{"id":{"repo_id":"purdue-thes","oai_identifier":"oai:docs.lib.purdue.edu:open_access_dissertations-2574"},"canonical_url":"https://search.dev.ndltd.org/etd/purdue-thes/oai:docs.lib.purdue.edu:open_access_dissertations-2574","repository":{"repo_id":"purdue-thes","name":"Purdue University","base_url":"https://docs.lib.purdue.edu/do/oai/"},"display":{"title":"The CLA+ and the Two Cultures: Writing Assessment and Educational Testing","abstract":"The CLA+ and the Two Cultures: Writing Assessment and Educational Testing concerns the Collegiate Learning Assessment+, a standardized test of collegiate learning currently being piloted at Purdue, and its potential impacts on writing programs and pedagogy. From an empirical, theoretical, and historical perspective, I consider the test as an assessment of writing and college learning, and use it as a lens through which to understand traditional antagonisms between writing instructors and the educational testing industry. My research details the institutional and political conditions that led to the rise of the standardized assessment movement nationally and locally, and analyzes results from Purdue's piloting program for the test. I argue that literacy educators must adapt to the increasing prevalence of standardized testing at the collegiate level in a way that preserves our independence and autonomy, and that if undertaken with care this adaptation need not jeopardize our traditional ideals.","abstract_html":"The CLA+ and the Two Cultures: Writing Assessment and Educational Testing concerns the Collegiate Learning Assessment+, a standardized test of collegiate learning currently being piloted at Purdue, and its potential impacts on writing programs and pedagogy. From an empirical, theoretical, and historical perspective, I consider the test as an assessment of writing and college learning, and use it as a lens through which to understand traditional antagonisms between writing instructors and the educational testing industry. My research details the institutional and political conditions that led to the rise of the standardized assessment movement nationally and locally, and analyzes results from Purdue's piloting program for the test. I argue that literacy educators must adapt to the increasing prevalence of standardized testing at the collegiate level in a way that preserves our independence and autonomy, and that if undertaken with care this adaptation need not jeopardize our traditional ideals.","abstract_has_math":false,"creators":["Deboer, Fredrik B."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"English","degree_department":null,"school":null,"contributors":["Richard Johnson-Sheehan","April Ginther","Janet Alsup","Bradley Dilger"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T03:54:38Z","subjects":["administrative history","assessment","CLA+","higher education reform","standardized testing","writing studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://docs.lib.purdue.edu/open_access_dissertations/1358","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Richard Johnson-Sheehan","April Ginther","Janet Alsup","Bradley Dilger"]},{"key":"dc:creator","label":"Author","values":["Deboer, Fredrik B."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["English"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["administrative history","assessment","CLA+","higher education reform","standardized testing","writing studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://docs.lib.purdue.edu/open_access_dissertations/1358"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The CLA+ and the Two Cultures: Writing Assessment and Educational Testing concerns the Collegiate Learning Assessment+, a standardized test of collegiate learning currently being piloted at Purdue, and its potential impacts on writing programs and pedagogy. From an empirical, theoretical, and historical perspective, I consider the test as an assessment of writing and college learning, and use it as a lens through which to understand traditional antagonisms between writing instructors and the educational testing industry. My research details the institutional and political conditions that led to the rise of the standardized assessment movement nationally and locally, and analyzes results from Purdue's piloting program for the test. I argue that literacy educators must adapt to the increasing prevalence of standardized testing at the collegiate level in a way that preserves our independence and autonomy, and that if undertaken with care this adaptation need not jeopardize our traditional ideals."]},{"key":"dc:title","label":"Title","values":["The CLA+ and the Two Cultures: Writing Assessment and Educational Testing"]}]}],"canonical_facts":{"dc:contributor":["Richard Johnson-Sheehan","April Ginther","Janet Alsup","Bradley Dilger"],"dc:creator":["Deboer, Fredrik B."],"dc:description.abstract":["The CLA+ and the Two Cultures: Writing Assessment and Educational Testing concerns the Collegiate Learning Assessment+, a standardized test of collegiate learning currently being piloted at Purdue, and its potential impacts on writing programs and pedagogy. 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