Oregons Proficiency-Based Admission Standards System PASS Project.Report as inadecuate

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The development and use of Oregon's Proficiency-Based Admission Standards System (PASS) are described and results of some evaluations of the PASS system are presented. PASS is to be used for college entry in Oregon and is designed to promote the seamlessness of high school and college education by guaranteeing that students would have the knowledge and skills needed for college work. The six content areas of PASS are based on disciplinary knowledge in mathematics, science, social sciences, foreign languages, humanities and literature, and fine and performing arts. Criterion-referenced tests, common assessment tasks developed to assess cognitively complex proficiencies, and teacher verifications of classroom performance will be the basic PASS assessment strategies. Activities are under way to set the performance levels for each proficiency and to develop the elements of the assessment system. Issues related to the rationale for changing the admissions requirements in Oregon are reviewed. These generally relate to the relevance of high school preparation for college work and the prediction of academic success in college. The PASS project still has significant issues to address in the areas of assessment, articulation, funding, equity and access, and still must deal with political and educational reform issues. Formative evaluation has begun in the original 12 project schools. Preliminary results with regard to curriculum, instruction, assessment, and collaboration are generally favorable, although they reveal the amount of work required to make PASS a functioning system statewide. (Contains five graphs and one table.) (SLD)

Descriptors: Academic Achievement, Admission Criteria, College Admission, College Bound Students, College Entrance Examinations, Criterion Referenced Tests, Curriculum Development, Educational Assessment, Equal Education, Formative Evaluation, High Schools, Performance Based Assessment, Prediction, State Programs, Student Evaluation, Testing Programs

Author: Conley, David T.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12542&id=ED408316

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