University of Wisconsin-Green Bay
TESTING SERVICES
Tel: (920) 465-2221 Fax: (920) 465-2430
E-mail: testing@uwgb.edu
Report of Results:
UWGB General Education
Assessment Program
2006-07
Report of Results:
UWGB
General Education Assessment
Program
2006-07 Academic Year
[with extended data analysis]
Prepared by
Pam Gilson, Coordinator
Testing Services
June 2007
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 Sciences ...................................................................................................................... 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 ........................................................ 23
Testing Services
page ii
Report: General Education Assessment Program (2006-07)
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 Terry Weller in the Registrar’s Office and Marlene Strebel in CIT for their
assistance in helping with running the processes to gather the data and fine-tuning other
processes associated with gathering the results for this report.
Testing Services
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Report: General Education Assessment Program (2006-07)
Introduction
The UWGB General Education Assessment Program is in its 16th year. Since spring 1991, almost
fourteen thousand students (n = 13,998) 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
changed this year and only has one component, the achievement test.
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
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.
Testing Services
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Report: General Education Assessment Program (2006-07)
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 2006-07 academic year.
These results are then placed in the context of longitudinal results, beginning with the 1991-92
academic year.
During the 2006-07 academic year, 952 of UWGB’s matriculated students who had earned
between 54 and 72 credits completed the College BASE test1. Thirty-seven percent earned the
minimum score needed to earn a free credit. 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 2006-07. Students performed
best on the mathematics portion of the test (mean = 310) followed by social studies (mean =
278), English (mean = 268), and science (mean = 267). The average Composite score (281)
approximated the scoring service’s anticipated average Composite score of 300 (see Chart 1).
Chart 1
College BASE: Composite Scores (1991-2007)
Scores
320
300
280
260
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 05-06 06-07
306
304
309
305
305
305
304
296
302
295
299
295
295
294
284
1
The results described in this report are for 941 of the 952 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.
Testing Services
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Report: General Education Assessment Program (2006-07)
281
English
Reading Skills
BASE results show that 62 percent of 2006-07 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 (39 percent) had difficulty recognizing assumptions and implications, and
evaluating ideas. In addition, 37 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. Over one-third (35%) of the students received a “Low” rating for their
understanding of literature including different literary forms and historical contexts. Almost half
(45%) received a “Medium” rating and another 20% 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
12%
48%
39%
17%
46%
37%
20%
45%
35%
20%
56%
24%
11%
70%
19%
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. Scores appear to be on a slow decline for the past seven years.
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.
Testing Services
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Report: General Education Assessment Program (2006-07)
Chart 2
College BASE: English Subject Scores & Subscores (1991-2007)
Scores
319
314
309
304
299
294
289
284
279
274
269
264
259
9192
9293
9394
9495
9596
9697
9798
9899
9900
0001
0102
0203
0304
0405
0506
0607
ENGLISH
294
292
305
301
295
298
292
286
294
289
286
285
282
280
271
268
Reading & Lit
295
285
296
284
288
292
287
281
290
283
282
280
277
274
262
260
Writing
296
302
314
321
305
307
299
298
303
302
299
300
294
297
292
290
Mathematics
General Mathematics
In the general mathematics cluster, 86 percent of the students that took the exam this year could
use mathematical techniques in the solution of real life problems; 91 percent could effectively
use the language, notation, and deductive nature of mathematics to express quantitative ideas
with precision; and 86 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 (27% received a “High” rating, 57% a “Medium” rating) and solve
equations and inequalities (23% received a “High” rating, 61% a “Medium” rating).
Geometry
Since most students had not taken a geometry class since high school (four or more years earlier),
the results reflected this. (Normally this portion was higher.) Only twenty-eight percent received
a “High” rating for their ability to recognize two- and three- dimensional figures and their
properties. Nineteen 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.
Testing Services
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Report: General Education Assessment Program (2006-07)
Mathematics Skill Ratings
Cluster
General
Mathematics
% Receiving Ratings
High
Med
Low
29%
57%
14%
39%
52%
9%
38%
48%
14%
27%
57%
16%
23%
61%
16%
28%
49%
23%
19%
57%
24%
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, with little decline this year. As Chart 3 shows, mathematics scores for
UWGB students fell, but not as drastically as the previous year. 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 (1991-2007)
335
330
325
Scores
320
315
310
305
300
295
9192
9293
9394
9495
9596
9697
9798
9899
9900
0001
0102
0203
0304
0405
0506
0607
MATH
304 308 312 311 314 316 318 310 319 314 322 316 323 321 312 310
General
297 302 307 313 315 321 322 320 321 319 325 322 323 330 320 320
Algebra
298 300 303 305 309 307 311 301 312 307 313 308 315 323 310 303
Geometry 307 304 306 299 307 307 307 300 313 303 313 308 318 324 298 300
Testing Services
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Report: General Education Assessment Program (2006-07)
Science
Laboratory & Field Work
Fifty-five percent of the students tested had a good understanding of how observation and
experimentation relate to the development of scientific theories; 82 percent could recognize
appropriate procedures for gathering scientific information; and 72 percent were able to interpret
and express the results of observation and experimentation.
Fundamental Concepts
Between 19 and 22 percent of the students had a very good understanding of the fundamental
concepts, principles, and theories of the life sciences (19%) and physical sciences (22%).
However, a higher percentage of each group received a “Low” rating in these areas (43% and
35% 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
19%
36%
44%
20%
62%
18%
16%
56%
28%
19%
38%
43%
22%
43%
35%
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 lower than it has ever been and it has taken a large dip
since 04-05.
Testing Services
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Report: General Education Assessment Program (2006-07)
Chart 4
College BASE: Science Subject Scores & Subscores (1991-2007)
315
310
305
300
Scores
295
290
285
280
275
270
265
9192
9293
9394
9495
9596
9697
9798
9899
9900
0001
0102
0203
0304
0405
0506
0607
SCIENCE
312 306 308 303 309 307 306 295 300 289 291 284 283 284 270 267
Lab & Field
308 308 310 306 310 309 310 300 302 293 295 289 286 288 278 276
Fund Concepts 310 299 301 296 302 299 297 288 296 284 286 282 284 296 269 265
Social Studies
History
Results for 2006-07 show that of the students tested, 74 percent have “Medium” to “High” levels
of knowledge about the significance of U.S. and 78 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 Sciences
Students did best with recognizing basic features and concepts of world geography, with seventyeight percent receiving a “Medium” or “High” rating. Over one-quarter (35%) received a “Low”
rating in the area assessing recognition of basic features and concepts of the world’s political and
economic structures. Thirty-six percent received a “Low” rating in the area of recognition of
appropriate investigative and interpretive procedures in the social sciences.
Testing Services
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Report: General Education Assessment Program (2006-07)
Social Studies Skill Ratings
Cluster
History
% Receiving Ratings
High
Med
Low
14%
64%
22%
16%
58%
26%
23%
55%
22%
20%
45%
35%
18%
46%
36%
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 (1991-2007)
316
311
306
Scores
301
296
291
286
281
276
9192
9293
9394
9495
9596
9697
9798
9899
9900
0001
0102
0203
0304
0405
0506
0607
SOCIAL STUDIES 310 308 311 305 301 297 298 293 294 290 295 293 291 282 282 278
History
308 305 310 304 300 298 300 295 296 295 297 296 295 283 289 286
Social Sciences
309 309 309 304 301 297 297 292 294 287 293 291 290 285 280 276
Testing Services
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Report: General Education Assessment Program (2006-07)
Reasoning Competencies
A strong proportion (48% 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.
Almost half (48%) 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 appeared that
students’ Interpretive Reasoning scores had increased slightly over time, but all Reasoning scores
have been on the decline for a few years now.
Reasoning Skills Ratings
% Receiving Ratings
High
Med
Low
35%
55%
10%
15%
57%
28%
9%
39%
52%
Reasoning Area
Interpretive Reasoning
Strategic Reasoning
Adaptive Reasoning
Chart 6
College BASE: Reasoning Competency Scores (1991-2007)
325
320
315
310
305
Scores
300
295
290
285
280
275
270
265
260
9192
9293
9394
9495
9596
9697
9798
9899
9900
0001
0102
0203
0304
0405
0506
0607
Interpretive 305 310 314 312 318 317 319 308 321 314 320 313 317 314 308 304
Strategic
313 311 316 312 312 315 314 305 306 300 304 298 299 296 288 283
Adaptive
297 300 303 294 295 294 291 289 296 284 287 283 277 271 262 262
Testing Services
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Report: General Education Assessment Program (2006-07)
Student Performance by Type of Major
As a group, students that took the College BASE in 2006-07 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, 312; natural sciences,
308; professional studies, 279; fine arts, 277; and social sciences, 270.
Factors Affecting Test Performance
Seventy-nine 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. Forty-four percent spent at least 121-180
minutes on the exam. The Composite score of those who spent 70-75 minutes on the exam was
224, while those who spent 151-180 minutes received a composite score of 318.
Student Perceptions of the Experience
Students who took the College BASE during the 2006-07 academic year completed a brief “posttest” survey in which they self-reported on several aspects of the testing experience. 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, 41% of the students responding (385 of 942) gave a score of 1, 2, or 3 – indicating that
they had put forth their best effort. Eighteen percent (167 of 942) gave a score of 8, 9, or 10 –
indicating that they had not put forth their best effort. Another question asked, “When taking the
College BASE, I paid careful attention to the questions.” On a scale of 1-10, 40% gave a score
of 1, 2, or 3, while 13 percent gave a score of 8, 9, or 10. When asked, “While taking the College
BASE, I spent as little time as possible,” 15% of students agreed giving a score of 1, 2, or 3,
while 53% disagreed with the statement and gave a score of 8, 9, or 10.
Testing Services
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Report: General Education Assessment Program (2006-07)
_______________________
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.
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.
Testing Services
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Report: General Education Assessment Program (2006-07)
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
Part II: Proficiencies Measured by the College BASE
Testing Services
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Report: General Education Assessment Program (2006-07)
Appendix
Part I: Tabular Summary of Results
Table 1: Background Characteristics of Students Completing College BASE
(Percentage Distribution)
Fall 2006 and Spring 2007 Combined
Category
Sex
Male
Female
Age
Up to 21
22 to 25
26 to 29
30 to 40
41+
Ethnicity
White
Minority
n
%
302
627
929
33%
67%
100%
662
199
39
29
12
941
70.6%
21.2%
4.1%
2.9%
1.2%
100%
843
96
939
89.8%
10.2%
100%
n
Category
Transfer Student
UW College
Other College
Re-entry
Did Not Transfer
Year
Freshman
Sophomore
Junior
Senior
%
131
164
22
624
941
14.0%
17.4%
2.3%
66.3%
100%
2
358
553
20
933
.2%
38.4%
59.3%
2.1%
100%
Table 2: Students Completing College BASE by Major Category
(Percentage Distribution)
Fall 2006 and Spring 2007 Combined
Category
Social Sciences
Professional Studies
Natural Sciences
Humanities
Fine Arts
Pre-majors/Undeclared
n
274
159
172
75
81
44
805
Percent
34.0%
19.7%
21.4%
9.3%
10.1%
5.5%
100%
Mean*
270
279
308
312
277
266
* Mean is for the mean Composite score for each major category.
Testing Services
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Report: General Education Assessment Program (2006-07)
Table 3: Major Field of Study - Students Completing College BASE
(Percentage Distribution)
Fall 2006 and Spring 2007 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
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
20
19
16
94
12
28
41
12
2
5
28
25
8
11
1
4
22
92
36
11
1
26
20
1
13
111
28
24
17
11
14
8
44
805
2.48%
2.36%
1.99%
11.68%
1.49%
3.48%
5.09%
1.49%
.25%
.62%
3.48%
3.11%
.99%
1.37%
.12%
.50%
2.73%
11.43%
4.47%
1.37%
.12%
3.23%
2.48%
.12%
1.61%
13.79%
3.48%
2.99%
2.11%
1.37%
1.74%
.99%
5.46%
100%
F=Fine Arts; H=Humanities; N=Natural Sciences; P=Professional Studies; S=Social Sciences; O=Other
Testing Services
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Report: General Education Assessment Program (2006-07)
Table 4: College BASE Subject and Cluster Scores
(Means, Standard Deviations and Range)
Fall 2006 and Spring 2007 Combined
Testing Services
page 18
Subject/Cluster
n
mean
SD
Range
Composite Score
935
281
57
124-433
English Subject
941
268
64
99-448
Reading and Literature
941
260
73
86-430
Writing
941
290
47
168-389
Mathematics Subject
941
310
68
130-466
General Mathematics
941
320
58
158-433
Algebra
941
303
66
134-411
Geometry
941
300
78
142-421
Science Subject
935
267
83
98-470
Laboratory and Field Work
935
276
72
108-443
Fundamental Concepts
935
265
84
103-409
Social Studies Subject
History
938
278
68
114-447
938
286
60
141-423
Social Sciences
938
276
67
113-431
Reasoning Competencies
Interpretive
935
304
66
127-470
Strategic
935
283
67
118-475
Adaptive
935
262
69
103-444
Report: General Education Assessment Program (2006-07)
Table 5: College BASE Skill and Reasoning Competency Scores
(Percentage Distribution)
Highest to Lowest Percentage of “High” Ratings
Fall 2006 and Spring 2007 Combined
(n=941)
%
High
29%
38%
23%
27%
11%
39%
20%
23%
20%
14%
28%
19%
16%
16%
22%
20%
20%
18%
17%
19%
19%
%
Medium
57%
48%
61%
57%
70%
52%
56%
55%
62%
64%
49%
57%
58%
56%
43%
45%
45%
46%
46%
38%
36%
%
Low
14%
14%
16%
16%
19%
9%
24%
22%
18%
22%
23%
24%
26%
28%
35%
35%
35%
36%
37%
43%
44%
% High +
Medium
86%
86%
84%
84%
81%
91%
76%
78%
82%
78%
77%
76%
74%
72%
65%
65%
65%
64%
63%
57%
55%
12%
21%
48%
52%
39%
26%
60%
74%
Reasoning Competencies
23
Interpretive
35%
55%
10%
24
Strategic
15%
57%
28%
25
Adaptive
9%
39%
52%
* These numbers correspond to the BASE competencies described in Part II of the Appendix.
90%
72%
48%
#*
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
Testing Services
page 19
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
Report: General Education Assessment Program (2006-07)
Table 6: College BASE Subject Scores by Major
(Mean Scores)
Fall 2006 and Spring 2007 Combined
Major
Accounting
Art
Biology
Business Administration
Chemistry
Communication and the Arts
Communication
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
Testing Services
page 20
n
20
19
16
94
12
28
41
12
2
5
28
25
8
11
1
4
22
92
36
11
1
26
20
1
13
111
28
24
17
11
14
8
44
Composite
Mean
289
261
286
279
321
267
264
328
287
264
275
306
241
269
347
311
290
294
259
271
343
335
280
361
305
271
289
280
271
300
300
261
266
English
Mean
237
256
259
258
260
262
277
301
269
246
275
311
231
235
319
285
288
272
258
273
355
295
266
355
256
269
273
278
262
307
287
225
258
Math
Mean
363
273
321
330
366
303
272
357
336
294
311
320
274
310
334
324
291
328
295
278
315
407
302
387
317
294
305
290
290
316
297
289
292
Science
Mean
265
243
302
256
353
241
229
337
226
234
242
283
220
274
378
299
249
305
240
244
352
324
265
402
306
258
265
259
255
271
309
237
245
Soc Studies
Mean
289
269
260
270
304
260
276
312
314
280
274
309
239
258
358
337
333
271
244
289
350
313
287
298
342
263
316
293
277
307
308
292
270
Report: General Education Assessment Program (2006-07)
Table 7: College BASE Subject Scores for Majors with 20+ Students Completing College BASE
(Mean Scores and Rank*)
Fall 2006 and Spring 2007 Combined
Major
n
Accounting
Business Administration
Communication & the Arts
Communication
Elementary Education
English
History
Human Biology
Human Development
Math
Music
Public Administration
Psychology
Social Change & Devlpmt
*
20
94
28
41
28
25
22
92
36
26
20
28
111
24
Composite
English
Math
Science
Soc Studies
Mean Rank Mean Rank Mean Rank Mean Rank Mean Rank
289
279
267
264
275
306
290
294
259
335
280
289
271
280
5
9
12
13
10
2
4
3
14
1
7
6
11
8
237
258
262
277
275
311
288
272
258
295
266
273
269
278
14
12
11
5
6
1
3
8
13
2
10
7
9
4
363
330
303
272
311
320
291
328
295
407
302
305
294
290
2
3
8
14
6
5
12
4
10
1
9
7
11
13
265
256
241
229
242
283
249
305
240
324
265
265
258
259
4
9
12
14
11
3
10
2
13
1
5
6
8
7
289
270
260
276
274
309
333
271
244
313
287
316
263
293
Ranks are based on the majors that had 20+ students completing the College BASE during the 2006-07 academic year.
Table 8: College BASE Subject Scores: Mean Scores for Five Groups of Majors
Fall 2006 and Spring 2007 Combined
Majors
n*
Composite
English
Math
Science
Social
Studies
Fine Arts
Humanities
Natural Sciences
Professional Studies
Social Sciences
81
75
172
159
274
277
312
308
279
270
268
305
281
258
257
294
321
343
324
292
265
304
309
255
250
281
319
298
278
283
*
Represents the number of students with a declared major in each category.
Testing Services
page 21
Report: General Education Assessment Program (2006-07)
6
11
13
8
10
4
1
9
14
3
7
2
12
5
Table 9: Time Spent on Multiple-Choice Portion of College BASE*
(Percentage Distribution)
Fall 2006 and Spring 2007 Combined
Time Used
n
70-75 minutes
76-90 minutes
91-120 minutes
121-150 minutes
151-180 minutes
Total
Missing time data
190
95
232
250
160
927
14
Percent
21%
10%
25%
27%
17%
100%
* 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 2006 and Spring 2007 Combined
Subject/Cluster
Areas
Composite Score
English
Reading & Lit
Writing
Mathematics
General Math
Algebra
Geometry
Science
Lab & Field Work
Fund. Concepts
Social Studies
History
Social Sciences
Number of Students
70-75
76-90
91-120
121-150
151-180
224
214
196
269
250
286
243
235
195
218
197
238
261
233
190
249
248
233
291
282
302
277
270
218
236
219
250
269
246
95
287
270
264
284
321
325
318
308
270
272
277
283
291
281
232
309
298
294
304
333
336
322
326
306
308
300
299
300
299
250
318
298
295
305
351
343
339
345
321
325
305
300
298
304
160
* Students must spend at least 70 but not more than 180 minutes on the multiple-choice portion.
Testing Services
page 22
Report: General Education Assessment Program (2006-07)
Table 11: College BASE Subject and Cluster Scores by Transfer Status
(Mean Scores)
Fall 2006 and Spring 2007 Combined
(n = 941)
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
285
297
287
303
295
306
299
281
257
265
260
290
281
302
131
Transfer Status
Other
Re-Entry
College
285
294
275
294
266
290
302
291
290
311
313
332
286
292
264
297
292
281
298
290
284
271
280
294
279
294
287
294
164
22
No
Transfer
297
297
284
307
319
323
303
317
245
237
262
325
329
315
624
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
Testing Services
page 23
Report: General Education Assessment Program (2006-07)
5.
regarding formulation of ideas, determining relationships, arranging sentences and
paragraphs, establishing transitions, and revising what has been written.
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.
21.
Recognize basic features and concepts of the world’s political and economic structures.
22.
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.
Testing Services
page 24
Report: General Education Assessment Program (2006-07)