Transcript Study of LASSI & PSAT

Alternative Assessment Models:
A Search for New Tools
for Admission to Higher Education
Howard T. Everson
The College Board
Presentation at the Conference
Rethinking the SAT in University Admissions
University of California, Santa Barbara,
November 16-17, Santa Barbara, CA
Why Search Now?


Continuing Pressure to Reform Schools in the
US—with Test Driven Accountability Approaches
Technological Advances




Computer-Based Testing
Portfolios
Standards-Based Assessments
Influence of Cognitive Psychology


New Theories of Human Learning
New Theories of Developing Abilities
A Palette of Human Abilities

Aptitudes: Verbal reasoning, mathematical reasoning--generalized learning abilities

Achievement: Cognitive/Academic, Subject-Matter
Related, Performances

Non-Cognitive Abilities: Attitudes, Personality Factors,
Documented Accomplishments, and Learning & Study
Strategies

Developing Abilities: Practical and Creative Forms of
Intellective Competence (R. Sternberg, E. Gordon)
The College Board’s Search Strategy
 Our Framework Draws on the Work of BokGardner Commission on New Possibilities Abilities
for the SAT
 Develop measures that blend aptitude & achievement
 Explore non-cognitive measures—attitudes, personality
 Examine alternative notions of ability and intellective
competence
 Explore the Use of Computer-Based Test Methods
 Maintain Psychometric Quality of Assessments
 Validity: Construct, Predictive, Instructionally
Appropriate
 Reliability
 Operational Feasibility
Why Are We Concerned
With Strategic Learning?
What Is Strategic Learning?
• The skills, attitudes, beliefs, behaviors, and
ways of thinking that typify successful learners
(Weinstein & Hume, 1998).
The Components of Strategic Learning
• A Model of Strategic Learning
• Nature of Learning Activities
• Teacher Beliefs & Expectations
• Social Context & Support
Skill, Will & Self-Regulation
Assessing Learning & Study Strategies:
The LASSI-HS
 The LASSI-HS: The High School version of
Learning & Study Strategies Inventory is a 76 item
self-report instrument.
 The LASSI-HS is both diagnostic and prescriptive
and includes 10 subscales:
1.
3.
5.
7.
9.
Attitudes About School
Time Management
Concentration
Selecting Main Ideas
Use of Self Testing
2.
4.
6.
8.
10.
Motivation
Anxiety About Learning
Information Processing
Use of Study Aids
Test Taking Strategies
Assessing Cognitive Abilities with
the PSAT: Verbal & Mathematical
Reasoning Measures
 The PSAT/NMSQT (1996, College Board)
Measures Verbal and Mathematical Reasoning
 Verbal Reasoning Measures include:
• Sentence Completion: Logic & Vocabulary
• Analogical Reasoning
• Critical Reading
• Mathematical Reasoning Measures include:
• Mathematical Problem Solving
• Quantitative Comparisons & Grid-In Responses
• Measures of Reasoning, Math Concepts, & Math
Knowledge
Who Took Part In The Study?
 Participants were 1,650 10th & 11th Grade
Students from 10 high schools across the U.S.
 52 % 10th Graders (N = 859)
 48% 11th Graders (N = 791)
 60% Female & 40% Male
 Average PSAT Scores & GPAs By Gender
MALES
Math
48.1
Verbal
46.5
H.S. GPA* 8.29
FEMALES
48.3
48.2
8.91
* 1.0 - 12.0 Scale
Results on LASSI-HS Subscales
LASSI-HS Scales
Attitude
Motivation
Time Mgmt.
Anxiety
Concentration
Info. Processing
Main Ideas
Study Aids
Self Testing
Test Taking
Mean Score
30.36
29.86
19.68
26.69
25.09
25.82
17.92
22.83
24.67
28.66
Percentile (%)
60
50
45
60
50
55
50
55
45
55
Correlations of LASSI-HS,
with PSAT V & M, and GPA
LASSI-HS
PSAT- M
Attitude
.06
Motivation
.11
Time Mgmt. - .07
Anxiety
.31
Concentration .06
Info. Process .10
Main Ideas
.19
Study Aids
.04
Self Testing
.01
Test Taking
.25
PSAT-V
.07
.10
- .08
.29
.06
.14
.28
.04
.01
.29
GPA
.25
.41
.18
.24
.27
.19
.29
.22
.25
.29
First Order Factor Analysis
of the LASSI-HS Subscales
SUBSCALES
Attitude
Motivation
Time Mgmt.
Anxiety
Concentration
Info. Process
Main Ideas
Study Aids
Self Testing
Test Taking
FACTOR 1
.66
.59
.48
.78
.70
.09
.75
- .01
.18
.89
FACTOR 2
.42
.55
.57
- .20
.44
.74
.26
.86
.88
.05
(Note: % of Variance = 66.7)
Correlations Among First Order
Factor Scores of the LASSI-HS,
PSAT V & M, and GPA
LASSI-F1
F1
F2
PSAT-M
PSAT-V
GPA
1.00
.00
.22
.24
.31
LASSI-F2
1.00
-.06
-.05
.22
PSAT- M
1.00
.74
.52
PSAT-V GPA
1.00
.46
1.00
Results of Regression Analyses
Entire Sample
Dependent Variable = GPA
R2
Model 1: PSAT-M + PSAT- V
Model 2: LASSI F1 + LASSI F2
Model 3: PSAT-M + PSAT-V
+ LASSI F2 + LASSI F1
.28
.14
.37
Results of Regression Analyses
By Grade Level
Grade 10
Dependent Variable = GPA
R2
Model 1: PSAT-M + PSAT- V
Model 2: LASSI F1 + LASSI F2
Model 3: PSAT-M + PSAT-V
+ LASSI F2 + LASSI F1
Grade 11
R2
.25
.16
.32
.12
.38
.38
Conclusions & Implications
 LASSI-HS Measures Add Information to PSAT
 Possible to Use LASSI-HS in Diagnostic and
Placement Testing Framework
 Learning Strategies Are Developing Skills
 LASSI-HS Can Inform Students of Learning Skills
•
•
•
•
•
Promote Self-Reflection of Learning Strategies
Embed Strategy Training and Use In Classroom
Encourage Learners to Take Control of Learning
Promote Students’ Mastery Through Feedback
Implement Strategies for Self-Regulation of Learning