Sheryl Packman

Representing Targets of Measurement Within Evidence-Centered Design

In the last few years, the Advanced Placement (AP) Program® has used evidence-centered assessment design (ECD) to articulate the knowledge, skills, and abilities to be taught in the course and measured on the summative exam for four science courses, three history courses, and six world language courses; its application to calculus and English language arts subjects is in progress. The purpose of this article is to describe the methodology that was used with subject-matter experts (SMEs) to articulate the content and skills important in the domain, and then the iterative processes that were used to articulate the claims and evidence to represent the targets of instruction for AP courses, and by extension, the targets of measurement for the AP exams. Discussion will focus on how the use of ECD provides a strong foundation for ensuring the alignment among curriculum, instruction, and assessment while at the same time enhances the validity argument for test score interpretation.

Describing Students Involved in the Search Phase of the College Choice Process: A Cluster Analysis Study

The media often communicates the existence of two distinct types of college applicants: the frenzied, overachieving, anxious student who applies to many institutions and the underprepared, less advantaged student who is not at all familiar with the application process. Although these two groups likely do exist, they are far from the norm of college applicants who are better exemplified as at least a few groups of students who can be classified based on relevant characteristics. We identified five unique clusters of students: Privileged High Achievers/Athletes, Disadvantaged Students, Average Students Needing More Guidance, Mostly Female Academics, and Privileged Low Achievers. These clusters differed from each other based on variables including: academic performance, demographic characteristics, home and school characteristics, participation in school activities, and the number and types of higher education institutions to which they apply. An understanding of these descriptive clusters, comprised of students with similar backgrounds and goals for higher education, is a necessary first step in developing more thoughtful and inclusive enrollment management and college preparation practices.