Guided Self-Placement

Whereas, The implementation of California Community Colleges Guided Pathways depends on students making important decisions about their own futures, including students identifying their educational goals, understanding different pathway options, and analyzing different coursework to navigate their education;

Whereas, Research indicates that students who engage metacognitively with their learning are more likely to persist, succeed in coursework, and complete;[1] and

Writing Assessment for the Common Assessment System

Whereas, Resolution 18.01 F14 recommended that “the Common Assessment Initiative include writing samples as a required component of the common assessment and that the writing samples are scored by human readers whose participation will inform assessment procedures that promote the growth of students across the composition sequence”;

Whereas, Many college districts are assessing students who are incarcerated or students who may be disadvantaged due to a variety of circumstances that prevent them from using or accessing computers to type writing samples; and

Validation of Statewide Multiple Measures

Whereas, The use of multiple measures when placing students into courses in English, English as a Second Language, reading, and mathematics is required by Title 5 §55522 of the California Code of Regulations;

Whereas, Many multiple measures that are currently used at community colleges have been developed locally and the data collection and validation of those measures is the responsibility of the college;

Local Senate Approval for Participation in Multiple Measures Assessment Project (MMAP)

Whereas, The Multiple Measures Assessment Project (MMAP) has developed course placement models using high school transcript data including highest course taken, course grades, and overall grade point average (GPA), and these models have been shown to be at least as effective at predicting student success as approved assessment tests;

Whereas, Assessment and placement of students is an academic and professional matter that is the purview of local academic senates based on the review and input of discipline faculty; and

Increase Awareness of High School Articulation Resources

Whereas, The Chancellor’s Office contracted with Career and Technology Education Management Application (CATEMA) to provide a state level purchase of their services for all California’s community colleges;

Whereas, CATEMA provides the means to track and document course, grade, and other student information for students exercising high school articulation, dual enrollment, and concurrent enrollment options; and

Placement Model for Transfer Statistics Using High School Transcript Data

Whereas, Using high school transcript data, the Multiple Measures Assessment Project (MMAP) has developed placement models in English, mathematics, English as a Second Language (ESL), and reading that are currently being piloted at more than 20 different community colleges;

Whereas, The placement models developed by MMAP typically require a higher level of predicted success than many placement tests currently in use at colleges;

Develop Retesting Guidelines for the Common Assessment

Whereas, Title 5 §55522 (b) specifies that “Each community college district shall adopt procedures that are clearly communicated to students, regarding the college's sample test preparation, how the student test results will be used to inform placement decisions, and the district's limits on the student's ability to re-test”;

Defining Writing Assessment Practices for California Community Colleges

Whereas, Writing assessment, from placement in appropriate courses to certifying proficiency in a single course or a series of courses, involves high stakes for students and has a profound impact on their educational journeys and success;

Whereas, Best placement practice is informed by pedagogical and curricular goals and is, therefore, continually under review and subject to change by well-informed faculty and experienced instructors or evaluators; and

Multiple Measures in Assessment: The Requirements and Challenges of Multiple Measures in the California Community Colleges

Assessing a student’s ability to be successful in courses and programs is an important and necessary aspect of student success. Two major practices exist to predict a student’s likelihood of succeeding in a course or program: 1) Successful completion of prerequisite or advisory courses (as documented on transcripts) and 2) the assessment for placement process. These two methods are presumed to be mechanisms that ensure that a student has acquired the knowledge and skills necessary for success.


Subscribe to RSS - Matriculation