1. Oregon State University, 1 11/25/2015 Details and implications for Oregon State University

2. 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

3. 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).

4. 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.

5. 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.

6. 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.

7. 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.

8. 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

9. 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...

10. Oregon State University, 10 11/25/2015

12. Oregon State University, 12 11/25/2015  Admissions  Advising  Student and public expectations  Changes in learning environments  Faculty development

13. 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.

14. 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...

15. 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.

16. 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.”

17. Oregon State University, 17 11/25/2015

18. 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