We're gearing up for big things this summer. By the end of July we expect to have performance standards set for the first two modules. We'll use the results of the field tests to establish criteria (i.e. cut scores) for how well we expect students to do on the test when they are entering college, when they've completed the bulk of their GE, and when they're ready to graduate with a bachelor's degree. This is a major step forward for making the test ready to be used for course-level, program-level, and institutional assessment.
Over the past few months, we've also been thinking more about the role of dispositions in students' IL outcomes. We know from the research on learning mindsets by Andrea Dweck and her colleagues that it’s vitally important for educators to instill in students the belief that they can develop their aptitudes through consistent effort. Students who believe that their intelligence or skills are already fixed and cannot improve over time are more likely to struggle in their courses and may not persist to achieve their academic goals.