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The Collegiate Learning Assessment

Author

Listed:
  • Stephen Klein

    (Council for Aid to Education)

  • Roger Benjamin

    (Council for Aid to Education)

  • Richard Shavelson

    (Stanford University)

  • Roger Bolus

    (Research Solutions Group)

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.

Suggested Citation

  • Stephen Klein & Roger Benjamin & Richard Shavelson & Roger Bolus, 2007. "The Collegiate Learning Assessment," Evaluation Review, , vol. 31(5), pages 415-439, October.
    • Handle: RePEc:sae:evarev:v:31:y:2007:i:5:p:415-439
    DOI: 10.1177/0193841X07303318
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    Cited by:

    1. Steven Brint, 2009. "THE ACADEMIC DEVOLUTION? Movements to Reform Teaching and Learning in US Colleges and Universities, 1985-2010," University of California at Berkeley, Center for Studies in Higher Education qt18j2m7kh, Center for Studies in Higher Education, UC Berkeley.

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