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Oregon State University, 1 11/25/2015 Details and implications for Oregon State University
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Oregon State University, 2 11/25/2015 1970’s - shift in thinking to learning outcomes. 1984 - Oregon Action Plan for Excellence. 1990 - First statewide tests (3,5,8,11 in 3 R’s). 1991 - Oregon Educ. Act for the 21st Century 1993 - OSSHE Response: Proficiency-based Admission Standards System (PASS) 1995 - Reaffirmation and clarification. 1997 - SB919, Aligned Standards
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Oregon State University, 3 11/25/2015 CIM = Certificate of Initial Mastery. –Benchmarks at grades 3,5, 8, 10. CAM = Certificate of Advanced Mastery. –Awarded grade 12. Requires “endorsement area”. PREP = PRoficiencies for Entry into Programs PASS = Proficiency-based Admission Standards System (Standards for success in college).
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Oregon State University, 4 11/25/2015 Through PASS, Higher Education has been involved in the education reform process. Revision was contemplated in reaction to societal changes, not in reaction to poor performance.
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Oregon State University, 5 11/25/2015 College admission based on demonstrated knowledge and national standardized tests. GPA plays decreasing role. Assessments are “criterion-referenced”. Articulated with CIM/CAM. (K - 16) Implications for admission, placement, advising, curriculum, and programs.
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Oregon State University, 6 11/25/2015 Students will have to demonstrate knowledge and skill in 6 CONTENT areas. –English, –Mathematics, –Science, –Social science, –Second languages, –Visual and performing arts.
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Oregon State University, 7 11/25/2015 Knowledge and Skills defined by PROFICIENCIES. 33 proficiencies (aligned with CIM/CAM). Proficiencies scored 1 - 5. A score of 3 indicates proficiency. SAT scores to be used indefinitely Out-of-state students admitted as appropriate.
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Oregon State University, 8 11/25/2015 CIM tests & performance tasks Work samples collected in class and scored by teachers using scoring guides. Scores will be validated by other assessors. Other recognized tests: –AP, SAT II, ACT, IBT, language proficiency tests
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Oregon State University, 9 11/25/2015 English Proficiency B. Interpret Literary Works. Analyze literary forms, elements, devices, and themes to interpret and critique literary texts, performances, and media. continued...
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Oregon State University, 10 11/25/2015
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Oregon State University, 12 11/25/2015 Admissions Advising Student and public expectations Changes in learning environments Faculty development
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Oregon State University, 13 11/25/2015 Concrete policies needed. (“all threes” neither practical nor realistic.) Relative roles of evidence (GPA, SAT, Proficiencies) Role of CIM/CAM. Expanded transcripting abilities. Tie between admissions and advising.
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Oregon State University, 14 11/25/2015 Entry-level program components. Changed student expectations for instructional approaches and assessment. Changed public expectations for definition of content and standards. Standards-based curriculum...
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Oregon State University, 15 11/25/2015 Public, verifiable, and reliable. What should a student be able to do? How can a student demonstrate mastery? Examples define the level.
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Oregon State University, 16 11/25/2015 Changed student and public expectations. Focus on what students learn. Bring clarity to curriculum. Strengthen correlation between teaching and student assessment. Increase accountability. Distributed Learning. Other Campuses: Standards-based programs at PSU and SOU. “American colleges and universities hold one central goal in common: to help students learn. Rarely, however, do institutions attempt to discover whether or how much their students are learning.”
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Oregon State University, 17 11/25/2015
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Oregon State University, 18 11/25/2015 http://pass-ous.uoregon.edu http://pass- osshe.uoregon.edu/stac/contents.html http://www.open.k12.or.us/jitt/standards/ http://www.columbia.edu/cu/provost/acu/ac u13.html
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