The Cognitive Learning Measure: A Three-Study Examination of Validity

Brandi N. Frisby, Daniel H. Mansson, Renee Kaufmann

Research output: Contribution to journalArticlepeer-review

19 Scopus citations


Instructional communication scholars have long been interested in creating and testing alternative approaches to measuring cognitive learning. One of the existing measures, the Cognitive Learning Measure (Frisby & Martin, 2010), has not yet been fully validated. This series of three studies examined the factorial and concurrent validity of the scale. Results revealed that a three-factor measurement model was a better fit to the data than the original unidimensional factor model. Concurrent validity was established with respect to student motives, affective learning, student interest, classroom participation, and out-of-class communication with their instructors. The measure is discussed as a viable option for both operationalization of cognitive learning and as a complement to other learning tests.

Original languageEnglish (US)
Pages (from-to)163-176
Number of pages14
JournalCommunication Methods and Measures
Issue number3
StatePublished - Jul 2014

All Science Journal Classification (ASJC) codes

  • Communication


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