CP Logo

Minot State University College Portrait

Home Compare At A Glance Contact

EXPLORE THIS COLLEGE PORTRAIT

Minot State University Learning Outcomes

Minot State University has consistantly administered the Collegiate Learning Assessment (CLA) on a cross-sectional basis since Spring 2008. In 2011 MSU decided to halt the administration of the CLA to focus on other avenues of student learning outcomes. MSU has decided to utilize the VALUE rubrics developed by the AAC&U to evaluate SLO on a student level, program level (general education) and institutional level by use of aggregate data analysis. A pilot process will begin Fall 2013 with the intention of full implementation by Fall 2014. MSU has tentatively decided to continue the administration of the CLA on a biannual basis as a supplementary form of SLO measures. Possible reinstatement of the CLA administration is Fall 2014.




Minot State University administered the CLA in Spring 2009 - Spring 2012.

Minot State University conducted a Value-added administration of the CLA in Spring 2009 - Spring 2012. The results are displayed below in the SLO Results tab.

For additional information on MSU’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) was chosen to measure critical thinking, analytical reasoning, problem solving, and written communciation using a performance task and analytical writing task. The CLA was chosen by MSU's assessment committe as the appropriate method of assessing student learning outcomes.


Which Minot State University students are assessed? When?

First year students were assessed each Fall semester and identified by the First Year Experience Learning Communities. Each student enrolled in the FYE program was asked to participate.


How are assessment data collected?

Data obtained from the administration of the CLA is submitted directly to CLA and the CLA produces a summary report which is reviewed by the MSU campus.


How are data reported within Minot State University?

CLA distrisbutes a report that is summarixed in aggregrate format departmental and campus-wide data decision making..


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

Access by the Institutional Research Office will allow for aggregate data to be compiled. This data will then be shared with the program to allow for data driven decsion making.


Of 465 freshmen students eligible to be tested, 137 (29%) were included in the tested sample at Minot State University.


Of 1090 senior students eligible to be tested, 60 (6%) were included in the tested sample at Minot 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

  Freshmen Seniors
Eligible Students Tested Students Eligible Students Tested Students
Gender Female 57% 61% 64% 77%
Male 43% 39% 36% 22%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 4% 10% 12% 13%
White / Caucasian 71% 90% 83% 87%
International 12% <1% 9% <1%
Unknown <1% <1% <1% <1%
Low-income (Eligible to receive a Federal Pell Grant) <1% <1% <1% <1%

The adminstration of the CLA is considered to be represenative of the population as nearly 80% of first year students take an FYE course and all exiting students enroll in a capstone or culminating course within their major, which is where the senior level SLO assessment takes place.

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