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University of Louisiana at Lafayette Learning Outcomes

All degree programs at UL Lafayette are annually assessed on student learning outcomes and all support units are assessed on effectiveness and efficiency.




University of Louisiana at Lafayette administered the CLA in 2010 - 2012.

University of Louisiana at Lafayette conducted a Value-added administration of the CLA in 2010 - 2012. The results are displayed below in the SLO Results tab.

For additional information on UL Lafayette’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?

CLA is a value-added test that assesses critical thinking.


Which University of Louisiana at Lafayette students are assessed? When?

100 FTF and 100 Seniors in Spring.


How are assessment data collected?

Per the CAE protocol.


How are data reported within University of Louisiana at Lafayette?

Bu Institutional Planning anf Institutional Research.


How are assessment data at UL Lafayette used to guide program improvements?

Changes are made to the Core Curriculum.


Of 1800 freshmen students eligible to be tested, 100 (6%) were included in the tested sample at University of Louisiana at Lafayette.


Of 1800 senior students eligible to be tested, 100 (6%) were included in the tested sample at University of Louisiana at Lafayette.


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 56% 55% 50% 60%
Male 44% 45% 50% 40%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 22% 26% 25% 11%
White / Caucasian 44% 69% 69% 84%
International 6% 5% 6% 5%
Unknown <1% <1% <1% <1%
Low-income (Eligible to receive a Federal Pell Grant) 19% 25% 28% 30%

Samples are representative.

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.