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Writing Readiness Indicator Analysis
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Writing Readiness Indicator Analysis

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    Writing Readiness Indicator Analysis Writing Readiness Indicator Analysis Presentation Transcript

    • Analysis Performed at a RegionallyAccredited University in the Spring of2013.Writing ReadinessAn analysis of the relationship between scores on theWriting Readiness Indicator and variables of orientation course success,general academic success, and retention.
    • Analysis Objectives Assess participation and score distribution ofEnglish Proficiency Exam during the OrientationSuccess Course. Evaluate whether students’ English skills areindicative of their Orientation Course outcomes. Evaluate whether students’ English skills arepredictive of their academic performance as wellas course progression. Identify possible cut-off points in students’English proficiency score that can effectivelydifferentiate students future performance.2
    • Background Because the data from which this analysis was conducted is aprivate institution, the identity of the University is not beingdisclosed. The University is a regionally accredited institutionoffering Associates, Bachelor’s and Master’s degrees. The University implemented the Writing Readiness Indicator inJuly, 2012. The assessment was referred to as the “EnglishProficiency” assessment. The assessment was integrated as an assignment in the OrientationSuccess Course provided by the University. The assessment included in this analysis consisted of 15 questionsregarding Grammar, Usage & Style as well as 5 questions regardingthe Structure of Academic Writing. A scoring algorithm was developed for this project which computedthe scores on a 0 to 50 scale.3
    • Distribution of English Proficiency ScoreThe averageEnglishProficiency Scoreis 23.4 out of 50points in total, andthe distribution isapproximatelyNormal.4
    • Descriptive plots of English Proficiency Exam On average, 81% ofentering SSOstudents took Englishproficiency examsince July 3, 2012. On average, 20% ofentering studentswho took Englishproficiency examscored 30 or higherout of 50 points intotal.5
    • Descriptive Patterns of English Proficiency Exam There was no significant difference inEnglish proficiency score betweenstudents with transfer credits and thosewithout (though students with transfercredits comprises only 7% of theanalysis data).6 Military students had significantlyhigher English proficiency score(mean difference=7.1 points, p <0.01)
    • English Proficiency Score by Orientation Outcomes Preliminary analyses show thatstudents who pass the Orientationtend to have higher Englishproficiency score, compared to thosewho failed the Orientation (meandifference =2.7 points, p < 0.01) Further multivariate analysesindicate that English proficiency isimpacting Orientation outcomes inan indirect way: students who arehigher in English proficiency aremore likely to attempt the Get toKnow Ashford Quiz as well as score80% or higher on it (adjusted forpersonal attributes and othercharacteristics).7
    • English Proficiency Score by 1st Course Outcomes Students scored higher onEnglish Proficiency Exam aremore likely to pass their 1stcourse (mean difference =2.3points, p < 0.01) Further multivariate analysisconfirmed that such a patternupheld with students’ personalattributes and othercharacteristics adjusted. Moreover, multivariate analysesindicate that students’ Englishproficiency score remains asignificant predictor of theiracademic performance beyondthe 1st course, regardless ofstudents’ personal attributes and8
    • The Impact of English Proficiency on Writing Assignments in Course 1 and Course2 There is significantlypositive relationshipbetween students’ Englishproficiency score and theirgrades of writingassignments in Course 1and Course 2. In Course 1, students witha English proficiencyscore of 15 or higher are15% more likely to passthe final paper, 22% --more likely to be highachievers on the finalpaper. Likewise, in Course 2, thedifference in passing thefinal paper betweenstudents with a Englishproficiency score of 15 orhigher and those –lowerthan 15 is 18% , thedifference in achieving in9
    • The Effect of English Proficiency on Progression10 Students with English proficiencyscore lower than 15 pointsperform significantly worse on allretention metrics. Considering that students withEnglish proficiency score lowerthan 15 points tend to struggleon writing assignments as well ascourse completion(retention), interventions onthese students are advisable toimprove their English skills.EP < 20(N=1121, 25%) EP > 20 75% Average1st Course 81% 88% 86%2ndCourse 50% 62% 59%3rd Course 40% 52% 49%EP < 15(N=425, 9%)EP > 15(N = 413491%) Average1st Course 77% 87% 86%2ndCourse 44% 61% 59%3rd Course 34% 51% 49%
    • Summary An average of 81% of the entering students whoparticipated in the Orientation Success Course afterJuly,03,2012 took the English Proficiency Exam; and20% of them scored 30 points or higher out of a totalscore of 50. Students’ English proficiency is a significant predictor ofthem passing the Orientation Course. Students’ English capabilities are also very indicative oftheir academic performance as well as retention (coursecompletion). In particular, students with English proficiency scorelower than 15 points tend to struggle on writingassignments as well as course completion(retention), interventions on these students are advisableto improve their English skills to the ends of academic11