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The University of Texas at Arlington Learning Outcomes

The University of Texas at Arlington is a comprehensive research, teaching, and public service institution committed to preparing students for productive lives and informed and active citizenship. In order to determine if students are achieving the desired learning outcomes, all academic departments participate in the Unit Effectiveness Process. They articulate the competencies their majors are expected to demonstrate upon completion of the program; implement measures of the expected knowledge and skills; report results; and use the results to improve programs and services.




The University of Texas at Arlington administered the CLA+ in 2014 - 2015.

The University of Texas at Arlington 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 UTA’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 UT System required the CLA+ survey.


Which The University of Texas at Arlington students are assessed? When?

Freshmen are assessed in the Fall and seniors are assessed in the Spring.


How are assessment data collected?

University of Texas - Arlington follows the CLA proctor manuel and use first-time, full-time freshmen and native seniors.


How are data reported within The University of Texas at Arlington?

Results are sent to the UT System and posted for public view.


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

We have concerns with the value-added information provided by the CLA for our campus. We seek more information related to student attainment of learning outcomes using authentic student work.  


Of 2373 freshmen students eligible to be tested, 192 (8%) were included in the tested sample at The University of Texas at Arlington.


Of 1132 senior students eligible to be tested, 186 (16%) were included in the tested sample at The University of Texas at Arlington.


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 51% 57% 52% 53%
Male 49% 43% 48% 47%
Other or Unknown <1% <1% <1% <1%
Race/
Ethnicity
US Underrepresented Minority 66% 73% 52% 70%
White / Caucasian 33% 27% 39% 30%
International <1% <1% <1% <1%
Unknown <1% <1% <1% <1%
Low-income (Eligible to receive a Federal Pell Grant) <1% <1% <1% <1%

Our tested students include a higher proportion of females.  There are slightly more females than males on campus.

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

The increase in learning on the selected-response questions is well 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) 546.0
Critical Reading & Evaluation (Range: 200 to 800) 541.0
Critique an Argument (Range: 200 to 800) 538.0
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) 499.0
Critical Reading & Evaluation (Range: 200 to 800) 498.0
Critique an Argument (Range: 200 to 800) 498.0