• Critical Thinking
• Self Awareness
• Communication Skills
• Diversity
• Citizenship
• Membership/Leadership
• Relationships

There are several types of validity that have been considered in the construction of the UniLOA.

Construct Validity

Construct validity refers to whether or not and the degree to which the UniLOA measures the underlying constructs upon which the assessment’s items are based. To assure high a high degree of construct validity, empirical research was first examined through an exhaustive review of current literature. Next, a wide variety of constituents having an interest in higher education were consulted through structured interviews, focus group meetings and surveys. Those consulted included higher education faculty and administrators, students, and employers.

Concurrent Validity

This type of validity is measured when other instruments are administered and the data collected analyzed and interpreted that produce the same types of results that emerge from the UniLOA. To date, the UniLOA continues to produce data and interpretive results that are consistent with the findings of other instruments designed to explore the student experience in higher education settings.

Criterion-Related Validity

Criterion-related validity considers how assessment results are related to specific outcomes. Outcomes in higher education settings are often seen in persistence, retention, graduation, post-graduation employment placement and a host of others. Like concurrent validity, establishing criterion-related validity is an on-going process that becomes more precise with the passage of time. The UniLOA project is attending to the continued measurement of criterion-related validity as an area of considerable interest.