feedback through critical indicators of student performance: contributing to the assessment of high...

Feedback through critical indicators of student Feedback through critical indicators of student performance:performance:contributing to the assessment of high school contributing to the assessment of high school educationeducation

David González-Barreto, PhDDavid González-Barreto, PhDAntonio González-Quevedo, PhDAntonio González-Quevedo, PhDSonia Bartolomei-Suárez, PhDSonia Bartolomei-Suárez, PhD

University of Puerto Rico – MayagüezUniversity of Puerto Rico – Mayagüez

http://oiip.uprm.eduhttp://oiip.uprm.edu

June 24th, 2008June 24th, 2008 2008 ASEE Annual Conference & 2008 ASEE Annual Conference & ExpositionExposition

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OutlineOutline

SummarySummary BackgroundBackground Introduction and JustificationIntroduction and Justification Presentation of the ModelPresentation of the Model Benefits of the ModelBenefits of the Model Description and Components of the ProjectDescription and Components of the Project Evaluation of Two High Schools using a Subgroup of Evaluation of Two High Schools using a Subgroup of

Critical IndicatorsCritical Indicators ConclusionsConclusions AcknowledgementsAcknowledgements BibliographyBibliography


33

SummarySummary

Data kept at the Office of Institutional Research and PlanningData kept at the Office of Institutional Research and Planning Students’ performance in their high schoolsStudents’ performance in their high schools Students’ performance at the university levelStudents’ performance at the university level

Model of feedback mechanism to high schoolsModel of feedback mechanism to high schools Critical indicatorsCritical indicators

High school GPAHigh school GPA Ratio between students applying and students admittedRatio between students applying and students admitted Retention ratesRetention rates Graduation ratesGraduation rates Grades obtained in general education courses at the university (e.g., Grades obtained in general education courses at the university (e.g.,

Mathematics, English and Spanish)Mathematics, English and Spanish) Expected outcomes for the university and the high schoolsExpected outcomes for the university and the high schools


44

BackgroundBackground Office of Institutional Research and Planning Office of Institutional Research and Planning

(OIRP) at the University of Puerto Rico at (OIRP) at the University of Puerto Rico at Mayagüez (UPRM)Mayagüez (UPRM)

Limitation: variables not studied Limitation: variables not studied (1, 2)(1, 2)

High schools rankingHigh schools ranking Quality of high schoolsQuality of high schools Pre-college preparationPre-college preparation Recruitment programsRecruitment programs Admission policyAdmission policy Financial assistanceFinancial assistance Academic intervention programsAcademic intervention programs

Previous work Previous work (3)(3)


55

Introduction and Introduction and JustificationJustification

Information available in our data warehouseInformation available in our data warehouse High school grade point averageHigh school grade point average Scores in College Entrance Examination Board Scores in College Entrance Examination Board

(CEEB) tests (aptitude in Math, Spanish and (CEEB) tests (aptitude in Math, Spanish and English, and achievement in the same areas)English, and achievement in the same areas)

Grade point average at the university level and at Grade point average at the university level and at the specialty levelthe specialty level

Grades obtained in the college coursesGrades obtained in the college courses


66

High SchoolHigh School UPRMUPRM Graduate SchoolGraduate School

CI Academic PerformanceAdmitted/ ApplicantsFirst Year GPA Graduation GPARetention IndexGraduation RatesCourses Averages

SpanishEnglishMathematics

Others

CI Academic PerformanceAdmitted/ ApplicantsFirst Year GPA Graduation GPARetention IndexGraduation RatesCourses Averages


Others

CI Academic PerformanceHigh School GPA CEEB ResultsCourses Averages


Others

CI Academic PerformanceHigh School GPA CEEB ResultsCourses Averages


Others

………

………

Supplier and Receptor Model of our Academic Supplier and Receptor Model of our Academic Performance Model with Critical IndicatorsPerformance Model with Critical Indicators


77

Potential Benefits of the ModelPotential Benefits of the Model

Positive influence on high schools whose students Positive influence on high schools whose students attend our universityattend our university

Indicators will allow high school to assess their Indicators will allow high school to assess their performanceperformance

Collaboration between high schools and the university Collaboration between high schools and the university can be established to established better teaching can be established to established better teaching techniques and share information on the preparation techniques and share information on the preparation expected for the university courses from the expected for the university courses from the perspective of the high schoolsperspective of the high schools

The indicators can be developed based on geographic The indicators can be developed based on geographic location of the high schools, gender and public or location of the high schools, gender and public or private systemprivate system


88

Marginal Distributions of High School GPAs and First Marginal Distributions of High School GPAs and First Year GPAs at UPRMYear GPAs at UPRM

Promedio al cabo del Primer Año RUM

Pro

medio

Esc

ule

a S

uperior

43210

4.0

3.5

3.0

2.5

2.0

Distribuciones Marginales Promedio Escula Superior y Promedio de Primer Año RUM

Promedio al cabo del Primer Año RUM

Pro

medio

Esc

ule

a S

uperior

43210

4.0

3.5

3.0

2.5

2.0

Distribuciones Marginales Promedio Escula Superior y Promedio de Primer Año RUM


99

Marginal Distributions of High School GPAs and First Marginal Distributions of High School GPAs and First Year GPAs at UPRM for two hypothetical high schoolsYear GPAs at UPRM for two hypothetical high schools

PROMEDI O_ESC_SUP_mean

GP

A P

rim

er

Año

4.03.53.02.52.01.51.0

4

3

2

PROMEDI O_ESC_SUP_mean

GP

A P

rim

er

Año

4.03.53.02.52.01.51.0

3.9

2.7

1.5

Escuela 1

Escuela 2


1010

Description of the Description of the Components of the Components of the ProjectProject

Potential users of the modelPotential users of the model Parents of our applicantsParents of our applicants Department of Education of the Commonwealth of Department of Education of the Commonwealth of

Puerto RicoPuerto Rico Public and private school teachersPublic and private school teachers High school principals and counselorsHigh school principals and counselors Our Admissions OfficeOur Admissions Office

Eventual availability of the model and the Eventual availability of the model and the results in our site: http://oiip.uprm.edu results in our site: http://oiip.uprm.edu


1111

Evaluation of the two high schools Evaluation of the two high schools using a subgroup of the critical using a subgroup of the critical indicatorsindicators

Evaluation based on five critical indicatorsEvaluation based on five critical indicators Retention rate (students staying for their Retention rate (students staying for their

second year of studies who entered our second year of studies who entered our institution as first year students)institution as first year students)

Graduation rate (the US Department of Graduation rate (the US Department of Education definition)Education definition)

GPA in Math courses at the universityGPA in Math courses at the university GPA in Spanish courses at the universityGPA in Spanish courses at the university GPA in English courses at the universityGPA in English courses at the university


1212

High school A with performance above the medianHigh school A with performance above the median


1313

High school B with performance below the medianHigh school B with performance below the median


1414

ConclusionsConclusions

This system will prove to be essential for the This system will prove to be essential for the assessment of our public and private high assessment of our public and private high schoolsschools

Each school can use this system to assess the Each school can use this system to assess the quality of their teaching as far a preparing the quality of their teaching as far a preparing the students for the universitystudents for the university

This system can be extended to assess the This system can be extended to assess the performance of universities that send us performance of universities that send us graduate studentsgraduate students


1515

AcknowledgmentsAcknowledgments

Our former Institutional Researcher Our former Institutional Researcher Irmannette Torres-Lugo, M.S.Irmannette Torres-Lugo, M.S.

Our Institutional Researcher and Our Institutional Researcher and Database Administrator, engineer Leo I. Database Administrator, engineer Leo I. Vélez, M.S.Vélez, M.S.

Our Webmaster and Programmer Maira Our Webmaster and Programmer Maira Rodríguez, B.S.Rodríguez, B.S.


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BibliographyBibliography

1.1. Mo-Yin S Tam, Uday Sukhatme, “The importance of high school Mo-Yin S Tam, Uday Sukhatme, “The importance of high school quality in university admissions decisions,” quality in university admissions decisions,” College and College and UniversityUniversity Winter 2003, Winter 2003, 7878(3), pp 3-8.(3), pp 3-8.

2.2. Gary S May, Daryl E Chubin, “A retrospective on undergraduate Gary S May, Daryl E Chubin, “A retrospective on undergraduate engineering success for underrepresented minority engineering success for underrepresented minority students,” students,” Journal of Engineering Education,Journal of Engineering Education, January 2003, January 2003, 9292(1), (1), pp 27-39.pp 27-39.

3.3. Bartolomei-Suárez, Sonia M., González-Barreto, D. and Bartolomei-Suárez, Sonia M., González-Barreto, D. and González-Quevedo, A.A., “Using an Expected Loss Function to González-Quevedo, A.A., “Using an Expected Loss Function to Identify Best High Schools for Recruitment,” Identify Best High Schools for Recruitment,” Proceedings of the Proceedings of the 10th International Conference on Engineering Education,10th International Conference on Engineering Education, Sept. 3- Sept. 3-7, 2007, Coimbra, Portugal.7, 2007, Coimbra, Portugal.

feedback through critical indicators of student performance: contributing to the assessment of high...

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high schoolsthe indicators

university courses

year gpas

academic performance

planningstudents performance

receptor model

general education courses

phdantonio gonzlezquevedo