The Collegiate Learning Assessment

Stephen Klein, Roger Benjamin, Richard Shavelson and Roger Bolus
Additional contact information
Stephen Klein: Council for Aid to Education
Roger Benjamin: Council for Aid to Education
Richard Shavelson: Stanford University
Roger Bolus: Research Solutions Group

Evaluation Review, 2007, vol. 31, issue 5, 415-439

Abstract: The Collegiate Learning Assessment (CLA) is a computer administered, open-ended (as opposed to multiple-choice) test of analytic reasoning, critical thinking, problem solving, and written communication skills. Because the CLA has been endorsed by several national higher education commissions, it has come under intense scrutiny by faculty members, college administrators, testing experts, legislators, and others. This article describes the CLA's measures and what they do and do not assess, how dependably they measure what they claim to measure, and how CLA scores differ from those on other direct and indirect measures of college student learning. For instance, analyses are conducted at the school rather than the student level and results are adjusted for input to assess whether the progress students are making at their school is better or worse than what would be expected given the progress of “similarly situated†students (in terms of incoming ability) at other colleges.

Keywords: performance testing; higher education assessment (search for similar items in EconPapers)
Date: 2007
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:31:y:2007:i:5:p:415-439

DOI: 10.1177/0193841X07303318

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