Marina Aminy

Common Assessment:
Overview and
Implications for
Community College
Students
Marina Aminy
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Common Assessment Initiative
Overview
January 27, 2016
@ ONE Webinar
Marina Aminy, Ph.D.
Today’s Agenda
1. Overview of the Common Assessment’s Goals,
Progress and Current Status
2. A discussion of possible implications for online
education
3. An opportunity to contribute: What would you like to
see in the diagnostic information?
4. Questions and Answers
Omar’s Story
Omar, a prospective student at Southern California’s Valley Community
College, was assessed prior to enrolling in his courses. He took the CPT for
his English course placement, and was placed at college-level English 1A.
The MDTP assessment placed him in Intermediate Algebra. His entire
testing time was about three hours, total. Because he was offered a job just
before starting college, Omar moved to Northern California, where he
enrolled at Bayview College. He learned that Bayview does not use the
same tests, and that he would need to take the ACT for English placement
and the CPT for math. Omar was frustrated that he would need to take time
off for this new testing process. When he learned that Bayview placed him
at two levels below college English and in elementary Algebra, he felt upset
and confused about how this could happen. Because of the disappointment
and added expense, Omar questioned his decision to enroll in college that
year.
Omar’s Story
• Valley College
– English
• CPT, English 1A
– Math
• MDTP, Int. Algebra
• Bayview College
– English
• ACT, 2 levels below
– Math
• CPT, Elem. Algebra
CAI Overarching Goal
• Develop a comprehensive, common
assessment system that:
– aligns to state legislation
– reduces unnecessary remediation
– provides statewide efficiencies
– effectively supports faculty and staff
to ensure accurate student placement,
resulting in more successful student
outcomes
Key Objectives
• A test that covers curricular areas of
– Math
– English
– English as a second language (ESL)
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Adaptive at the Testlet level
Multiple Measures
Assessment Preparation
Accessibility as a primary consideration
Assessment, Not Placement
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Placement is locally determined
Raw data is portable
No traditional cut scores
Map of Student Competencies
Validation steps
– Statewide
– Local
2014 in Review
• Launch website – January 2014
– www.cccassess.org
• Establish Governance – March 2014
– Stakeholder representation
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Environmental scan – May 2014
Pilot College Application, Selection – May 2014
Request For Information (RFI) – June 2014
Work Group formation, meetings – June 2014
Now: Building A System
• Unicon, Inc. – software development
– Platform
– Administration
• Link-Systems International, Inc. (LSI)
– World Wide Test Bank
– English, ESL
– Math
Work Group Highlights
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Math (includes above college-ready)
English (includes Reading)
ESL (includes Noncredit)
Multiple Measures
Professional Development
Test Development Process
Platform (User Interface, Reporting)
Writing Samples
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English and ESL
What will be offered to colleges
ASCCC Human Scoring Resolution
Locally controlled factors
Portability
Multiple Measures
• Overlap with Multiple Measures
Assessment Project (MMAP)
– Currently convening
– Pilot college overlap
• Non-cognitive measures
“Sets of behaviors, skills, attitudes, and strategies that are
crucial to academic performance in [students’] classes, but
that may not be reflected in their scores on cognitive tests”
(Farrington, et all 2012).
Pilot Colleges Selected
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Bakersfield College
Butte College
Chaffey College
DeAnza College
Delta College
Diablo Valley College
West Los Angeles
College
• Fresno City College
• Rio Hondo College
• Sacramento City
College
• Saddleback College
• Santa Monica College
Pilot Phase
• Two components
– Test
• Data collection and Validation
– Technology/Platform
• Student information system interface
• Professional Development
• Iterative process
• Not a static solution
Timeline
• Spring 2016
– Field testing and test validation data gathering
• Summer 2016
– Approval by CCCCO ASWG
• Fall 2016
– Release and Implementation begins
• Ongoing
– Professional Development
– Feedback and continuous improvement
• Success!
Now What?
• We know what is coming.
• What does that entail locally?
• How do we get started?
Professional Development
• User types
– IT/Software interface
– Assessment Center staff
– Faculty including Counselors
– Research
• Local control factors
• PD Advisory Committee – with EPI/OEI
• Leveraging other PD events/activities
IT Considerations
• Integration into SIS
• Statewide Data Warehouse
• Web-based portal
– Student Services Portal (EPI)
• Local integration points
• IT considerations
Faculty Considerations
• Competency Maps
– C-ID, CB21, Common Core
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Placement Models
Custom Algorithms for 113 Colleges
Class-level aggregate reports
Counseling Reports
Interpretation of Results
Student-Facing Reports
Researcher Considerations
• Local Validation
– Disproportionate impact
– Local placement models
• Reports Dashboard
– Standard
– Custom
Assessment Staff Considerations
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The Platform
Activating an Assessment
Reports
Troubleshooting
Proctoring
Support Services
How to get started
• Local Implementation Teams
– Recommended members
– Formation
– Next steps
– Monetary resources to be provided
Communications
• Visit CCCAssess.org
– Join the CAI Interest listserv
– Watch for biweekly newsletters
– Track the CAI Road Show
• Add CAI to department meeting agendas
• Provide feedback
• Forward comments, concerns, questions
Diagnostic Information
• Content area information (math,
English, ESL)
• Non-cognitive measures and multiple
measures
Questions?
• What types of diagnostic information
would be useful to colleges?
• Other questions?
Questions?
Thank you
For the invitation and opportunity
www.CCCAssess.org
jcoleman@ccctechcenter.org
(Jennifer Coleman, Statewide Program Director)
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