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ERIC Number: EJ774522
Record Type: Journal
Publication Date: 2007
Pages: 25
Abstractor: Author
Reference Count: 27
ISSN: ISSN-0193-841X
The Collegiate Learning Assessment: Facts and Fantasies
Klein, Stephen; Benjamin, Roger; Shavelson, Richard; Bolus, Roger
Evaluation Review, v31 n5 p415-439 2007
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. (Contains 3 figures, 4 tables and 16 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A