Collegiate Learning Assessment (CLA+)
The Collegiate Learning Assessment (CLA+) offers an authentic approach to the improvement of teaching and learning in higher education through a continuous improvement model, and recognizes faculty as central actors in educational improvement efforts. The CLA+ assists faculty, department chairs, school administrators and others interested in programmatic change to improve teaching and learning, particularly with respect to strengthening higher order skills. For more information go to the CLA+ Website.
- The CLA+ includes Performance and Analytic Writing Tasks meant to measure analytic reasoning and evaluation, writing effectiveness, writing mechanics, and problem solving.
- "Performance Tasks ask students to complete a 'real life' activity, such as preparing a memo or policy recommendation."
- "The Analytic Writing Task contains two types of essay prompts: a Make-an-Argument section in which students are asked to take a position and craft a persuasive argument and a Critique-an-Argument section which requires students to identify and describe logical flaws in a given argument."
- 2013-2014 TTU Results
- 2011-2012 TTU Results
- 2009-2010 TTU Results
- 2008-2009 TTU Results
- 2007-2008 TTU Results
Closing the Loop
In Spring 2013, the Core Curriculum Committee asked each subcommittee to draft narratives related to how they successfully "Closed the Loop" with regard to their assessment strategies. "Closing the Loop" is a term used to convey how academic units have used assessment results for improvement purposes. These resulting narratives were collected in Summer 2013, and are hyperlinked below. For further information about these narratives, please contact Dr. Gary Elbow, Associate Vice Provost, at 806-742-2184 or via email at firstname.lastname@example.org.
- Communication and Oral Communication
- Mathematics & Mathematics and Logic
- Natural Sciences
- Social & Behavioral Science
- Visual and Performing Arts
College Senior Survey (CSS)
The College Senior Survey (CSS) connects academic, civic, and diversity outcomes with a comprehensive set of college experiences to measure the impact of college. Although the CSS can be used as a stand-alone instrument, when used in conjunction with the CIRP Freshman Survey (TFS), the Diverse Learning Environments Survey (DLE), or the Your First College Year Survey (YFCY), the CSS generates valuable longitudinal data on students’ cognitive and effective growth during college. For more information go to the CSS Website.
Core Curriculum Essay (CCE)
During the spring of 2004, Texas Tech University conducted an initial Core Curriculum assessment to establish baseline student performance. Based on the THECB Objective Statements published in TTU's Catalog, essay questions were developed for Mathematics, Humanities, Communications, Social and Behavioral Sciences, Natural Sciences, Technology, and Visual and Performing Arts.
Distance Learning Survey
The Distance Learning Survey was designed:
- to be useful to faculty and administrators as they plan future course
- to ensure that these future learning opportunities meet the needs of Texas Tech distance students
The Distance Learning Survey includes sections on student demographics, educational history, program satisfaction, perceptions of online communication and collaboration, and self-regulation.