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California University of Pennsylvania Learning Outcomes

California University of Pennsylvania uses multiple measures to assess student learning. Every year, academic programs conduct an assessment of student learning that could include such assessments as graduate surveys, portfolio reviews, teacher certification test pass rates, standardized exams, general education assessment, and licensure test scores. In addition first-year students and seniors participate in the ETS Proficiency Profile assessment.The National Survey of Student Engagement (NSSE) is administered everyother year, most recently in 2015.




California University of Pennsylvania administered the ETS Proficiency Profile in 2013-2014 - 2014-2015.

California University of Pennsylvania conducted a Value-added administration of the ETS Proficiency Profile in 2013-2014 - 2014-2015. The results are displayed below in the SLO Results tab.

For additional information on Cal U’s process for administering ETS Proficiency Profile, 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 ETS Proficiency Profile for your institutional assessment?

The ETS Proficiency Profile was administered to first-year and senior students during the Fall 2014 and Spring 2015 terms. The admintration of this assessment was done through the paper-pecil version of the instrument. We contacted students through email, professors, Introduction to the University course, and university announcements. These outreach occurrences each happened at least twice during the Fall and Spring terms. Students were told they could take the assessment in Noss 215 and or could be administered in a classrom. The result was that we had 95 first-year and 130 seniors complete the assessment. We are continuing to find ways that students can participate in the assessment.


Which California University of Pennsylvania students are assessed? When?

First-year and seniors were assessed throughout the Fall 2014 and Spring 2015 terms.


How are assessment data collected?

Assessment data were collected through the ETS Program Workshop portal.


How are data reported within California University of Pennsylvania?

Data are automatically aggregated the ETS Program Workshop site. They will be reviewed by the Associate Provost of Academic Success and the college deans.


How are assessment data at Cal U used to guide program improvements?

Assessment will be used to corroborate findings from the university general education committee when they conduct their annual assessment of student learning reports. Data will also be shared with respective departments and they will be asked to provide feedback related to their specific content area.


Of 1023 freshmen students eligible to be tested, 220 (22%) were included in the tested sample at California University of Pennsylvania.


Of 1885 senior students eligible to be tested, 145 (8%) were included in the tested sample at California University of Pennsylvania.


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 55% 40% 51% 61%
Male 44% 57% 49% 37%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 24% 14% 10% 6%
White / Caucasian 74% 75% 80% 90%
International 1% <1% <1% <1%
Unknown 1% 3% <1% <1%
Low-income (Eligible to receive a Federal Pell Grant) 38% 38% 38% 39%

Since the sample for this assessment period was voluntary, we believe it is representative of our student population.

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.


Critical Thinking Detail

The chart below shows the distribution of student scores on the ETS Proficiency Profile Critical Thinking test. Students are scored as Not Proficient, Marginal, or Proficient.



Written Communication Detail

The charts below show the distribution of student scores on the three levels of the ETS Proficiency Profile Writing Test. Students are scored as Not Proficient, Marginal, or Proficient on each level. Writing 3 represents more advanced writing skill than Writing 2, which represents more advanced writing skill than Writing 1.