University-Wide Assessment Methods

Collegiate Learning Assessment (CLA)

Developed by the RAND Corporation and the Council for Aid to Education (CAE) and launched in the fall of 2000, the CLA is a standardized testing initiative that allows for a direct measure of student learning by combining two types of testing components, a set of real-world performance tasks and a set of analytic writing prompts. These are used to measure student learning in the areas of critical thinking, analytic reasoning, and written communication. Beginning in the 2006-2007 academic year, this assessment has been administered to entering freshmen in the fall and graduating seniors in the spring at CSU Stanislaus.

Reports:

iSkills

Published by Educational Testing Services, this instrument is designed to measure students' abilities to use digital technology and communication tools. The instrument includes tasks used to assess students' understanding of ethical/legal issues of access and use of information.

Reports:

Campus-Developed Tests

Writing Proficiency Screening Test

In this test, students are given an hour and a half to write one essay to demonstrate their writing ability and competence for enrolling in a junior-level writing proficiency course (Writing Across the Curriculum). Test is taken by all students before their junior year.

Reports:

INDIRECT METHODS AND RESOURCES

Published Surveys

Faculty Survey of Student Engagement (FSSE)

Administered by the Indiana University Center for Postsecondary Research, this survey is designed to measure faculty expectations for student engagement in educational practices as well as provide comparative data to be used with the National Survey of Student Engagement (NSSE). Questions address the importance faculty place on various areas of learning and development, the nature and frequency of faculty-student interactions and faculty organization of class time. Starting in 2007, the FSSE will be administered every three years.

Reports:

First Year Initiative Survey

The First-Year Initiative Survey is published by Educational Benchmarking, Inc. and is used to provide insight into first-year students' perceptions. This instrument includes questions concerning student-faculty engagement as well as questions on course effectiveness. Additionally, campus questions were added to measure students' perceptions of their achievement of general education goals. This survey is administered annually to freshmen enrolled in the first-year experience program.

Reports:
First-Year Initiative Survey results are reported and discussed within the program€™s annual assessment report. These reports are located on the First-Year Experience Program web site at http://www.csustan.edu/GE/Pages/FirstYrExperienceProg.html

LibQUAL Survey

Published by LibQUAL, this instrument is designed to improve and market library services and includes question on general satisfaction; library use; demographics and includes a section for general comments. The survey is administered periodically to a sample of students, faculty and staff.

Reports:

Individual Development and Educational Assessment: Aggregate Data (IDEA)

Since 1993, CSU Stanislaus has used a course evaluation system called the Individual Development and Education Assessment Student Evaluation of Courses (IDEA) developed by Kansas State University. Teaching effectiveness is determined by student ratings of their progress from among 12 learning objectives chosen by the instructor. Items on the IDEA instrument are based on research and results are interpreted using a national database.

In fall 2007, CSU Stanislaus began using the IDEA diagnostic tool to provide aggregate, institutional, longitudinal information to the faculty about overall teaching and course quality.

Overall Reports:

2006/07 Aggregate IDEA Summary of Findings

Extracted General Education Data

2006/07 General Education Data extracted from IDEA Aggregate

National Survey of Student Engagement (NSSE)

Administered by the Indiana University Center for Postsecondary Research, this survey is designed to measure the degree of student engagement in college activities that correlate to student learning and personal development. This survey includes questions on class participation, academic rigor, amount of effort put into class work and overall experience. Beginning in 2006, the survey will be administered every three years to undergraduate freshmen and seniors.

Reports:

Extracted General Education Data

Student Needs And Priorities Survey (SNAPS)

Published by the California State University System, this survey is designed to measure student satisfaction. Questions include rating satisfaction level with instruction and learning environment, campus services, advising, reasons for enrolling, obstacles to attaining educational goals, transition to the university and issues of diversity. Our campus added questions to the survey concerning achievement of general education goals.

Reports:

Student Satisfaction Inventory (Noel-Levitz)

Published by Noel-Levitz, this instrument is designed to collect information (€œearly warning€) to support the University's efforts to increase student success and improve the retention of students. Questions related to campus climate and life, academic advising, support services, instruction, financial aid, and safety are included.

Reports:

Campus Developed Surveys

Undergraduate

Alumni Survey

The Undergraduate Alumni Survey is designed to assist the University in assessing alumni's perceptions of the quality of its student learning and institutional effectiveness. The survey includes questions about students' satisfaction and experiences in four categories; Education Experience at CSU Stanislaus, Employment Status, Advanced Education, and Overall Satisfaction. Students' overall perceptions of areas of strength and improvement are measured using a progressive scale, multiple-choice and open-ended questions. The survey is administered every two years, tracking students at the 3rd, 10th, and 25th year after graduation.

Reports:

Graduating Senior Survey

The Graduating Senior Survey is designed to assist the University in assessing students' perceptions of the quality of its student learning and instructional effectiveness. The survey includes questions on students' satisfaction and experiences in 10 categories, using 5-point and progressive scales as well as an opportunity to respond to several open-ended questions of overall satisfaction and areas of strength and improvement. The Graduating Senior Survey is administered every two years to students who have graduated during the previous academic year. The survey was administered in print copy in 2002,2003 & 2004. Beginning in 2005, the survey was made available electronically through the university web site.

Overall Reports:

Extracted General Education Data: 

Graduate

Graduate Alumni Survey

The Graduate School Alumni Survey is designed to assist the University in assessing alumni's perceptions of the quality of student learning and institutional effectiveness. The survey includes questions on students' satisfaction and experiences in five categories: Educational Experience at CSU Stanislaus, Graduate Student Learning Goals, Overall Program Effectiveness, Employment, and Advanced Education. This survey is administered every two years and tracks students at the 3rd, 10th and 25th year after graduation. In 2005, this survey was revised and will be administered electronically through the university web site.

Reports:

Graduate Faculty Survey of Student Engagement (FSSE)

This survey is designed to measure faculty expectations for graduate student engagement in educational practices as well as provide comparative data to be used with the Graduate National Survey of Student Engagement (NSSE). Questions address the importance faculty place on various areas of learning and development, the nature and frequency of faculty-student interactions and faculty organization of class time.

Reports:

Graduate National Survey of Student Engagement (NSSE)

This survey is designed to measure the degree of graduate student engagement in college activities that correlate to student learning and personal development. This survey includes questions on class participation, academic rigor, amount of effort put into class work and overall experience

Reports:

Graduate School Exit Survey

The Graduate School Exit Survey is designed to assist the university in assessing students' perceptions of the quality of its graduate student learning and program effectiveness. The survey includes questions on students' satisfaction in five categories: Your Achievement, Your Experience, Classroom and Campus Social Climate, Your Educational Plans and Your Career. This survey is administered every two years to graduate students who have earned their master's degree during the previous academic year. This survey was administered in print from 1995-2004. Beginning in 2005, the survey was revised and administered electronically through the university web site.

Reports:

Staff/Administrator Surveys

Staff/Administrator Survey

In 2005, staff and administration members at CSU Stanislaus were asked to review the WASC standards and criteria for review as a means to undertake a preliminary, systematic institutional self analysis. The self-review findings by staff revealed two priority areas: supporting staff operations and improving information technology for administrative computing. This 2007 survey provides for increased understanding of these two areas, as well as information about the ways in which staff/administration personally and their administrative units contribute to student learning and student success at CSU Stanislaus.

Reports:

Stockton

Stockton Student Needs Survey

This survey was designed to evaluate need for support services for Stockton students as well as preferences for class scheduling options. The survey includes questions related to subjects such as the need for writing tutors, convenience of library and bookstore hours, scheduling of classes, and need for additional support services. The survey will be administered every five years to a sample of undergraduate and graduate students attending classes at the Stockton campus.

Reports:

Reports: For further information on university-wide assessment and uses of data, see: Inventory of University-Wide Assessment Methods.pdf

EVALUATORS

External Reviews

CSU Stanislaus routinely asks external reviewers to evaluate our assessment program. The elements for review of the assessment program include the following: collective values for the importance, purpose, and benefits of assessment; commitment to continuous quality improvement; shared responsibility for assessment and respective roles of faculty, administration, staff, students, and external community; faculty and senior administration leadership in student learning assessment; progress in direct measures of student learning; progress in methods for evaluating institutional quality; progress in documenting uses of assessment information for quality improvement; institutional structures/organization in support of assessment; institutional resources in support of assessment; and how assessment affects faculty.

Reports:

Specialized Program Accreditation

A form of external review, specialized/disciplinary program accreditation is a review process conducted within the context, requirements, and standards of a discipline-based accrediting body.

For a list of specialized accreditation programs at CSU Stanislaus, see the Office of Academic Programs web site