The Cognitive Learning Pre-Post Scale (CLS) is a pretest-posttest self-report scale to assess application and depth of knowledge in courses with an experiential learning component and/or high-impact practice. The current version of the self-report cognitive learning scale uses the stem, “In this course, course requirements that went beyond participation in class and assigned readings…” Items were adapted from Eyler and Giles (1999) with additions for a total of nine items. Examples of items include, “did not greatly enhance my learning in the course beyond what I gain from reading the text and attending class” (reverse scored) and “did help me to see the complexity of real life problems and their solutions.” A pretest version of this scale uses the stem, “Typically, course requirements that go beyond participation in class and assigned readings…” Steinke and Fitch (2007) have argued that because the responses are analyzed by comparison of pretest and post test scores, not by the strength of a single self-report, that the CLS can provide information beyond typical indirect measures. The CLS has demonstrated good inter-item reliability and construct validity with other measures of cognitive learning, including the P-SAP.
Links
Cognitive Learning Pre-Post Scale HIPsAssessing Service Learning. Pamela Steinke, NC State, and Peggy Fitch, Central College, (June 2007).
Research and Practice in Assessment, Volume 1, Issue 2.