INFODATA

College Basic Academic Subjects Examination

Rising Junior Summary Report
Spring 2003

Introduction Rising Junior Scores Up Slightly

from Last Year

T
his edition of INFODATA
includes results of the Rising ollege BASE scores for the
Junior Examination
administered to 107 students
during the 2002-2003 academic year.
The exam is designed to measure
C 107 students who tested this
year rose slightly from an
average composite score of
200 during the previous year to an
students' knowledge of material average composite of 225 for the
covered in general education courses. most recently tested group. Subject
This issue describes how those scores in English, math, science and
students who sat for the exam social studies were also higher. See
performed in the areas of English, Table I below:
mathematics, science, and social
studies according to pre-defined Subjects Mean S.D.
standards of what students need to English 222 54.7
know and be able to do. Math 246 58.4
Science 206 52.0
Test Taking Patterns Soc. Stu. 226 46.5

D
uring the 2002-2003 academic Reasoning Competencies
year 107 students sat for the
College BASE national

A
pproximately 65% of the
examination as part of FSUs sample received medium to
general education assessment high scores in Interpretive
strategy. When compared to the Reasoning, a major
number of students tested during the improvement over last years
2001-2002 academic year, a decline
percentage of 44%. Strategic and
of approximately 50% was noted. adaptive reasoning competencies also
Fluctuations in the number of students improved slightly with 25% and 12%,
taking the rising junior test each year respectively receiving medium or high
have prompted calls for the imposition scores.
of a cut score to increase the
meaningfulness of taking the exam.
Five-Year Score Trends

20 copies of this publication were printed with Title III funds at a cost of $1.50 per copy.

INFODATA
Volume 6, Number 2 June 2003
 Table 2 describes 5-year score trends 1. Bringing student performance
using the composite score. in line with national average
2. Implementation of a passing
score
Rising Junior Score Trends
3. Changing the parameters from
300 rising junior testing to base-
Rising Junior

250
lining end of first year students
Scores

200
150 4. Shortening the length of the
100 test by randomly assigning
50 different students to take
0 different subject tests. This
works when composite
98

01
99

00

02

03
institutional results are more
19

20
19

20

20

20
important than individual
results
The table below indicates passing
rates based on hypothetical passing Summary
scores as noted below:

R
ising Junior Scores for the
Pass Pass Fail Natl students tested during Fall
2002 and Spring 2003
Score Rate Rate %ile
increased slightly. Of the 107
rank
students tested, only 60 (56%)
=>300 21 (328) 78 1218) 51% received medium ratings on the
=>260 45 (695) 55 (851) 22% Writing Sample. Score increases
=>235 65 (1000) 35 (546) 9% were observed in the areas of English,
=>200 90 (1398) 10 (148) 2% math, science and social studies.
Meaningful differences were noted
between the performance of this
Pass rate for students tested during group in math (relative strength) and
2002 2003 Academic Year based on science (relative weakness) and their
hypothetical passing scores as noted: overall performance on the test.

A
lthough not taken seriously by
Pass Pass Percent Natl
some students the rising junior
Score Rate Passing %ile
exam offers a unique
Rank
opportunity to discover how
=>300 6 19% 51 much knowledge they have gained in
=>260 19 41% 22 the selected basic skill areas. The
=>235 38 36% 9 basic skills being measured are
important for functioning in today's
=>200 69 64% 2
society and for completing upper level
college work.
On the Horizon

F
inally, academic leaders

D
iscussions concerning how to including the Chancellor,
make best use of the rising Provost, Deans, and other
junior assessment strategy leaders of the FSU academic
continue. At issue are several community must continue to affirm a
considerations: clear and public commitment to the
goals and the value of assessment.
INFODATA, Volume 5, Number 1 2 University Testing Services
20 copies of this publication were printed at a cost of $ .22 per booklet with Title III funds.
INFODATA, Volume 5, Number 1 3 University Testing Services
20 copies of this publication were printed at a cost of $ .22 per booklet with Title III funds.