Results
  •  Closing the Loop: Making the Assessment Matter
Learning Assessment Examples

California State University, Chico administered the CLA+ in 2014.

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

For additional information on Chico’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?

The Collegiate Learning Assessment (CLA) measures critical thinking, analytic reasoning, problem solving, and written communication using a performance task and an analytic writing task. The scores from the tasks are reported separately below. 

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

First-time Freshmen are assessed during the fall semester and native seniors are assessed during the spring semester. 

How are assessment data collected?

The CLA performance measures require three-hours of testing time; all measures are administered on-line on campus computer facilities. 

How are data reported within California State University, Chico?

Data are used to compose an executive level report comparing the value-added, of various constructs, over the various years of adminsitration. 

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

No information available.

Of 2340 freshmen students eligible to be tested, 138 (6%) were included in the tested sample at California State University, Chico.

Of 5470 senior students eligible to be tested, 47 (1%) were included in the tested sample at California State University, Chico.

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 57% 62% 49% 62%
Male 43% 36% 51% 34%
Other or Unknown <1% <1% <1% <1%
US Underrepresented Minority 47% 91% 30% 9%
White / Caucasian 45% 3% 58% 68%
International 3% <1% 2% <1%
Unknown 4% 7% 11% 23%
Low-income (Eligible to receive a Federal Pell Grant) 57% <1% 50% <1%

No information available.

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

The increase in learning on the selected-response questions is well above what would be expected what would be epxected at an institution testing students of similar academic abilities.