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MEASUREMENT AND
MODELING OF HIGHER
ORDER SKILLS IN STEM
TALENT DEVELOPMENT
USING THE CWRA
Christopher Kolar
NCSSSMST/NAGC ...
The challenge






Exceptional
students
Exceptional claims
of exceptional
results
Exceptional
Evidence
Assessment at IMSA
Standards of Significant Learning (SSLs)
Competence In Inquiry






Making accurate
observations.
Evaluating
evidence.
Challenging
assumptions.







Makin...
CWRA: Performance task and document
In addition to
an overall
Performance
Task score,
subscores
include:
Analytic
Reasoning

Writing
Effectiveness
Writing
Mec...
MEASURING UP
Admissions data
Admissions Benchmarking








Prior GPA
SAT-M
SAT-CR
SAT-We
SAT-Wmc
Admissions Benchmarking
CWRA
performance
task score
significantly
correlated
with all
admissions
metrics.









Pr...
MEASURING UP
Initial academic performance
First Year Grade Point Average
First year
grades in
writing
intensive
courses:
Literary
Explorations,
American
Studies, an...
First Year Grade Point Average
First year
grades in
writing
intensive
courses:
Literary
Explorations,
American
Studies, an...
MEASURING UP
English core assessment
No reliability as outcome measures
IMSA




Thesis
Paragraphs
Quote Usage

CWRA+

Analytic
Reasoning
 Writing
Effectiv...
THEREFORE
What this means in practice
Student Support
 CWRA+

individual results as a diagnostic
 Further grade and retention modeling using this
data
Assessment Development




Performance task academy
School improvement plan
Revision of core assessment
Value added



“Small” effect size for time by junior year.
Senior exit testing next.
NAGC 2013 Measurement and Modeling of Higher Order Thinking Skills
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NAGC 2013 Measurement and Modeling of Higher Order Thinking Skills

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This session describes how a selective, public STEM high school has used the College and Work Readiness Assessment (CWRA) in efforts to model student performance and demonstrate achievement gains in critical thinking, analytical reasoning, problem solving, and written communication. In the context of both diagnostic utility and repeated measures student growth, we will describe results from over 400 students and explain how this new measure of high order thinking skills provides reliable results for advanced students. We will also explore the institutional value of having normed data for value-added measures.

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NAGC 2013 Measurement and Modeling of Higher Order Thinking Skills

  1. 1. MEASUREMENT AND MODELING OF HIGHER ORDER SKILLS IN STEM TALENT DEVELOPMENT USING THE CWRA Christopher Kolar NCSSSMST/NAGC Annual Convention 2013, Indianapolis
  2. 2. The challenge    Exceptional students Exceptional claims of exceptional results Exceptional Evidence
  3. 3. Assessment at IMSA Standards of Significant Learning (SSLs)
  4. 4. Competence In Inquiry    Making accurate observations. Evaluating evidence. Challenging assumptions.    Making connections. Making sound judgments. Communicating powerfully.
  5. 5. CWRA: Performance task and document
  6. 6. In addition to an overall Performance Task score, subscores include: Analytic Reasoning Writing Effectiveness Writing Mechanics Problem Solving
  7. 7. MEASURING UP Admissions data
  8. 8. Admissions Benchmarking      Prior GPA SAT-M SAT-CR SAT-We SAT-Wmc
  9. 9. Admissions Benchmarking CWRA performance task score significantly correlated with all admissions metrics.      Prior GPA SAT-M SAT-CR SAT-We SAT-Wmc
  10. 10. MEASURING UP Initial academic performance
  11. 11. First Year Grade Point Average First year grades in writing intensive courses: Literary Explorations, American Studies, and Scientific Inquiries (Biology)      Prior GPA SAT-CR SAT-We SAT-Wmc CWRA+
  12. 12. First Year Grade Point Average First year grades in writing intensive courses: Literary Explorations, American Studies, and Scientific Inquiries (Biology): 23% of variance explained.      Prior GPA SAT-CR SAT-We SAT-Wmc CWRA+
  13. 13. MEASURING UP English core assessment
  14. 14. No reliability as outcome measures IMSA    Thesis Paragraphs Quote Usage CWRA+ Analytic Reasoning  Writing Effectiveness  Writing Mechanics  Problem Solving 
  15. 15. THEREFORE What this means in practice
  16. 16. Student Support  CWRA+ individual results as a diagnostic  Further grade and retention modeling using this data
  17. 17. Assessment Development    Performance task academy School improvement plan Revision of core assessment
  18. 18. Value added   “Small” effect size for time by junior year. Senior exit testing next.

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