Assessing College Readiness through Authentic Student Work: How the City University of New York and the New York Performance Standards Consortium Are Collaborating toward Equity

Autor/inn/en	Fine, Michelle; Pryiomka, Karyna
Institution	Learning Policy Institute
Titel	Assessing College Readiness through Authentic Student Work: How the City University of New York and the New York Performance Standards Consortium Are Collaborating toward Equity
Quelle	(2020), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Readiness; College Students; High School Students; Consortia; Performance Based Assessment; College Entrance Examinations; Cutting Scores; College Admission; College Credits; Grade Point Average; Academic Persistence; Authentic Learning; Educational Policy; New York (New York); SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Vereinigung; Leistungsermittlung; Aufnahmeprüfung; Hochschulzugang; Hochschulzulassung; Zulassung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Politics of education; Bildungspolitik
Abstract	Since 2015, the City University of New York (CUNY), serving over 250,000 students through 25 two- and four-year colleges, and high schools in the New York Standards Performance Consortium (the Consortium), which use performance-based assessments to assess student progress, have collaborated to add authentic evidence of student learning to the college admissions process. Drawing on a data set that links data from the New York City Department of Education and the CUNY system, this report provides a statistical portrait of the progress of Consortium graduates attending CUNY, including a subset who were admitted to college based, in part, on performance assessments, student work, and teacher recommendations but who scored below the Scholastic Aptitude Test (SAT) cutoff score for CUNY admission to 4-year institutions. The report also describes the schools' performance-based assessment system and how it functions within Consortium schools. It details how teachers and students collaborate to produce high-quality work and how teachers within each school and throughout the network collaborate to maintain and support the rigor and relevance of the assessment process. It describes how the work that students produce through these systems can inform college admissions and what the results of those admissions decisions were in this pilot, as measured through credit accumulation, college GPA, and college persistence. (ERIC).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01