Threats to the validity of the Collegiate Learning Assessment (CLA+) as a measure of critical thinking skills and implications for Learning Gain

Aloisi, C. and Callaghan, A. ORCID: https://orcid.org/0000-0002-2731-3352 (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). pp. 57-82. ISSN 2375-2696 doi: 10.1080/23752696.2018.1449128

Abstract/Summary

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.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/75934
Item Type	Article
Refereed	Yes
Divisions	Central Services > Office of the Vice Chancellor
Publisher	Taylor & Francis
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