ABSTRACT
This chapter provides the rationale for a focus on critical-thinking skills, labeled critical thinking in North America and generic skills elsewhere, and performance assessment, a novel assessment protocol that is anchored by problem or case statements that invite constructed essay responses. The chapter begins with a rationale for a focus on critical-thinking skills. Second, the chapter makes the case for use of performance assessment to measure critical thinking in today’s Knowledge Economy. Third, the methodological approach to measuring CLA+ is presented, including the conceptual framework. Examples of performance tasks are presented, followed by a description of one use of CLA+, the value-added approach, the principal use of CLA+ from 2004–05 to 2012–13. The chapter ends with a review of the extensive commentary and criticism of the CLA and CLA+ with responses. Appendix A summarizes the critiques and responses. Appendix B presents examples of how the CLA+ can contribute to the improvement of teaching and learning in postsecondary education.
