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University of Wyoming Learning Outcomes

The University of Wyoming is fully committed to improving and enhancing student learning. As part of our responsibility, we are actively engaged in various processes to assess learning. These processes include the assessment of individual degree programs, as well as university-wide assessment including our University Studies Program (general education). Our goal is to use the results from these assessment initiatives to make improvements for future UW students. See UW's Assessment of Student Learning Website for more information or contact Mark Lyford (Special Assistant to the Associate Vice President) at mahler@uwyo.edu or (307) 766-2897.




University of Wyoming administered the CLA in 2014 - 2015.

University of Wyoming 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 UW’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 University of Wyoming has administered the CLA at regular intervals since 2005.


Which University of Wyoming students are assessed? When?

The last administration of the CLA was during the 2014-2015 academic year. The CLA was administered to 120 first-year students in fall 2014 and 104 seniors in spring 2015.


How are assessment data collected?

Participation in the CLA is voluntary at the University of Wyoming. All eligible first-year students and graduating seniors enrolled at the Laramie campus are asked to participate.


How are data reported within University of Wyoming?

The University of Wyoming regularly reviews data from the CLA comparing the results of the current administration to those from past administrations. The results are also compared to other measures  student learning administered by the university. Such examples include, but are not limited to the Critical Thinking Assessment Test (CAT) and other locally developed instruments.


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

The University of Wyoming uses data from this assessment and others to make improvements to its academic programs. A university-wide committee regulary reviews these results and works collaboratively with departments to implement improvement initiatives.


Of 1334 freshmen students eligible to be tested, 120 (9%) were included in the tested sample at University of Wyoming.


Of 2406 senior students eligible to be tested, 104 (4%) were included in the tested sample at University of Wyoming.


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 53% 63% 51% 55%
Male 45% 35% 47% 43%
Other or Unknown 2% 2% 2% 2%
Race/
Ethnicity
US Underrepresented Minority 17% 16% 13% 11%
White / Caucasian 75% 78% 78% 84%
International 2% 6% 4% 7%
Unknown 7% 6% 5% 6%
Low-income (Eligible to receive a Federal Pell Grant) <1% <1% <1% <1%

Generally speaking, the students volunteering to take the CLA are similar to the general student body. However, more females than males tend to volunteer and in the latest administration, the students who volunteered had slightly higher ACT scores at the top end of the score spectrum.

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