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Wright State University Learning Outcomes

Assessment guides the work of every program at Wright State. Each academic major and university-wide program assesses its work each year, including student learning outcomes. The link below will take you to examples of assessment of the General Education program and an academic major (English). On that page you will find further links to additional information about assessment at Wright State. 




Wright State University administered the CLA in 2012.

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

For additional information on WSU’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 selected CLA because CLA is based on writing completed by students rather than based on multiple choice questions. 


Which Wright State University students are assessed? When?

Incoming freshmen are assessed in the fall.  Seniors who have applied for graduation are assessed in the spring.


How are assessment data collected?

The CLA is administered in standard fashion.


How are data reported within Wright State University?

The data are collected and reviewed by administration and shared with appropriate bodies on campus.


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

Because the data indicate value-added above expectations, we have not made further use of CLA data.


Of 2729 freshmen students eligible to be tested, 62 (2%) were included in the tested sample at Wright State University.


Of 804 senior students eligible to be tested, 78 (10%) were included in the tested sample at Wright 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 56% 66% 61% 73%
Male 44% 34% 39% 27%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 27% 32% 14% 27%
White / Caucasian 65% 63% 83% 64%
International 3% 5% <1% <1%
Unknown 8% <1% 3% 9%
Low-income (Eligible to receive a Federal Pell Grant) 48% 47% 41% 47%

We believe the sample was representative of our students.

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

The increase in learning on the analytic writing task is above 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