Measuring up on college level learning
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Measuring Up on College-Level Learning. Margaret Miller, Project Director September 2003. Measuring Up 2000. Learning in the States: Incomplete. [Add state map on incomplete]. Certification of individual students E.g., Texas ’ s TASP, Florida ’ s CLAST

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Measuring Up on College-Level Learning

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Measuring up on college level learning

Measuring Up on College-Level Learning

Margaret Miller, Project Director

September 2003


Measuring up 2000

Measuring Up 2000


Learning in the states incomplete

Learning in the States: Incomplete

[Add state map on incomplete]


State efforts to measure learning taxonomy peter ewell change magazine

Certification of individual students

E.g., Texas’s TASP, Florida’s CLAST

Institutional assessment for improvement

E.g., Tennessee's performance measures

Missouri’s accountability program

Campus-based assessment

Institutional assessment for accountability

E.g., S. Dakota and Arkansas

State Efforts to Measure Learning(taxonomy: Peter Ewell, Change magazine)


National attention to college level learning

Pew’s Quality of Undergraduate Education and writing assessment projects

American Association of Colleges and Universities’ general education assessment project

Council on Higher Education Accreditation’s project on institutional effectiveness

Secretary's Commission on Achieving Necessary Skills (SCANS) skills

Equipped for the Future

National Skills Standards Board

National Attention to College-Level Learning


Key questions

Key Questions

What do the state’s college-educated citizens know and what can they do that contributes to the social good? What kind of educational capital do they represent?

and


Key questions cont

How well do the state’s public and private, two- and four-year colleges and universities collectively contribute to that capital? What do those whom they educate know, and what can they do?

Key Questions (cont.)


Key decisions

Whose learning will we measure?

What learning will we measure?

How will we use the information?

What strategies will we pursue?

Key Decisions


Whose learning

Whose Learning

  • Whose learning

  • What learning

  • The policy uses for the information

  • Assessment strategies

The college-educated in the states

and

college students


What learning

What Learning

Whose learning

What learning

The policy uses for the information

Assessment strategies

National Education Goal 6:

“By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship”


What learning cont

What Learning (cont.)

Whose learning

What learning

The policy uses for the information

Assessment strategies

National Goal 6, objective for college education:

“By the year 2000, every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship”


Policy purposes

Policy Purposes

Whose learning

What learning

The policy uses for the information

Assessment strategies

Higher education policy

and

K-12 education + economic development + adult literacy policy


Direct strategies

National Assessment of Adult Literacy

Graduate-admissions and licensing exams

General intellectual skills tests

Direct Strategies

Whose learning

What learning

The policy uses for the information

Assessment strategies


National assessment of adult literacy naal concludes12 03

Disadvantages:

Labor-intensive, expensive

Decadal federal survey --timing

National sample only, except in 6 states

Not what colleges think they teach

Advantages:

Advanced literacy levels of a good measure of educational capital

Assesses general population

Comparison group of non-college-educated

Household survey – respondent motivation high

National Assessment of Adult Literacy (NAAL) concludes12/03


Existing exams

Graduate-admissions exams

Dental

Graduate Management

Graduate Record

Law School,

Medical College

Optometry

Pharmacy

Licensing exams

Clinical Pathology

Dental Hygiene

Occupational Therapy

Physical Therapy

Physician Assistant

Nursing

Respiratory Therapy

Teaching

Existing Exams

Whose learning

What learning

The policy uses for the information

Assessment strategies


Existing exams data gathered by 03 04

Disadvantages:

Selection bias

Uneven coverage by discipline

Variable (and sometimes small) numbers of test- takers in each state

Most in health professions

Advantages:

Established, credible instruments

Highly motivated test-takers

Admissions tests assess general intellectual abilities

Availability

Low cost

Existing Examsdata gathered by 03/04


General intellectual skills tests administered fall 03

WorkKeys to a sample of two-year students in each state

Applied Math

Locating Information

Reading for Information

Business Writing

Collegiate Learning Assessment (CLA) to a sample of four-year students in each state

General Intellectual Skills Testsadministered fall 03


Workkeys and cla

Disadvantages:

Institutional motivation

Test-taker motivation

Expense

Advantages:

Excellent tests of general & functional intellectual skills

Can impart useful information to student and school

WorkKeys and CLA


Indirect measures nsse ccsse co administered with tests crs summer through fall 03

National Survey of Student Engagement (NSSE)

Community College Survey of Student Engagement (CCSSE)

College Results Survey (CRS)

Indirect MeasuresNSSE/CCSSE co-administered with testsCRS summer through fall, 03

Whose learning

What learning

The policy uses for the information

Assessment strategies


Surveys

Disadvantages:

Not direct learning measures

Not yet cross-correlated with direct measures

Advantages:

Excellent and recently developed instruments

Process measure could lead to improvement

Both have face validity

Respondent motivation good

Surveys


Challenges

Political instability in states: gubernatorial, SHEEO

Personnel changes among key players

Institutional skepticism

Faculty resistance

Data-collection hurdles

Test-taker motivation

Challenges


General timeline

General Timeline

Measuring Up 2002: model tested with incomplete data from Kentucky

2002-2004: Five-state pilot to test assessment model: IL, KY, NV, OK, SC

Measuring Up 2004: publish the results of the pilot

Measuring Up 2006: if enough states adopt the model, grade states on learning


Reasons to act

It is the right thing to do.

We can determine how to do it right.

This initiative will generate information useful to states, institutions, and students.

State-level analysis can promote collaborations to serve underachieving subpopulations or regions of the state.

State resources can be effectively targeted.

Reasons to Act


Measuring up on college level learning

http:///collegelevellearning.org


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