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Reliability and Validity

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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Published on: June 21, 2010

Assessing school effectiveness.

Stephen Klein, David Freedman, Richard Shavelson

    Evaluation Review
    |November 5, 2008
    PubMed
    Summary
    This summary is machine-generated.

    The Collegiate Learning Assessment (CLA) measures college value-added by assessing critical thinking and writing skills. Despite criticisms regarding student sampling, data analysis shows these concerns are unfounded, validating CLA

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    Area of Science:

    • Higher Education Assessment
    • Educational Measurement
    • Student Learning Outcomes

    Background:

    • The Collegiate Learning Assessment (CLA) is widely used to evaluate value-added educational gains in colleges and universities.
    • The CLA assesses students' critical thinking and writing abilities.
    • The program's methodology has faced scrutiny and criticism.

    Purpose of the Study:

    • To outline the methods employed by the CLA to determine educational value-added.
    • To summarize and address common criticisms of the CLA.
    • To validate the CLA's procedures using empirical data.

    Main Methods:

    • Description of the CLA's value-added measurement techniques.
    • Analysis of criticisms concerning student sampling, selection bias, and confounding.
    • Data-driven response to the identified criticisms.

    Main Results:

    • The CLA utilizes standardized tests for freshmen and seniors to gauge learning gains.
    • Criticisms primarily focus on non-random sampling of students for CLA testing.
    • Empirical data analysis refutes the claims of significant bias or confounding in CLA procedures.

    Conclusions:

    • The CLA's methodology for measuring value-added is robust.
    • Concerns regarding student selection bias in CLA testing are not supported by the data.
    • The CLA remains a valid tool for assessing institutional effectiveness in higher education.