Humboldt State University administered the CLA+ in Fall 2014 - Spring 2015.
Humboldt State University 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 HSU’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.
The California State University requires all campuses to participate in the CLA+.
First-time undergraduates are tested during orientation prior to the start of the fall semester. Seniors are tested in the spring semester from a sampling of classes from each of the three colleges.
The HSU Testing Center is responsible for administering the CLA+.
Data is aggregated and analyzed by the Council for Aid to Education (CAE) and a report is provided to HSU. Current and past reports are posted on the Institutional Research and Planning website (http://www.humboldt.edu/irp/Reports/CLA/CLA.html).
CLA+ is intended to assist faculty, school administrators, and others interested in programmatic change to improve teaching and learning, particularly with respect to strengthening higher-order skills.
Of 1420 freshmen students eligible to be tested, 80 (6%) were included in the tested sample at Humboldt State University.
Of 2966 senior students eligible to be tested, 18 (1%) were included in the tested sample at Humboldt State University.
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
|Eligible Students||Tested Students||Eligible Students||Tested Students|
|Other or Unknown||<1%||<1%||<1%||6%|
|US Underrepresented Minority||58%||35%||33%||33%|
|White / Caucasian||37%||53%||55%||44%|
|Low-income (Eligible to receive a Federal Pell Grant)||55%||<1%||54%||<1%|
There were twice as many freshman and senior females as there were males.
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 at or near what would be expected what would be epxected at an institution testing students of similar academic abilities.