The Competency and Placement (CAP) test is designed to identify gaps in students' knowledge of the Grade 9 curriculum so that high-risk students can be identified prior to registration. It was found that there were correlations with different strengths for different groups, but the coefficients of determination did not indicate that the CAP test could be used to predict the outcomes of the end-of-year final exams.
RESEARCH DESIGN AND METHOD
Validity of the English and Mathematics competency tests 59 Reliability of the CAP English and Mathematics results 69 The use of the CAP test as a predictive tool to guide and rank NC(V).
INFERENCES AND SUGGESTIONS
For the scope of this study, it was decided to focus on the predictive validity of the Aptitude and Placement Test. What is the extent of the correlation between the students' CAP results and the final year-end results.
Number of NC(V) students registered at FET Colleges in South Africa
Mathematical Literacy, it is clear that around a third of students who registered in January were absent from the end-of-year final exam. When the difference between the number of students registered at national level in January and the number.
2009 National Year end results: Level 2
NCV Level 2 requires
Knowledge and skills can
Validity of the subtests
Inferences drawn from
For the purposes of this thesis, the second differentiation between the efficiency and effectiveness of the CAP test is relevant, as it provides a qualitative and reliability. Instead of accomplishing these goals, Adams focuses primarily on the shortcomings of the CAP test. They found that there is often a difference between the therapist's and the client's language.
This study is concerned with the correlation between the subtests of the CAP English and Maths competency test and the final year-end results for the Maths literacy and the. Mathematics results differ because only 20 students (0.19% of the cohort) wrote both the CAP test and the final end-of-year mathematics assessments in 2010. The results of the CAP English subtest and the results of the final year-end English Language exam.
CAP math subtest scores and math literacy exam final year final exam scores. In 2011, a Pearson product moment correlation of the scores of 9th graders who completed the CAP test and the PACE test was also calculated. Language - The majority of students in the sample (70%) spoke Afrikaans as a first language, while the remainder spoke either English (11%) or isiXhosa (19%).
The CAP test was administered in English, which was probably the second language for 89% of them.
Gender distribution of sample population
This mirrors the national statistics on students in FET colleges in 2010, where it is reported that 52% of students are female and 48% are male (Cosser et al., 2011). English is the medium of instruction and respondents to the CAP test scored an average of 50% on the English test. Population groups – the majority of students were of color (67%) and only less than a third (29%) were black students.
There was only one Indian student and one Asian student, and 4% of the students were white.
Language distribution of sample population
Racial distribution of sample population
College, there are differences between the high schools in relation to the percentage of students under 20 years of age. Boland Højskole has 46%, almost half of the cohort in this age group, while nationally there is only 20%. Only 11% of Boland's High School students are over 24 years of age, compared to the 24% (almost 1 in every 4 students) nationally who fall into this older age group.
Some of them were still in grade 9 when they wrote the CAP test in September 2009. The implication is that they did not study pure Mathematics for the three years before taking the CAP test, which could possibly also have influenced the test results. Socio-economic background – candidates are included from rural farming areas, from semi-urban industrial areas and from urban settings.
Because there is no financial cost to candidates to complete the placement test, no discrimination was made on the basis of economic affordability and all students were included.
FET Student Age Distribution 2010
The first set contained the CAP test scores and the second set contained the students' final grades. The purpose of the research was to find answers to the research question: Is the CAP test a valid predictor of academic success of FET College students. In this chapter, only one area of focus will be explored to discover an answer to this research question, namely: What is the degree of correlation between students' CAP scores and final end-of-year results.
These questions are answered through a statistical analysis of students' scores on the CAP scores and their end-of-year final scores, and a discussion of the patterns uncovered in this analysis. In interpreting the results of Mathematics, the proverbial comparison of apples to apples was not possible. Therefore, the discussion of results refers to students who wrote CAP Mathematics and the final end-of-year assessment for Mathematical Literacy (n=485).
The predictive value of the CAP test is even smaller here than for English. The scatter plot of the CAP Mathematics results/the latest Mathematical Literacy results at the end of the year (Figure 13) also indicated a positive linear relationship, but the shape and size and distribution of the results indicate a weaker correlation than the English test.
Scatterplot of English Responses n=315
Scatterplot of CAP Maths and Math Literacy n=478
For students listing Xhosa and Sotho (n=91) as their first language in college records, a positive correlation (r = 0.317) was found between the CAP English test and end-of-year results at the p = 0.05 level. Mathematics Correlation: As (r = .578) at the p = .05 level, a positive correlation was found between the CAP Mathematics test and the end-of-year Mathematical Literacy scores for the English first language speakers (n= 52). A slightly weaker but still positive correlation was found for students who identified themselves as Coloured, Asian and Indian (n=161) between the CAP English test and end-of-year results at the p = 0.05 level (r = 0.513).
For students who reported being Black (n=138), a weak yet significant positive correlation (r=0.356) was found between the CAP English test and final grades at the p=.05 level. Mathematics correlation: Since r = .461 at the p = .05 level, a moderate positive correlation was found between the CAP Mathematics test and the end-of-year results. The correlation between the CAP Mathematics test and the final results of Mathematical Literacy is therefore not significant.
Math correlation: For this group (r = .276), there is no correlation between the results of the CAP Math Test and the PACE Numeracy Test for 9th graders (n= .33) at the p = .05 level. This indicates that the consistency of CAP test results is greater than the consistency of year-end English results across campuses.
2010 Boland College CAP English and Maths Literacy Average % Frequency Distribution
2010 Boland College CAP English Distribution of CAP test results
2010 Boland College CAP Maths Distribution of the CAP test results
The CAP test is a standardized test used prior to enrollment to determine a student's level of proficiency in maths and English, while the end-of-year exams are set by Department of Education officials and assessed externally at exam centers across the country. USING THE CAP TEST AS A PREDICTIVE TOOL TO GUIDE AND PLACE NC(V) LEVEL 2 STUDENTS. The purpose of the test is not to exclude students from the FET sector, but rather to help the college place prospective students who have the basic skills in appropriate professional areas.
One of the main principles in psychometrics is that instruments should be used for the purpose for which they were designed and it is unethical to use a test for another purpose (Smit, 1991; Murphy & . Davidshofer, 2001). The purpose of the CAP test is simply to provide more information that may be useful in supporting a student prior to enrolment, as well as identifying those specific areas in the Grade 9 curriculum that they have not yet fully mastered. In this study, different types of correlations were calculated between the CAP test and final year-end results, with the aim of investigating the predictive value of the CAP test.
In this chapter, correlations between the CAP test and the final year-end results were calculated for different gender, language and cultural groups within the sample, with the aim of investigating the predictive value of the CAP test for each of these subgroups. The CAP test was primarily developed as a tool to identify skills or knowledge gaps in the mastery of the 9th grade curricula, and should therefore be used for this purpose.
INFERENCES AND SUGGESTIONS
The social implications of the validity coefficient are relevant when the CAP test is used prior to college registration. The CAP test is designed to measure students' knowledge and skills regarding the 9th grade curriculum, and is therefore strictly based on the results of the 9th grade curriculum. The CAP test is built on these results and can be compared to a year-end survey of.
First, the researcher was one of the developers of the CAP test which may imply bias. At the same time, however, it can show a strength as it has direct knowledge and understanding of the purpose of the CAP test and development processes. Researchers should investigate a prospective student's conception of the world of work and the effect of unemployment in South Africa.
This study investigated the correlation between the English and Maths subtests of the CAP test and the English Literacy and Maths end-of-year exam results of NC(V) level 2 students at Boland College in order to determine whether the CAP test could predict the future. achievement. A Study of the Impact of the Test of Competence and Placement (CAP) Intervention in Further Education and Training (FET) Colleges.
