Competency Statements Expected of Graduates, and
Instruments to Assess Competencies Expected of Graduates

AS-2206-94/GA/AA - May 5-6, 1994

WHEREAS, It is suitable that public policymakers should inquire about what benefits are apparently accruing to students; and

WHEREAS, It is also suitable that public policymakers should seek objective reassurance that students who earn degrees from the California State University are well prepared for the employment and other life objectives that such students have set for themselves; and

WHEREAS, Employment and other life objectives are wonderfully various among the wide variety of students who take courses, earn degrees and other credentials offered by the California State University; and

WHEREAS, The number of majors, emphases and concentrations within majors, minors, degrees, credentials, certificates, and other aggregations for the benefit of students is very large in the California State University, entirely suitably given the wide variety of employment and other life objectives that students bring with them to CSU classrooms and laboratories; and

WHEREAS, State public policymakers have proposed, as in AB 2895 (Archie-Hudson): Restructuring Postsecondary Education, that the California State University develop statements of competencies expected of graduates and one or more assessment instruments to measure student achievement of these competencies; and

WHEREAS, Responsible development of competency statements is always time-consuming and costly, if a fair, reliable and valid statement is to be obtained; and

WHEREAS, Given the worthy variety of objectives and curricula in the CSU, responsible development of competency statements is certainly much more time-consuming and costly than would be the case for smaller institutions with more homogeneous student bodies and more homogeneous curricula; and

WHEREAS, The development of fair, reliable, and valid measures to judge student achievement against competency statement criteria would multiply the time and money required for the already daunting task of developing the competency statements themselves; and

WHEREAS, The state is currently experiencing substantial fiscal distress, and contemplates still again a round of budget reductions for campuses of the California State University, net after mandatory costs are taken systemwide, and these cuts are to come following a series of cuts to the budgets of the campuses of the California State University in recent years; and

WHEREAS, Given such fiscal distress statewide and on the local campuses, responsible development of competency statements, and of responsible measures to accompany them, can occur only at the direct cost of instructing California citizens; and

WHEREAS, The California State University has developed, is continuing to develop, and will make candidly and widely available other, less costly accountability measures such as accreditation studies, and institutional research based upon internal assessments such as the Graduation Writing Assessments now administered at all campuses; therefore be It

RESOLVED: That the Academic Senate of the California State University stand ready to participate in reasonable conversations designed to afford public policymakers, students, and other interested citizens the opportunity to judge the value and worth of study at the campuses of the California State University; and be it further

RESOLVED: That the Academic Senate CSU encourage public policymakers not to mandate competency statements and instruments designed to assess competency, as is contemplated in AB 2895 (Archie-Hudson): Restructuring Postsecondary Education.

APPROVED -- May 5-6, 1994



 
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