Assessing learning gains of university students in Hong Kong adopting the Collegiate Learning Assessment Plus (CLA+)

Tan Lei Shek, Lu Yu, Kevin H.W. Chan, Wynants W.L. Ho

Research output: Journal article publicationJournal articleAcademic researchpeer-review

6 Citations (Scopus)


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.
Original languageEnglish
Pages (from-to)331-337
Number of pages7
JournalInternational Journal on Disability and Human Development
Issue number3
Publication statusPublished - 1 Aug 2016


  • Collegiate Learning Assessment
  • general education
  • Hong Kong
  • university students

ASJC Scopus subject areas

  • Rehabilitation
  • Sensory Systems
  • Geriatrics and Gerontology
  • Psychiatry and Mental health
  • Advanced and Specialised Nursing
  • Speech and Hearing

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