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Title: Assessing learning gains of university students in Hong Kong adopting the Collegiate Learning Assessment Plus (CLA+)
Authors: Shek, DTL 
Yu, L 
Chan, KHW 
Keywords: Collegiate Learning Assessment
General education
Hong Kong
University students
Issue Date: 2016
Publisher: Walter de Gruyter GmbH
Source: International journal on disability and human development, 2016, v. 15, no. 3, p. 331-337 How to cite?
Journal: International journal on disability and human development 
Abstract: The present study attempted to examine students' learning gains in critical thinking, problem solving, and effective communication after 1-year university study under a new 4-year undergraduate curriculum based on students' performance on the Collegiate Learning Assessment Plus (CLA+). One hundred and fifty freshmen and 150 sophomores at The Hong Kong Polytechnic University (PolyU) completed the CLA+ in 2013-2014 academic year. Results showed that sophomores had better performance in CLA+ than freshmen on problem solving, effective communication, and critical thinking. Compared with freshmen, fewer sophomores were classified as 'Below Basic' at mastering the related skills. The findings support the effectiveness of the new 4-year undergraduate curriculum, particularly the General University Requirements, in promoting students' development in desired graduate attributes. However, students' language barrier might affect their CLA+ scores which led to the small effect size in the differences between freshmen and sophomores.
ISSN: 2191-1231
EISSN: 2191-0367
DOI: 10.1515/ijdhd-2015-6001
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