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Stockton University Learning Outcomes

Stockton University has launched a wide-ranging effort to articulate 10 essential learning outcomes (ELOs) that students should achieve during their college experience here. These outcomes combine Stockton’s flexible and distinctive liberal arts education with real-world, practical skills. The result: ELOs will help all Stockton University students focus on the intellectual and marketable talents needed to prepare for personal and professional success in the 21st century




Stockton University administered the CLA+ in 2014 - 2015.

Stockton University conducted a Value-added administration of the CLA+ in 2014 - 2015. The results are displayed below in the SLO Results tab.

For additional information on Stockton University’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?

We chose the CLA to get a direct performance measure of Critical Thinking with national norms.  We were persuaded by the authentic nature of the CLA performance tasks, the outcomes were aligned with ones that we considered to be important ones for our students, and the CLA staff provided useful and instructive preparation and foundation materials for our faculty.  At Stockton, Critical Thinking is one of our ten Essential Learning Outcomes. We also use CLA data to inform us about our students' writing skill development. We are therefore attentive to the development of these abilities in our students and the proper valid assessment of their status in these areas.


Which Stockton University students are assessed? When?

Fall 2014 first time, full-time freshmen were sampled for the CLA test; they were tested in September and October, 2014.

Spring 2015 senior students were sampled for the CLA test; they were tested in February and March, 2015.


How are assessment data collected?

Sampled students from both freshmen and seniors were tested in CLA. The Institute of Faculty Development in the academic affairs coordinated the process of test administration and analyzed and shared the data results with the provost's office as well as other faculty. The CLA data are used to inform faculty and staff about our writing program and writing across the curriculum efforts.


How are data reported within Stockton University?

Stockton analyzes freshman performance, senior performance and value added.  We look at our freshman performance to see if there are skill deficits that we should address with subsequent incoming students.  The freshman data are reviewed extensively by the Advisory Committee for Freshman seminars, the senior results are of particular interest to the General Integration and Synthesis committee members because senior students are required to take General Integration and Synthesis courses and critical thinking is a priority in these courses.  The Writing Program analyzes CLA data to inform first year writing and Writing Across the Curriculum efforts. The Deans’ council and the Provosts’ council review all the data and disseminate them to the wider community.


How are assessment data at Stockton University used to guide program improvements?

Stockton routinely reviews and publicizes the CLA findings.  The Provost discusses the CLA results with the faculty through the Institute for Faculty Development and, at least on one occasion, through an all faculty forum.  Additionally, we use our data to examine intra-institution performance of schools and programs.  We have, since our first use of the CLA, launched our own Critical Thinking Institute and adopted additional measures of Critical Thinking to triangulate with the CLA.  Stockton faculty have participated in CLA academy and we have designed our own performance tasks to familiarize our students with the types of items that are used in the CLA.  The CLA results have precipitated faculty development changes, curricular mapping changes, and supportive assessment practices.


Of 1185 freshmen students eligible to be tested, 124 (10%) were included in the tested sample at Stockton University.


Of 2565 senior students eligible to be tested, 78 (3%) were included in the tested sample at Stockton 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 62% 59% 61% 74%
Male 38% 41% 39% 26%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 27% 13% 24% 26%
White / Caucasian 71% 79% 74% 72%
International <1% <1% <1% <1%
Unknown 2% 8% 1% 3%
Low-income (Eligible to receive a Federal Pell Grant) 27% 23% 35% 41%

Our samples have been largely representative. We have tried to have representative numbers of native and transfer students in our CLA samples, but transfer students have often been overrepresented since we began to include them in our samples. Therefore, we have been conducting internal analysis and so far have no strong evidence that transfer or native students perform better or worse.  

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 below 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) 532.0
Critical Reading & Evaluation (Range: 200 to 800) 498.0
Critique an Argument (Range: 200 to 800) 520.0
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) 493.0
Critical Reading & Evaluation (Range: 200 to 800) 450.0
Critique an Argument (Range: 200 to 800) 481.0