Assessing Students' Differential Performance of Critical Thinking and Written Communication Skills Across Fields of Study

• In Event: Student Resilience and Engagement in Higher Education

Abstract

This study investigates the differential performance on the Collegiate Learning Assessment (CLA+), a performance-based assessment of critical thinking, problem solving, and written communication skills. Analyses revealed significant differences in performance between seniors at four-year colleges in different fields of study. Significant differences persisted after controlling for cumulative GPA, which is consistent with the thesis that students in certain fields of study gain more critical thinking and writing skills during college. Additionally, the question of whether assessing general education skills such as critical thinking, problem solving, and written communication can be domain agnostic was partially answered. Results suggest that students in certain fields have more command of these skills than do their peers in other fields.

Authors

• Doris Zahner, Council for Aid to Education

• Tess E Dawber, Council for Aid to Education

• Olivia Rose Cortellini, Council for Aid to Education