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What is Collegiate Learning Assessment

Chapter 18
Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education
The goal of the CLA project is not to measure changes in individual students, but rather to learn more about programmatic features that correlate with “institutional effects” associated with larger than expected gains in students’ analytical reasoning, critical thinking, and writing skills. The CLA provides one of the first ‘value added’ measures that can reliably compare institutional contributions to student learning. Retrieved on 11/01/08 directly from http://www.cic.edu/projects_services/coops/cla.asp
Published in Chapter:
A Neglected Necessity in Liberal Arts Assessment: The Student as the Unit of Analysis
Daniel F. Chambliss (Hamilton College, USA)
Copyright: © 2009 |Pages: 7
DOI: 10.4018/978-1-60566-667-9.ch018
Abstract
This chapter describes how the trend favoring assessment initiatives of a system-wide scope such as program review and collegiate learning assessment (CLA) tends to overlook the specific, highly concrete learning experiences of individual students in the liberal arts. These individual cases offer a rich source of data for assessment. The insights that can be derived from a rigorous analysis of such individual experience can tell educators much about learning outcomes, teaching quality, and curricular effectiveness. It is in this regard that this chapter argues for the student as the unit of analysis in assessment initiatives.
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