University of Wisconsin-Green Bay
ASSESSMENT AND TESTING SERVICES
Tel: (920) 465-2221 Fax: (920) 465-2430
E-mail: assessment@uwgb.edu
Report of Results:
UWGB General Education
Assessment Program
2004-05
Report of Results:
UWGB
General Education Assessment
Program
2004-05 Academic Year
[with extended data analysis]
Prepared by
Alissa M. Clark, Coordinator
Assessment Services
May 2005
Table of Contents
Acknowledgments................................................................................................... iii
Introduction ..............................................................................................................4
Interpretation of Scores ...........................................................................................4
Summary of Results .................................................................................................5
Overall Performance on the College BASE ............................................................................ 5
English........................................................................................................................................ 6
Reading Skills.......................................................................................................................... 6
Understanding Literature ....................................................................................................... 6
Longitudinal Data. .................................................................................................................. 6
Mathematics .............................................................................................................................. 7
General Mathematics .............................................................................................................. 7
Algebra .................................................................................................................................... 7
Geometry ................................................................................................................................. 7
Longitudinal Data. .................................................................................................................. 8
Science ........................................................................................................................................ 9
Laboratory & Field Work ....................................................................................................... 9
Fundamental Concepts ........................................................................................................... 9
Longitudinal Data. .................................................................................................................. 9
Social Studies ........................................................................................................................... 10
History................................................................................................................................... 10
Social Studies ........................................................................................................................ 10
Longitudinal Data. ................................................................................................................ 11
Reasoning Competencies ........................................................................................................ 12
Student Performance by Type of Major ............................................................................... 13
Factors Affecting Test Performance...................................................................................... 13
Student Perceptions of the Experience ................................................................................. 13
Dissemination and Use of Results .........................................................................14
Additional Results ..................................................................................................14
Appendix .................................................................................................................15
Part I: Tabular Summary of Results..................................................................................... 16
Part II: Proficiencies Measured by the College BASE ........................................................ 25
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Report: General Education Assessment Program (2004-05)
Acknowledgments
Implementing a successful assessment program is a difficult and time-consuming task, which
cannot be accomplished without the support and assistance of many individuals. Grateful
recognition goes to Cliff Abbott, Scott Furlong, Catherine Henze, Don McCartney, Steve
Newton, and Linda Peacock-Landrum for their exceptional presentations at the eight orientation
and feedback sessions conducted each semester.
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Report: General Education Assessment Program (2004-05)
Introduction
The UWGB General Education Assessment Program is in its 14th year. Since spring 1991, more
than twelve thousand students (n = 12,233) have completed the program. The purpose of the
program is to provide students and UWGB with feedback regarding how well students have
developed specific academic skills through their sophomore year. The assessment program has
three components: an orientation session, an achievement test, and a feedback session.
The one-hour orientation and feedback sessions are voluntary. The orientation session is
designed to inform students about the assessment process, help motivate them to do well on the
test, and answer questions about the program. Students are told how to interpret their test results
and how their performance compares with their peers during the feedback sessions. Besides
learning about continuing self-assessment, students choose between two “mini-sessions”: one on
developing a portfolio, and the other on steps they should take to ensure career readiness.
The achievement test is the College BASE (College Basic Academic Subjects Examination), a
commercially published, criterion-referenced test battery that measures twenty-two specific skills
in English, mathematics, science and social studies with three different levels of reasoning
competency.
The test includes 180 multiple-choice items. It provides 39 scores including a measure of
proficiency in English, mathematics, science and social studies; nine subscores, called cluster
scores, which represent proficiency in specific areas within each curricular area; 22 skill scores
distributed throughout the subject areas; and three reasoning competency scores. (See Part II of
the Appendix for a complete description of the skills.)
Interpretation of Scores
As a criterion-referenced examination, the items comprising the College BASE assess specific,
clearly delineated content and skills. The criteria and proficiency levels for the skills are based on
what a panel of experts agreed should be expected of students who have completed at least two
years of college.
The College BASE provides two types of test results: numeric scores that range from 40 to 560
points with a mean of 300, and ratings that can be either High, Medium or Low. Numeric scores
represent examinees’ familiarity with traditional subject matter (e.g., mathematics) or how well
they performed on a group of closely related skills (e.g., reading critically). Numeric scores that
fall between 258 and 332 represent an adequate level of skill development and knowledge base.
Scores above 332 represent highly developed skills and an extensive knowledge base. Scores
below 257 suggest that skills are not well developed and/or that the subject matter knowledge is
weak.
The proficiency level of UWGB students on each of the 22 curricular skills and 3 reasoning
competencies is rated using a three-point scale. A “High” rating suggests that a student has
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Report: General Education Assessment Program (2004-05)
thoroughly mastered a particular area or skill; students with adequate proficiency receive a
“Medium” rating; and a “Low” rating suggests that proficiency levels are not adequate for
students in the second half of their college careers.
Summary of Results
The following results show the overall performance of UWGB students in important areas of
general education skill development. However, because the College BASE provides “criterionreferenced” scores, results are best interpreted at the individual student level. By design, the
BASE test does not provide “norm-referenced” scores that would allow a comparison of student
performance at UWGB with other institutions. Results shown are for the 2004-05 academic year.
These results are then placed in the context of longitudinal results, beginning with the 1991-92
academic year.
During the 2004-05 academic year, 902 of UWGB’s matriculated students who had earned
between 54 and 72 credits completed the College BASE test1. The voluntary orientation and
feedback sessions were well attended during the academic year. Fifty-four percent of the eligible
students participated in an orientation session and 41 percent either participated in a feedback
session or earned the minimum score needed to earn a free credit sans attendance at a feedback
session. Overall, results suggest that UWGB students have well developed general education
skills by the end of their sophomore year. Reasoning skills, assessed at three distinct levels, are
also well developed for a significant majority of students.
Overall Performance on the College BASE
UWGB students performed adequately on the College BASE in 2004-05. Students performed
best on the mathematics portion of the test (mean = 321) followed by science (mean = 284),
social studies (mean = 282), and English (mean = 280). The average Composite score (294)
approximated the scoring service’s anticipated average Composite score of 300 (see Chart 1).
Chart 1
College BASE: Composite Scores (1991-2005)
Scores
320
310
300
290
280
Composite
91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05
306
304
309
305
305
305
304
296
302
295
299
295
295
294
1
The results described in this report are for 885 of the 902 students who took the College BASE. Students for whom
relevant data was not available in the UWGB Student Information System or took the exam too late for scoring this
year are excluded from this analysis.
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Report: General Education Assessment Program (2004-05)
English
Reading Skills
BASE results show that 63 percent of 2004-05 UWGB College BASE test takers can read
college level material critically and analytically. The test results also indicated that over one-third
of the students (37 percent) had difficulty recognizing assumptions and implications, and
evaluating ideas. In addition, 31 percent of the students had problems seeing relationships
between form and content when reading a literary text.
Understanding Literature
Over the past ten years, this skill area has been one of the lowest areas of performance for
UWGB students. Almost one-third (30%) of the students received a “Low” rating for their
understanding of literature including different literary forms and historical contexts. About half
(49%) received a “Medium” rating and another fifth (21%) received a “High” rating.
English Skill Ratings
Cluster
Reading and
Literature
Writing
Skill Area
1. Reading Critically
2. Reading Analytically
3. Understanding Literature
4. Writing as a Process
5. Conventions of Written English
% Receiving Ratings
High
Med
Low
16%
47%
37%
15%
54%
31%
21%
49%
30%
22%
60%
18%
11%
72%
18%
Longitudinal Data
Since 1991-92, UWGB students have typically achieved average scores on the English section of
the College BASE. As Chart 2 shows, the overall English score and the scores on the Reading
and Literature portion of the exam were the lowest average scores our students have received
since the 1991-92 academic year. Interestingly, even though English has often been the lowest
scoring area on the College BASE for UWGB students, they tell us on the research question
portion of the College BASE that they believe they have strong English skills.
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Report: General Education Assessment Program (2004-05)
Chart 2
College BASE: English Subject Scores & Subscores (1991-2005)
325
320
315
310
Scores
305
300
295
290
285
280
275
270
91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05
ENGLISH
294
292
305
301
295
298
292
286
294
289
286
285
282
280
Reading & Lit
295
285
296
284
288
292
287
281
290
283
282
280
277
274
Writing
296
302
314
321
305
307
299
298
303
302
299
300
294
297
Mathematics
General Mathematics
In the general mathematics cluster, 89 percent of the students that took the exam this year could
use mathematical techniques in the solution of real life problems; 92 percent could effectively
use the language, notation, and deductive nature of mathematics to express quantitative ideas
with precision; and 88 percent could use the techniques of statistical reasoning and recognize
common misuses of statistics.
Algebra
On the algebra portion of the test, more than eight of 10 students could evaluate algebraic and
numerical expressions (29% received a “High” rating, 56% a “Medium” rating) and solve
equations and inequalities (30% received a “High” rating, 56% a “Medium” rating).
Geometry
Even though most students had not taken a geometry class since high school (four or more years
earlier), they did remarkably well on this portion of the exam. Thirty-three percent received a
“High” rating for their ability to recognize two- and three- dimensional figures and their
properties. Twenty-one percent of the students received a “High” rating for their ability to use the
properties of two- and three-dimensional figures to perform geometrical calculations.
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Report: General Education Assessment Program (2004-05)
Mathematics Skill Ratings
Cluster
General
Mathematics
% Receiving Ratings
High
Med
Low
35%
54%
11%
32%
60%
8%
37%
51%
12%
29%
56%
15%
30%
56%
14%
33%
46%
21%
21%
56%
22%
Skill Area
6. Practical Applications
7. Properties and Notations
8. Using Statistics
9. Evaluating Expressions
10. Equations and Inequalities
11. 2 and 3 Dimensional Figures
12. Geometrical Calculations
Algebra
Geometry
Longitudinal Data
Since 1991-92, UWGB students have achieved above average scores on the mathematics section
of the College BASE. As Chart 3 shows, mathematics scores for UWGB students are on the rise,
led by students’ scores on the general mathematics and algebra portions of the exam.
Mathematics is consistently the highest scoring area on the College BASE, yet students tell us on
the research question portion of the College BASE that they do not believe they have very strong
math skills.
Chart 3
College BASE: Math Subject Scores & Subscores (1991-2005)
335
330
325
Scores
320
315
310
305
300
295
290
91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05
MATH
304
308
312
311
314
316
318
310
319
314
322
316
323
321
General
297
302
307
313
315
321
322
320
321
319
325
322
323
330
Algebra
298
300
303
305
309
307
311
301
312
307
313
308
315
323
Geometry
307
304
306
299
307
307
307
300
313
303
313
308
318
324
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Report: General Education Assessment Program (2004-05)
Science
Laboratory & Field Work
About two-thirds (65 percent) of the students tested had a good understanding of how
observation and experimentation relate to the development of scientific theories; 81 percent
could recognize appropriate procedures for gathering scientific information; and 74 percent were
able to interpret and express the results of observation and experimentation.
Fundamental Concepts
Between 21 and 26 percent of the students had a very good understanding of the fundamental
concepts, principles, and theories of the life sciences (21%) and physical sciences (26%).
However, a higher percentage of each group received a “Low” rating in these areas (32% and
29% respectively).
Science Skill Ratings
Cluster
Laboratory &
Field Work
Fundamental
Concepts
Skill Area
13. Observation/Experimental Design
14. Lab/Field techniques
15. Interpreting Results
16. Life Sciences
17. Physical Sciences
% Receiving Ratings
High
Med
Low
22%
43%
36%
22%
59%
18%
19%
55%
25%
21%
47%
32%
26%
45%
29%
Longitudinal Data
Science scores for UWGB students have declined – in general – since 1991-92, with Laboratory
and Field Work scores exceeding Fundamental Concept scores (see Chart 4). However, the
Fundamental Concepts average score is higher than it has been for the last four years.
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Report: General Education Assessment Program (2004-05)
Chart 4
College BASE: Science Subject Scores & Subscores (1991-2005)
315
310
305
Scores
300
295
290
285
280
91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05
SCIENCE
312
306
308
303
309
307
306
295
300
289
291
284
283
284
Lab & Field
308
308
310
306
310
309
310
300
302
293
295
289
286
288
Fund Concepts
310
299
301
296
302
299
297
288
296
284
286
282
284
296
Social Studies
History
Results for 2004-05 show that of the students tested, 75 percent have “Medium” to “High” levels
of knowledge about the significance of U.S. and 81 percent have “Medium” or “High” levels of
knowledge about world events. Overall, students performed somewhat better on the questions
relating to world events than on the questions relating to U.S. events.
Social Studies
Students did best with recognizing basic features and concepts of world geography, with eight of
ten students (81%) receiving a “Medium” or “High” rating. Just over one-quarter (29%) received
a “Low” rating in the area assessing recognition of basic features and concepts of the world’s
political and economic structures. The largest percentage of “Low” ratings (30%) was in the area
of recognition of appropriate investigative and interpretive procedures in the social sciences.
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Report: General Education Assessment Program (2004-05)
Social Studies Skill Ratings
Cluster
History
% Receiving Ratings
High
Med
Low
20%
61%
18%
20%
55%
25%
22%
59%
19%
23%
47%
29%
19%
51%
30%
Skill Area
18. Significance of World Events
19. Significance of U. S. Events
20. Geography
21. Political & Economic Structures
22. Social Science Procedures
Social Sciences
Longitudinal Data
Since 1991-92, UWGB students have achieved average to below average scores on the social
studies section of the College BASE. Chart 5 shows how social studies scores have been
declining since the 1993-94 academic year. Students’ scores on the subject’s two clusters, history
and social science, were nearly indistinguishable in the first part of the last decade. In the latter
part, history scores have been somewhat more stable than the social sciences scores.
Chart 5
College BASE: Social Studies Subject Scores & Subscores (1991-2005)
315
310
305
Scores
300
295
290
285
280
91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05
SOCIAL STUDIES
310
308
311
305
301
297
298
293
294
290
295
293
291
282
History
308
305
310
304
300
298
300
295
296
295
297
296
295
283
Social Sciences
309
309
309
304
301
297
297
292
294
287
293
291
290
285
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Report: General Education Assessment Program (2004-05)
Reasoning Competencies
A strong proportion (53% to 90%) of the students displayed competence in the areas of reasoning
assessed by the College BASE. The three reasoning competencies assessed by the College BASE
are arrayed in order of difficulty, and so it is appropriate that students’ highest achievement in
reasoning skill is associated with Interpretive Reasoning (the most straightforward of the three
reasoning competencies), followed by Strategic Reasoning, and by Adaptive Reasoning.
Importantly, only one in ten students (10%) received a “Low” rating in Interpretive Reasoning.
Over half (53%) demonstrated “Medium” or “High” performance in Adaptive Reasoning, the
highest level of reasoning assessed by the College BASE. It refers to the ability to synthesize new
rules, generate hypotheses and express judgments. As shown by Chart 6, it appears that students’
Interpretive Reasoning scores have increased slightly over time, while students’ Strategic and
Adaptive Reasoning scores have declined.
Reasoning Skills Ratings
% Receiving Ratings
High
Med
Low
42%
48%
10%
20%
58%
22%
11%
42%
47%
Reasoning Area
Interpretive Reasoning
Strategic Reasoning
Adaptive Reasoning
Chart 6
College BASE: Reasoning Competency Scores (1991-2005)
325
320
315
310
Scores
305
300
295
290
285
280
275
270
91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05
Interpretive
305
310
314
312
318
317
319
308
321
314
320
313
317
314
Strategic
313
311
316
312
312
315
314
305
306
300
304
298
299
296
Adaptive
297
300
303
294
295
294
291
289
296
284
287
283
277
271
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Report: General Education Assessment Program (2004-05)
Student Performance by Type of Major
As a group, students that took the College BASE in 2004-05 with majors in the humanities had
the highest mean Composite Score. With a score of 300 representing adequately developed skills,
the mean composite score for each of five types of majors was: humanities, 325; natural sciences,
317; professional studies, 291; social sciences, 282; and fine arts, 278.
Factors Affecting Test Performance
Ninety percent of students used 76 or more minutes to work on the exam (the minimum required
time is 70 minutes and the maximum is 180 minutes) and, generally, the more time students
spent on the test, the higher their scores.
Students who took the College BASE during the spring semester of the 2004-05 academic year,
completed a brief “post-test” survey in which they self-reported on several aspects of the testing
experience2. One question asked students to identify the extent to which they agreed with the
statement, “When taking the College BASE, I put forth my best effort.” On a scale of 1-10,
where 1 = strongly agree, 49% of the students responding (185 of 399) gave a score of 1, 2, or 3
– indicating that they had put forth their best effort. Seventeen percent (62 of 399) gave a score of
8, 9, or 10 – indicating that they had not put forth their best effort.
Students attending a Feedback Session completed a separate survey that asked about intrinsic and
extrinsic incentives associated with the test. Of the eight incentives listed, the “opportunity to
receive a credit” and “personal satisfaction” were the most significant factors influencing student
test performance. Sixty-eight percent rated the credit as “Very Much” a factor and 36 percent said
that personal satisfaction was “Very Much” a factor. Recognition that the College BASE
assessed important areas of knowledge was an important factor for all but 17 percent of the
student. The transcript notation and congratulatory “letter from the Provost” were also cited as
very important incentives by 28 percent and 24 percent of the students, respectively.
Student Perceptions of the Experience
Twenty percent of the students attending a Feedback Session (38 of 194) reported that it had been
“very worthwhile” for them to participate in the General Education Assessment Program.
Another 72 percent (139 of 194) reported that the experience had been “somewhat worthwhile.”
Regarding the Orientation Sessions alone, 73 percent of those attending rated the Orientation
Sessions as “Good” or “Excellent.” Regarding the Feedback Sessions alone, 84 percent of those
attending rated the Feedback Sessions as “Good” or “Excellent.”
________________________
2
The students who took the College BASE test during the fall semester filled out a different post-test survey that
was created by and sent back to the ARC Scoring service that scores the College BASE tests for UWGB. Thus, only
the 399 students who tested during the spring semester, and filled out a survey, are included in the post-test survey
results.
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Report: General Education Assessment Program (2004-05)
Dissemination and Use of Results
Individual students and the institution use information obtained through the UWGB General
Education Assessment Program in several ways. First, students receive feedback regarding their
performance from an individual score report which includes thirty-nine (39) different pieces of
information. All students, through a brochure, are encouraged to study their results carefully,
consult with their faculty advisors, and take some constructive steps to shore-up areas that may
need improvement. In addition, students are asked to attend a voluntary Orientation and
Feedback Session. During 2004-05, over half (54%) of the students took advantage of an
Orientation Session and 41 percent either attended a Feedback Session or earned the minimum
composite score needed (350) to earn the free credit without Feedback session attendance.
Second, because the test publisher provides information about student performance individually
and in the aggregate at several different levels, the results are available for diagnostic use by the
institution as a whole and by individual academic units. A copy of this report is sent to the
Provost and Vice Chancellor, academic deans, chairs of the General Education Council and
Academic Affairs Council and the director of Institutional Research. Finally, individual test
scores are included in the institutional database to allow for additional analysis of the information
by various factors such as major, grade point average, courses completed, and the like.
Additional Results
The balance of this report consists of a two-part Appendix. Part I consists of several tables that
provide a detailed summary of test results. A complete listing of tables can be found on the first
page of the Appendix. Part II of the Appendix is a detailed description of the proficiencies
measured by the College BASE.
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Report: General Education Assessment Program (2004-05)
Appendix
Part I: Tabular Summary of Results
Table 1: Background Characteristics of Students Completing College BASE
Table 2: Students Completing College BASE by Major Category
Table 3: Major Field of Study - Students Completing College BASE
Table 4: College BASE Subject and Cluster Scores
Table 5: College BASE Skill and Reasoning Competency Scores
Table 6: College BASE Subject Scores by Major
Table 7: College BASE Subject Scores for Majors with 20+ Students Completing CBASE
Table 8: College BASE Subject Scores: Mean Scores for Five Groups of Majors
Table 9: Time Spent on Multiple-Choice Portion of College BASE
Table 10: College BASE Subject and Cluster Scores by Test Completion Time
Table 11: College BASE Subject and Cluster Scores by Transfer Status
Table 12: Orientation and Feedback Session Attendance
Table 13: Factors Motivating Test Performance
Table 14: Orientation and Feedback Sessions: Student Ratings of Overall Quality
Part II: Proficiencies Measured by the College BASE
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Appendix
Part I: Tabular Summary of Results
Table 1: Background Characteristics of Students Completing College BASE
(Percentage Distribution)
Fall 2004 and Spring 2005 Combined
Category
Sex
Male
Female
Age
Up to 21
22 to 25
26 to 29
30 to 40
41+
Ethnicity
White
Minority
n
%
289
595
884
32.6%
67.3%
99.9%
544
261
33
33
14
885
61.5%
29.5%
3.7%
3.7%
1.6%
100%
779
103
882
88.3%
11.7%
100%
n
Category
Transfer Student
UW College
Other College
Re-entry
Did Not Transfer
Year
Freshman
Sophomore
Junior
Senior
%
126
90
29
636
881
14.3%
10.2%
3.3%
72.2%
100%
2
316
546
17
881
< 1%
35.9%
62.0%
1.9%
100%
Table 2: Students Completing College BASE by Major Category
(Percentage Distribution)
Fall 2004 and Spring 2005 Combined
Category
Social Sciences
Professional Studies
Natural Sciences
Humanities
Fine Arts
Pre-majors/Undeclared
n
257
204
179
123
110
11
884
Percent
29.1%
23.1%
20.2%
13.9%
12.4%
1.2%
100%
Mean*
282
291
317
325
277
308
* Mean is for the mean Composite score for each major category.
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Report: General Education Assessment Program (2004-05)
Table 3: Major Field of Study - Students Completing College BASE
(Percentage Distribution)
Fall 2004 and Spring 2005 Combined
Area
(P)
(F)
(N)
(P)
(N)
(F)
(S)
(N)
(N)
(S)
(P)
(H)
(S)
(N)
(H)
(H)
(H)
(N)
(S)
(H)
(N)
(N)
(F)
(H)
(S)
(S)
(S)
(S)
(P)
(H)
(F)
(S)
(O)
Major
Accounting
Art
Biology
Business Administration
Chemistry
Communication and the Arts
Communication Processes
Computer Science
Earth Science
Economics
Elementary Education
English
Environmental Policy & Planning
Environmental Sciences
French
German
History
Human Biology
Human Development
Humanistic Studies
Information Sciences
Mathematics
Music & Applied Music
Philosophy
Political Science
Psychology
Public Administration
Social Change & Development
Social Work
Spanish
Theatre
Urban & Regional Studies
Undecided, Other
TOTAL
n
Percent
21
23
31
120
11
45
32
22
3
6
35
29
5
10
1
3
44
81
49
18
7
14
17
6
8
89
24
32
28
22
25
12
11
884
2.38%
2.60%
3.51%
13.57%
1.24%
5.09%
3.62%
2.49%
0.34%
0.68%
3.96%
3.28%
0.57%
1.13%
0.11%
0.34%
4.98%
9.16%
5.54%
2.04%
0.79%
1.58%
1.92%
0.69%
0.90%
10.07%
2.71%
3.62%
3.17%
2.49%
2.83%
1.36%
1.24%
100%
F=Fine Arts; H=Humanities; N=Natural Sciences; P=Professional Studies; S=Social Sciences; O=Other
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Report: General Education Assessment Program (2004-05)
Table 4: College BASE Subject and Cluster Scores
(Means, Standard Deviations and Range)
Fall 2004 and Spring 2005 Combined
Assessment Services
page 18
Subject/Cluster
n
mean
SD
Range
Composite Score
884
294
59
138-446
English Subject
885
280
64
73-437
Reading and Literature
885
274
72
86-427
Writing
885
297
50
165-375
Mathematics Subject
885
321
68
140-475
General Mathematics
885
330
57
155-429
Algebra
885
323
67
134-411
Geometry
885
324
79
140-416
Science Subject
885
284
83
85-468
Laboratory and Field Work
885
288
72
105-441
Fundamental Concepts
885
285
82
103-407
Social Studies Subject
History
884
884
282
283
50
63
99-471
148-423
Social Sciences
884
285
66
103-438
Reasoning Competencies
Interpretive
884
314
68
144-497
Strategic
884
296
67
102-479
Adaptive
884
271
71
105-445
Report: General Education Assessment Program (2004-05)
Table 5: College BASE Skill and Reasoning Competency Scores
(Percentage Distribution)
Highest to Lowest Percentage of “High” Ratings
Fall 2004 and Spring 2005 Combined
(n=885)
#*
6
8
10
9
5
7
4
20
14
18
11
12
19
15
17
21
3
22
2
16
13
1
Description
Practical Applications
Using Statistics
Equations & Inequalities
Evaluating Expressions
Conventions of Written English
Properties & Notations
Writing as a Process
Geography
Lab/Field Techniques
Significance of World Events
2 & 3 Dimensional Figures
Geometrical Calculations
Significance of U.S. Events
Interpreting Results
Physical Sciences
Political/Economic Structures
Understanding Literature
Social Science Procedures
Reading Analytically
Life Sciences
Observation/Experimental
Design
Reading Critically
Average Percentage
Subject
Math
Math
Math
Math
English
Math
English
Soc St
Science
Soc St
Math
Math
Soc St
Science
Science
Soc St
English
Soc St
English
Science
Science
English
%
High
35%
37%
30%
29%
11%
32%
22%
22%
22%
20%
33%
21%
20%
19%
26%
23%
21%
19%
15%
21%
22%
%
Medium
54%
51%
56%
56%
72%
60%
60%
59%
59%
61%
46%
56%
55%
55%
45%
47%
49%
51%
54%
47%
43%
%
Low
11%
12%
14%
15%
18%
8%
18%
19%
18%
18%
21%
22%
25%
25%
29%
29%
30%
30%
31%
32%
36%
16%
23.49%
47%
53.84%
37%
22.65%
Reasoning Competencies
23
Interpretive
42%
48%
10%
24
Strategic
20%
58%
22%
25
Adaptive
12%
42%
47%
* These numbers correspond to the BASE competencies described in Part II of the Appendix.
Assessment Services
page 19
% High +
Medium
89%
88%
86%
85%
83%
82%
82%
81%
81%
81%
79%
77%
75%
74%
71%
70%
70%
70%
69%
68%
65%
63%
76.77%
90%
78%
54%
Report: General Education Assessment Program (2004-05)
Table 6: College BASE Subject Scores by Major
(Mean Scores)
Fall 2004 and Spring 2005 Combined
Major
Accounting
Art
Biology
Business Administration
Chemistry
Communication and the Arts
Communication Processes
Computer Science
Earth Science
Economics
Elementary Education
English
Environmental Policy & Planning
Environmental Sciences
French
German
History
Human Biology
Human Development
Humanistic Studies
Information Sciences
Mathematics
Music & Applied Music
Philosophy
Political Science
Psychology
Public Administration
Social Change & Development
Social Work
Spanish
Theatre
Urban & Regional Studies
Undecided, Other
Assessment Services
page 20
n
21
23
31
120
11
45
32
22
3
6
35
29
5
10
1
3
44
81
49
18
7
14
17
6
8
89
24
32
28
22
25
12
11
Composite English
Mean
Mean
303
271
262
260
306
283
277
261
357
327
276
265
276
264
324
281
313
288
297
256
299
289
296
318
293
296
297
253
388
322
338
355
309
291
308
275
262
259
307
298
302
269
333
290
285
267
346
322
286
285
275
271
305
308
282
273
284
272
297
298
284
266
269
248
301
293
Math
Mean
355
267
330
321
371
301
291
378
378
343
333
290
272
311
380
281
317
347
293
317
363
395
320
364
287
298
313
299
324
311
318
285
318
Science
Soc Studies
Mean
Mean
297
291
260
259
313
297
259
268
385
345
269
269
266
281
317
318
317
318
276
313
279
292
269
308
250
354
324
302
443
405
346
371
295
332
325
283
249
248
296
315
280
295
338
308
276
275
330
370
228
343
267
265
279
320
268
288
271
271
291
288
276
277
257
287
292
301
Report: General Education Assessment Program (2004-05)
Table 7: College BASE Subject Scores for Majors with 20+ Students Completing College BASE
(Mean Scores and Rank*)
Fall 2004 and Spring 2005 Combined
Major
n
Accounting
Art
Biology
Business Administration
Communication & the Arts
Communication Processes
Computer Science
Elementary Education
English
History
Human Biology
Human Development
Public Administration
Psychology
21
23
31
120
45
32
22
35
29
44
81
49
24
89
Social Change & Development
32
Social Work
28
Spanish
22
Theatre
25
*
Composite
English
Math
Science
Soc Studies
Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank
303
262
306
277
276
276
324
299
296
309
308
262
305
275
282
284
297
284
6
17
4
13
14
15
1
7
9
2
3
18
16
5
12
10
8
11
271
260
283
261
265
264
281
289
318
291
275
259
308
271
273
272
298
266
11
17
6
16
14
15
7
5
1
4
8
18
12
2
9
10
3
13
355
267
330
321
301
291
378
333
290
317
347
293
313
298
299
324
311
318
2
18
5
7
12
16
1
4
17
9
3
15
14
10
13
6
11
8
297
260
313
259
269
266
317
279
269
295
325
249
279
267
268
271
291
276
4
16
3
17
11
15
2
7
12
5
1
18
14
8
13
10
6
9
291
259
297
268
269
281
318
292
308
332
283
248
320
265
288
271
288
277
7
17
5
15
14
11
3
6
4
1
10
18
16
2
9
13
8
12
Ranks are based on the 18 majors that had 20+ students completing the College BASE during the 2004-05 academic year.
Table 8: College BASE Subject Scores: Mean Scores for Five Groups of Majors
Fall 2004 and Spring 2005 Combined
Majors
n*
Composite
English
Math
Science
Social
Studies
Fine Arts
Humanities
Natural Sciences
Professional Studies
Social Sciences
110
123
179
204
257
277
325
317
291
282
264
315
283
273
273
301
323
357
333
298
270
324
323
276
260
270
341
306
280
300
*
Represents the number of students with a declared major in each category.
Assessment Services
page 21
Report: General Education Assessment Program (2004-05)
Table 9: Time Spent on Multiple-Choice Portion of College BASE*
(Percentage Distribution)
Fall 2004 and Spring 2005 Combined
Time Used
n
70-75 minutes
76-90 minutes
91-105 minutes
106-120 minutes
121-135 minutes
136-150 minutes
151-165 minutes
166-180 minutes
Total
Missing time data
Percent
88
120
89
113
146
115
102
88
861
24
10%
14%
10%
13%
17%
13%
12%
10%
99%
* Students must spend at least 70 but not more than 180 minutes on the exam.
Table 10: College BASE Subject and Cluster Scores by Test Completion Time*
(Mean Scores)
Fall 2004 and Spring 2005 Combined
Subject/Cluster
Areas
Amount of Time (Minutes)
70-75
76-90
91-105
106-120
121-135
136-150
221
241
287
301
317
317
Composite Score
205
228
282
286
301
299
English
Reading & Lit
184
211
273
280
297
298
Writing
264
274
302
296
306
303
249
275
308
329
343
344
Mathematics
General Math
292
303
315
333
340
336
Algebra
244
276
301
322
337
335
Geometry
226
254
302
317
328
342
183
217
273
293
318
317
Science
Lab & Field Work
209
238
276
291
316
318
Fund. Concepts
187
215
277
298
312
309
245
243
287
294
303
308
Social Studies
History
266
262
292
296
304
306
Social Sciences
240
237
284
293
301
308
Number of Students
88
120
89
113
146
115
* Students must spend at least 70 but not more than 180 minutes on the multiple-choice portion.
Assessment Services
page 22
151-165
166-180
318
302
296
306
339
333
332
335
324
320
319
305
305
303
102
318
300
304
307
346
341
340
339
317
317
309
310
311
306
88
Report: General Education Assessment Program (2004-05)
Table 11: College BASE Subject and Cluster Scores by Transfer Status
(Mean Scores)
Fall 2004 and Spring 2005 Combined
(n = 881)
Subject/Cluster Areas
Composite Score
English
Reading & Literature
Writing
Mathematics
General Mathematics
Algebra
Geometry
Science
Laboratory & Field Work
Fundamental Concepts
Social Studies
History
Social Sciences
Number of Students
UW
Colleges
293
277
268
298
318
325
310
305
287
291
284
289
290
290
126
Transfer Status
Other
Re-Entry
College
287
309
280
299
273
300
294
302
303
326
316
337
293
306
293
321
276
306
282
313
273
293
289
309
301
303
279
312
90
29
No
Transfer
290
274
266
294
320
324
316
308
280
286
279
284
291
281
636
Table 12: Orientation and Feedback Session Attendance
(Percentage Distribution)
Fall 2004 and Spring 2005 Combined
(n = 902)
Orientation
Feedback
Attendance
n
% of Total
494
55%
367*
41%
* Includes individuals who did not attend Feedback Session, but who earned free credit
by attending an Orientation Session and earning a composite score of 350+.
Assessment Services
page 23
Report: General Education Assessment Program (2004-05)
Table 13: Factors Motivating Test Performance
(Percentage Distribution)
Fall 2004 and Spring 2005 Combined
Factor
Opportunity to receive credit
Personal satisfaction
Transcript notation
Letter from Provost
Areas tested important
Desire to score better than others
Orientation session
n
193
193
193
192
193
192
193
Extent of Motivation
Very Much
A Little
Not At All
68%
28%
<1%
36%
49%
15%
28%
48%
24%
24%
43%
32%
22%
62%
17%
19%
47%
34%
10%
62%
23%
Table 14: Orientation and Feedback Sessions: Student Ratings of Overall Quality
(Percentage Distribution)
Fall 2004 and Spring 2005 Combined
Rating Category
Excellent
Good
Fair
Poor
TOTAL
Orientation Session
(Spring 2005)*
n
Percent
76
36%
113
53%
19
9%
5
2%
213
Feedback Session
n
29
122
41
1
193
Percent
15%
63%
21%
<1%
* The data for the fall 2004 Orientation session was not available, so only the spring 2005 session’s data was
included here.
Assessment Services
page 24
Report: General Education Assessment Program (2004-05)
Part II: Proficiencies Measured by the College BASE
The College BASE measures proficiencies in English, mathematics, science, social studies and
three cognitive competencies: interpretive reasoning, strategic reasoning and adaptive reasoning.
The specific skills and factual knowledge in the four curricular areas are defined by twenty-two
proficiency statements. The twenty-two proficiencies assessed are as follows:
English
1.
Read accurately and critically by asking pertinent questions about a text, by recognizing
assumptions and implications, and by evaluating ideas.
2.
Read a literary text analytically, seeing relationships between form and content.
3.
Understand a range of literature, rich in quality and representative of different literary
forms and historical contexts.
4.
Understand the various elements of the writing process, including collecting information
regarding formulation of ideas, determining relationships, arranging sentences and
paragraphs, establishing transitions, and revising what has been written.
5.
Use the conventions of standard written English.
Mathematics
6.
Use mathematical techniques in the solution of real-life problems.
7.
Use the language, notation, and deductive nature of mathematics to express quantitative
ideas with precision.
8.
Use the techniques of statistical reasoning and recognize common misuses of statistics.
9.
Evaluate algebraic and numerical expressions.
10.
Solve equations and inequalities.
11.
Recognize two- and three-dimensional figures and their properties.
12.
Use the properties of two- and three-dimensional figures to perform geometrical
calculations.
Science
13.
Recognize the role of observation and experimentation in the development of scientific
theories.
14.
Recognize appropriate procedures for gathering scientific information through laboratory
and field work.
15.
Interpret and express the results of observation and experimentation.
16.
Understand the fundamental concepts, principles, and theories of the life sciences.
17.
Understand the fundamental concepts, principles, and the theories of the physical
sciences.
Social Studies
18.
Recognize the chronology and significance of major events and movements in world
history.
19.
Recognize the chronology and significance of major events and movements in United
States history.
20.
Recognize basic features and concepts of world geography.
Assessment Services
page 25
Report: General Education Assessment Program (2004-05)
21.
22.
Recognize basic features and concepts of the world’s political and economic structures.
Recognize appropriate investigative and interpretive procedures in the social sciences.
Reasoning Competencies
23.
Interpretive Reasoning is a cognitive process by which we translate information, either
remembered or immediately observed, into meaningful terms. Typically, this is
accomplished by such activities as paraphrasing, summarizing, or explaining the meaning
of particular information.
24.
Strategic Reasoning establishes boundaries for information through definition,
comparison, classification, and analysis. These boundaries lead to inferences or
deductions and reveal relationships lying beneath the surface meaning.
25.
Adaptive Reasoning involves the ability to synthesize new rules or theories, to
hypothesize a means of testing a proposition, to predict the outcome of causal
relationships, or express judgments of value, merit or worth.
Assessment Services
page 26
Report: General Education Assessment Program (2004-05)