Threats to the validity of the collegiate learning assessment (Cla+) as a measure of critical thinking skills and implications for learning gain

15Citations
Citations of this article
82Readers
Mendeley users who have this article in their library.

This article is free to access.

Abstract

The University of Reading Learning Gain project is a three-year longitudinal project to test and evaluate a range of available methodologies and to draw conclusions on what might be the right combination of instruments for the measurement of Learning Gain in higher education. This paper analyses the validity of a measure of critical thinking skills, the Collegiate Learning Assessment (CLA+) and the implications of using this standardised test as a proxy for Learning Gain. The paper reviews five inferences regarding the interpretations and use of test scores: construct representation, scoring, generalisation, extrapolation and decision-making. Each section reviews some of the available evidence in support of the claims the CLA+ makes and the threats to their validity. The possible impact of these issues on Learning Gain in the UK is considered.

Cite

CITATION STYLE

APA

Aloisi, C., & Callaghan, A. (2018). Threats to the validity of the collegiate learning assessment (Cla+) as a measure of critical thinking skills and implications for learning gain. Higher Education Pedagogies, 3(1), 57–82. https://doi.org/10.1080/23752696.2018.1449128

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free