How do I analyze student
achievement information?
What
is student achievement and why is it important?
How
do I select a classroom type?
How
do I determine a minimum passing score for the class?
How
do I analyze student enrollment information?
How
do I determine a Minimum Acceptable Passing Percentage (MAPP)?
How
do I analyze student achievement of course learning objectives?
What
is student achievement and why is it important?
Student achievement can be viewed from two perspectives.
The first perspective is to view achievement in terms of enrollment,
or the number of students who pass a course. The second perspective
examines student achievement in terms of whether they mastered
or attained course learning objectives.
Enrollment numbers include the number
of students who graduate from the course, the number of non-grads,
and the final average grade of the class. These enrollment
numbers may be used to identify the causes for non-graduation.
These numbers may also be compared over time to locate possible
problems prior to class convening, such as lack of prerequisite
knowledge, student concerns, or overall course concerns.
Although the final average grade of
a class is recorded to look at overall student performance,
the percent of students who mastered, or attained, the individual
objectives (terminal objectives and enabling objectives) are
also recorded to find which units and/or lessons are the most
difficult for the students. The percentages for the individual
objectives can provide information about areas in the course
where students may need extra help and may require modification
or extra instruction.
Student enrollment and achievement
data can help course developers identify problem areas in
courses. Developers can look at how students perform in terms
of the course overall and in terms of individual
objectives. If there are sections of the course where achievement
is consistently low, higher prerequisites, more instruction,
additional course materials, or different instructional strategies
may be possible solutions.
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How
do I select a classroom type?
There are three classroom types. Choose the classroom
type that describes your course.
- Traditional Classroom is
a classroom that does not meet the specifications listed
for an Introductory Automated Electronic Classroom (I-AEC)
or for an Advanced Automated Electronic Classroom (A-AEC).
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How
do I determine a minimum passing score for the class?
The minimum passing score is the lowest possible score
that a student can achieve in a course and still graduate.
The minimum passing score for a course is determined by the
Course Curriculum Model Manager (CCMM) and approved in the
testing plan. For "A" schools, the minimum passing
score is between 63 and 75. The minimum passing score for
a course is determined after careful consideration of acceptable
understanding/performance and job performance criticality.
The grading scale is a guideline to determine the minimum
passing score for a course. A minimum passing score for a
course may be justifiably lowered to meet immediate manpower
needs if errors in performance
are less critical than no performance at all.
Source: CeTARS
Web site, available at http://wwwnt.cnet.navy.mil/cetars/help_home.htm;
NAVEDTRA 135B, C-4.
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How do I analyze student
enrollment information?
There are five steps in conducting an analysis of enrollment
information. Click on the steps below to guide you in analyzing
student enrollment information:
- Enter class information.
- Enter enrollment
information.
- Analyze
reasons for non-grads and low enrollment.
- Analyze reasons for
a high or low number of Academic Review Boards (ARBs).
- Analyze
reasons for students not passing the course or having a
low class average score.
1. Enter class information.
Enter information about the class, including the minimum passing score and classroom type. Refer to the question above, "How
do I determine a minimum passing score for the class?"
2. Enter enrollment information.
Enter information about student enrollment. You may obtain
the information from reports generated at the schoolhouse.
Definitions for the information requested are below.
- Starting enrollment is the
number of students enrolled in a course on the first day
of class.
- Non-grads, Disenrolled:
A disenrolled non-grad is a student who is administratively
removed from training for a variety of reasons, such as
cancellation of a class or course, a student's inability
to meet prerequisites, or withdrawal by parent command.
Source: CeTARS Help Homepage, available
at http://wwwnt.cnet.navy.mil/cetars/help_home.htm
- Graduates are the number
of students who have successfully completed a course of
instruction.
Source: CeTARS Help Homepage,
available at http://wwwnt.cnet.navy.mil/cetars/help_home.htm
- Academic Review Board (ARB):
A board who meets to evaluate a student's progress through
a course. They make recommendations when the student is
having difficulty achieving the course objectives.
Source: CeTARS Help Homepage, available
at http://wwwnt.cnet.navy.mil/cetars/help_home.htm
- Average
Final Grade: The average of the final grades of all
of the students enrolled at the end of the course.
3. Analyze reasons for non-grads
and low enrollment.
Non-grads may be divided into three categories: academic,
non-academic, and disenrolled. For all three of these categories,
students do not complete the course. It is important to examine
the number of students that fall into each of these categories.
To determine whether there is a concern about each of the
three non-grad categories, compare the percent of non-grads
in the class with the Acceptable Percentage of Non-grads determined
by the administrator.
If there are a high number of students
in any of these categories, it is important to determine why
these students are not finishing the course. Many of the reasons
that students do not complete a course are related to them
not having prerequisite skills. Also, many students may be
leaving because of concerns with the course or with their
quality of life.
For the course revision process, you
would want to pay particular attention to those students who
are in the academic non-grads category. Select the reasons
that apply to this offering of the course. You may want to
enter information related to the areas of prerequisites, course
and student concerns in the text boxes.
(Source: NAVEDTRA 135B, Appendix B
and Appendix H.)
4. Analyze reasons for a high or
low number of Academic Review Boards (ARBs).
An Academic Review Board (ARB) convenes to discuss a student
who is having difficulty achieving the course objectives.
This board evaluates the student's progress and makes recommendations
about ways the student can progress.
An ARB provides a method
for dealing with students' academic difficulties. If learners
are having more difficulty than in previous offerings, the
number of ARBs may increase. But, if the course is not challenging
or assessments are compromised, ARBs may decrease. To determine whether there are large
numbers or exceptionally small numbers of ARBs for a class
offering, compare the number of ARBs for several course offerings
in the Longitudinal Analysis tab of this module.
- Analyze reasons for a large number
of Academic Review Boards (ARBs).
Since Academic Review Boards convene when students are not
achieving the objectives, a large number indicates that
many students are not achieving the objectives in their
current class setting. If this is the case, it is important
to understand the reasons why these Boards are being held
and revise the course according to these reasons. Select
the reasons that apply to this offering of the course. You
may want to enter information in the text boxes.
- Analyze reasons for an exceptionally
small number of Academic Review Boards (ARB).
It is anticipated that some students will have difficulty
with the objectives and Academic Review Boards will be held.
Therefore, an exceptionally small number of Academic Review
Boards may be a indication that something is wrong in the
testing and/or Academic Review Board process. Select the
reasons that apply to this offering of the course. You may
want to enter information in the text boxes.
5. Analyze reasons for students
not passing the course or having a low class average score.
When most or all of the students are not performing well in
a course, it may be an indication that there is a problem
with the course in general.
- Compare the number of students
passing and percentages of non-grads with the Acceptable
Percentage of Non-grads.
The Acceptable Percentage of Non-grads is the percentage
set by the administrator that is deemed to be the maximum
percentage of students who do not graduate from a course.
If the number of students who do not pass the course exceeds
the Acceptable Percentage of Non-grads, you would want to
examine some broad issues related to the course.
- Compare the final average score
with the minimum passing score.
The minimum passing score is the score that is deemed to
be the minimum score that students should receive to pass
the course. If the average final grade for the class is
low when compared to the minimum passing score, there may
be general concerns for the course.
- Identify the reasons for students
not passing the course or having a low class average.
If the comparisons discussed above indicate a general problem
with the course, examine the overarching issues of the course,
such as the appropriateness of requirements and training
materials.
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How do I determine
a Minimum Acceptable Passing Percentage (MAPP)?
The Minimal Acceptable Passing
Percentage (MAPP) is the lowest acceptable percentage of students
who should master the objectives on a given test. The MAPP
can vary, depending on the objectives being assessed.
When determining the MAPP for a test,
factors to consider are the timing of the test in the process
of the students learning the objectives and the criticality
of the objectives. For example, the MAPP of a test in which
the objectives were previously assessed would be higher than
for a test given after the initial presentation of the objectives.
Since the students have had more opportunities to practice
the objectives and learn more applications of the objectives,
more students should pass the objectives. Also, tests with
objectives with high criticality scores should have a higher
MAPP than tests with
objectives with low criticality scores.
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How do I analyze student
achievement of course learning objectives?
There are five
steps in conducting an analysis of student achievement information.
Click on the steps below to guide you in analyzing student
achievement of course learning objectives:
- Enter test information.
- Enter
percentages of students passing for each objective on each
test.
- Compare
the percentage of students passing each objective with the
criticality score of the objective.
- Analyze objectives
designated as strengths.
- Analyze
objectives designated as opportunities.
1. Enter test information.
Enter information about the test, including the test number,
test name, date test was administered, and Minimal Acceptable
Passing Percentage. Refer to the question above, "How
do I determine a Minimum Acceptable Passing Percentage?"
Also, select all of the units and/or lessons for which the
test will assess.
2. Enter percentages of students
passing for each objective on each test.
The objectives for the units and/or lessons you selected in
Step 1 are displayed on the screen. Enter the percent of the
students who passed each objective on each test. You may obtain
this information from reports generated at your schoolhouse.
Note: The
module will identify whether the objectives are "Strengths"
or "Opportunities." A strength is an area of the
course which should be continued or modeled. An opportunity
is an area of a course which may be considered for the revision
process. The module will designate those objectives with scores
which are equal to or above the Minimal Acceptable Passing
Percentage as a strength and those that are below the Minimal
Acceptable Passing Percentage as an opportunity.
3. Compare the percentage of students
passing each objective with the criticality score of the objective.
In prioritizing your review of objectives that were designated
as opportunities, it is important to consider the criticality
score of the objectives. Your first concern will be to examine
those objectives with high criticality scores that were designated
as opportunities. You will then want to review any other objectives
that were designated as opportunities. In addition, you may
want to review any other
objectives with high criticality scores, although they may
have been designated as strengths.
4. Analyze objectives designated
as strengths.
Review individual objectives designated as strengths,
reflecting on the instructional strategies and class activities that were used and the
events that occurred. These
activities should be maintained and integrated into those
areas that were designated as opportunities. Enter these activities
into the text box provided.
5. Analyze objectives designated
as opportunities.
Following the prioritization described earlier, review individual
objectives designated as opportunities by reflecting on the
instructional strategies and class activities that were used
and the events that occurred. These activities should be examined
and possibly modified. Enter these activities into the text
box provided.
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