Assessing School Effectiveness

被引：6

作者：

Klein, Stephen

Freedman, David ^{[1
]}

Shavelson, Richard ^{[2
]}

Bolus, Roger

机构：

[1] Univ Calif Berkeley, Berkeley, CA 94720 USA

[2] Stanford Univ, Stanford, CA 94305 USA

来源：

EVALUATION REVIEW | 2008年 / 32卷 / 06期

关键词：

Collegiate Learning Assessment; CLA; SAT; value added; regression; selection bias;

D O I：

10.1177/0193841X08325948

中图分类号：

C [社会科学总论];

学科分类号：

03 ; 0303 ;

摘要：

The Collegiate Learning Assessment (CLA) program measures value added in colleges and universities, by testing the ability of freshmen and seniors to think logically and write clearly. The program is popular enough that it has attracted critics. In this paper, we outline the methods used by the CLA to determine value added. We summarize the criticisms, which revolve around the question of which students take the CLA tests. Typically, samples are not random, so that selection bias is a concern, as is confounding. We respond by showing that criticisms of CLA procedures are not supported by the data.

引用

页码：511 / 525

页数：15

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