Data on Student Learning Office of Assessment University of Kentucky

Sources of Data on UK Learning PerspectiveDirect MeasuresIndirect Measures Program-level Program Reviews & Accreditation Responses Institutional-level (External/Nationally Comparable) CLA CAAP Wabash National Study

Wabash National Study, Spring 2007 Good Practice Scales Scale 1 - Good Teaching and High Quality Interactions with Faculty StrongModerateWeak Faculty interest in teaching and student development41%47%13% Prompt Feedback20%69%12% Quality of no classroom interactions with faculty22%69%10% Teaching clarity and organization46%54%1%

Wabash National Study, Spring 2007 Good Practice Scales Scale 2 - Academic Challenge and High Expectations StrongModerateWeak Academic challenge and effort29%71%0% Frequency of higher-order exams and assignments19%73%9% Challenging classes and high faculty expectations14%77%9% Integrating ideas, information, and experiences27%73%0%

Wabash National Study, Spring 2007 Good Practice Scales Scale 3 – Diversity Experience Scale StrongModerateWeak Diversity experiences3%78%20% Meaningful discussion with diverse peers15%39%47%

Wabash National Study: Overall Scale 1 – Good Teaching and High Quality Interactions with Faculty StrongModerateWeak Small Institutions 44%56%0% Large Institutions 28%72%1% University of Kentucky 23%75%2% Scale 2 – Academic Challenge and High Expectations Small Institutions 26%74%0% Large Institutions 18%82%0% University of Kentucky 13%87%0% Scale 3 – Diversity Experience Scale Small Institutions 5%84%12% Large Institutions 3%83%14% University of Kentucky 3%73%24% Small Institutions N = 17; Large Institutions N = 9

Narrative Summary of Wabash Results National Results: Initial Participating Institutions (N=19)National Results: Initial Participating Institutions (N=19) Largest positive change was student growth in moral reasoning ◦ 10% over the first two semesters of college. CAAP Critical Thinking test revealed less than 1% positive change Small but consistent declines were observed in attitudes about diversity ◦ Results reveal a consistent downward pattern across all measures of diversity. A moderate, consistent decline observed in: ◦ academic motivation and interest in academic subject matter ◦ community involvement ◦ professional success. Student perspectives on teaching and instructional practices: ◦ Good Teaching questions had a significant positive impact on 24 of the 29 outcomes ◦ Academic Challenge questions had a significant positive effect on 25 of the 29 outcomes ◦ Diversity Experiences questions had a significant positive impact on 17 of the 29 outcomes

Narrative Summary of Wabash Results Outcomes Measures (fall 2006 to spring 2007) ◦ UK students registered minimal change on most Outcomes Measures ◦ UK students did show a significant increase in moral reasoning ◦ UK students registered a sharp decrease in academic motivation, a component of the Inclination to Inquire outcome

Collegiate Learning Assessment (CLA) Skills Measured Performance Task and Analytical Writing Tasks ◦ Critical thinking ◦ Problem solving ◦ Analytic reasoning ◦ Written communication skills

CLA Performance Task Requires students to use an integrated set of critical thinking, analytic reasoning, problem solving, and written communication skills to answer several open-ended questions about a hypothetical but realistic situation. Provides a document library that includes a range of information sources. Students use the materials in preparing essay answers Requires students to present their ideas clearly, including justifying their points of view.

CLA Analytic Writing Task Students write answers to two types of essay prompts: ◦ “Make-an-Argument” question asks them to support or reject a position on some issue ◦ “Critique-an-Argument” question asks them to evaluate the validity of an argument made by someone else Both tasks measure a student’s skill in articulating complex ideas, examining claims and evidence, supporting ideas with relevant reasons and examples, sustaining a coherent discussion, and using standard written English

Collegiate Learning Assessment (CLA) Fall 2007 ◦ Freshman tested (longitudinal cohort), n = 303 Spring 2008 ◦ 102 Seniors were tested Spring 2009 ◦ Longitudinal cohort re-tested ◦ N = 174 students 176 institutions were included in the comparisons

Collegiate Learning Assessment (CLA)

Note: An effect size of 0.50 is considered “large.”

Collegiate Learning Assessment (CLA) CLA MeasureEffect Size Performance Task Analytic Writing Task Make an Argument Critique an Argument Total Score

Collegiate Assessment of Academic Proficiency (CAAP) – Math Descriptive Analysis N = 308 Level: ◦ 79.41% Freshman College: ◦ 33.27% College of Arts & Sciences ◦ 27.12% Undeclared ◦ 9.15% Engineering Transfer vs. Traditional ◦ 14.05% Transfer ◦ 85.95% Traditional Residence ◦ 82.03% In-state ◦ 17.97% Out-of-State

Collegiate Assessment of Academic Proficiency (CAAP) – Math Results UKNational Mean58.5 Standard Deviation3.84 N30821,678 Overall Mathematics Test Scores of UK Students – Spring 2009

CAAP – Math Results UKNational Mean Standard Deviation2.4 N30821,678 Basic Algebra Scores – Spring 2009 College Algebra Scores – Spring 2009 UKNational Mean Standard Deviation N30821,678

CAAP – Critical Thinking Spring 2010 Summary Results CountPercentage Average Score National Average Score Freshman12822%62 Sophomore25243%6362 Junior12421%6362 Senior6110%6362 Other/No Response274%6362 UK Average592100%6362 National N= 9,531

CAAP – Critical Thinking Spring 2010 Tried my Best Gave Moderate Effort Gave Little Effort Gave No Effort No Response Freshman17%34%10%2%36% Sophomore19%35%12%7%26% Junior23%48%9%2%22% Senior34%28%7%5%26% UK Average21%36%11%4%27% UK Student Perceptions of Effort

Program Review/Accreditation Analysis Program Reviews and/or Accreditation Documents from 2002-present