Analyzing the content of caap

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]

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