Analyzing the content of caap

ANALYZING THE CONTENT OF CAAP Learning College Conference February 26-27, 2009 COLLEGIATE ASSESSMENT OF ACADEMIC PROFICIENCY (CAAP) ACT product

Use four modules college wide Each region gives only 2 of the 4 Rotation schedule ensures that regions administer a different pair each academic year Required of all associate degree graduates Administered in capstone courses PURPOSE OF CAAP To measure 4 of the Colleges 8 general education outcomes

Demonstrate critical and creative thinking. Apply basic scientific concepts in a variety of settings. Communicate effectively in written, oral and symbolic forms. Exhibit quantitative literacy. PURPOSE OF CAAP To identify areas of strength and weakness as compared to graduates of other public community colleges

Results reviewed by curriculum committees, regional academic officers, central academic affairs staff To inform changes designed to improve student learning RESULTS CURRENTLY REPORTED

Descriptive statistics Mean scores by module Mean scores by subcategory Percentile ranks Comparison of mean scores to national norms Level of effort student reported giving the module Mean scores and level of effort by region CAAP CONTENT ANALYSIS REPORTS

Enable analysis of specific content areas: Writing Skills Punctuation Basic Grammar and Usage Sentence Structure Strategy Organization

Style CAAP CONTENT ANALYSIS REPORTS Mathematics Prealgebra Elementary Algebra Intermediate Algebra Coordinate Geometry

College Algebra Trigonometry CAAP CONTENT ANALYSIS REPORTS Science Analysis Generalization Understanding

Critical Thinking Analysis of Arguments Evaluation of Arguments Extension of Arguments ACTS PROCESS Students (ITCC and nationally) are classified into proficiency groups

Top 25% Middle 50% Bottom 25% For each student, percentage of items answered correctly is calculated For each proficiency group, students percent-correct scores are averaged and displayed using bar graphs WRITING SKILLS: PUNCTUATION

http://www.act.org/caap/tests/writing. html COMPARISONS AND DIFFERENCES Reports differences in percentages between Ivy Tech and national groups <5% difference considered negligible

5%-10% difference considered moderate >10% difference considered substantial Negative differences indicate areas where Ivy Tech students had more difficulty with content category items than did the normative group Positive differences indicate that Ivy Tech students found items easier than did the norm WRITING SKILL COMPARISON N=2627 GROUP TASKS 15 MINUTES

Divide into teams and identify a reporter Take results of one module Discuss and determine the following: In relationship to students at other community colleges, where are our students strengths? .where are their weaknesses? What should the College do to improve students ability in the content area being assessed? What can your program do to improve students ability in the content area being assessed?

REPORTS In relationship to students at other community colleges, where are our students strengths? .where are their weaknesses? What should the College do to improve students ability in the content area being assessed? What can your program do to improve students ability in the content area being assessed?

ANALYZING THE CONTENT OF CAAP Cherry Kay Smith Executive Director of Academic Policy and Assessment 317.916.7810 [email protected]

Recently Viewed Presentations

• Disaster and Multi-Casualty Triage Amado Alejandro Báez MD MSc Matthew Sztajnkrycer MD PhD Learning Objectives Describe the key elements of disaster triage Understand the basic principles of Mass Casualty Triage (START) Performance Objectives At the end of the course the...
• The Texas Revolution * * * * * * * * * * Battle at San Jacinto Santa Anna had over 300 more Texans executed at Golidad. Texan general, Sam Houston gathered more troops, 800 in all. It included Tejanos,...
• Value-based instructional model Physical activity as vehicle to teach life skills Developed by Don Hellison Primarily with urban/underserved youth Outside margins of PE at the time Applied in varied settings & cultures Physical education, sport camps, after-school programs Spain, Portugal,...
• Depletion Code System Yunlin Xu T.K. Kim T.J. Downar School of Nuclear Engineering Purdue University March 28, 2001 Content Motivation Motivation Why do we need depletion code system? Basic tool for Nuclear Reactor fuel cycle analysis NERI/DOE projects at Purdue...
• Girls' football, netball and rounders team competing in borough competitions. Year 7 trip to Tate Modern Gallery. Year 8 trip to University of East London. Trips to Royal Holloway and King's College London universities. Wicked. and . Matilda . at...
• A. O perioada continua de boala pe parcursul careia apare un episod afectiv major depresiv sau maniacal major simultan cu criteriul A al schizofreniei (dispozitie depresiva) B.Idei delirante sau halucinatii prezente timp de cel putin 2 saptamani ,in absenta unui...
• Facilitating intentional conversations to support the implementation of the QKLG. ... which in turn lead to better outcomes for children. Conversations for learning and change. ... Facilitating intentional conversations to support the implementation of the QKLG: Kindergarten train-the-trainer ...
• The teachings about the Buddha is primarily about wisdom mind …. "May the entire earth and contents fully awaken as the sole mandala of this Magical Manifestation Matrix"