Board Room /
_P_Stephanie Charging Eagle _P_ Shauna Pourier
_P_Jim Dudeck _P_ Janet Red Feather
_P_Ursula Gaertner _A_ Bill Swanson
_P_Gerry Geraud _A_ Irvine Twin
_P_Geraldine Little Whiteman _E_ Karen White Butterfly
If OLC were to develop its own assessments, the college would go through a process similar to the one described. Marilyn noted the value in using assessments that were already developed, validated and recognized in the field by other institutions. Gerry agreed however noted the exceptions of specialized areas such as Lakota Language, History and Culture for which standardized assessments do not exist. The college already uses an oral language proficiency interview and is considering the development of an assessment to measure student knowledge in treaties, treaty law and social structures, etc. Stephanie, Gerry and Ursula entertained discussion regarding a committee process to construct and review items; similar to the process noted in the construction of the CAAP items. Gerry noted that when constructing a local test such as that for Lakota Knowledge, that we have the obligation to ensure that we are teaching the content and providing students with opportunities to gain the knowledge and skills we wish them to demonstrate through assessment.
Further discussion between Gerry, Jim and Marilyn focused on test bank items that often accompany text books. It was noted that while they can be very helpful, instructors need to carefully and select those that are most appropriate. Marilyn noted the same is true for text selection.
A similar test is the Academic Profile Test by ETS in which the content is essentially the same. Gerry noted that an advantage of the CAAP assessment is the option to administer the subtests separately. (Not an option of the APT.) In addition, the CAAP test is developed by ACT which is the developer of the Compass assessments used in the admission process. This provides some comparative abilities.
Gerry suggested that as a pilot and to get a feeling for where OLC students are academically at the end of their sophomore years (and how successful instruction has been up to that point) that the CAAP assessment be administered in units by subtest to different students at the end of their corresponding content courses, i.e. the math assessment could be given at the end of Math 134. The focus of the assessment at this point would be to measure college performance, not individual student performance, and to answer the question, “How good of a job are we doing as an institution?”
Joan noted the need to address specific concerns for some students and Gerry suggested the use of diagnostic assessments for these instances. Joan also noted the predictive value of the results in providing insight to the success students will find in going on into future education.
Gerry noted that at some point, in the future, the test may become a requirement for all students. For departments such as education and nursing which have certification requirements, this would help to ensure that students will be successful in passing certification assessments.
Joan suggested providing orientation for students as soon as they declared their major. This would allow departments to clearly outline the requirements and expectations for the degree area – students would know what they would need to do and the help that would be available for them.
Gerry noted that the SD Regents require the CAAP assessment for all junior level students. In a comparison of OLC assessment data, 70% of the OLC student would have met the State requirements. Joan noted that in comparisons with other small colleges our students perform as well or better.
Gerry asked the committee to consider the proposal of administering the CAAP on a trial basis and to make a formal decision at the next meeting. Ursula asked the committee members if extra time was needed and suggested that a decision be made during this meeting.
A motion was made by Joan to pilot the CAAP test of general education at the end of the spring 2005 semester; it was seconded by Janet and passed unanimously.
Exhibits: CAAP Development Procedures, Content and Sample Items