ESTABLISHING PREREQUISITES
AND COREQUISITES
A GUIDE FOR DEPARTMENTS
Prepared by:
Curriculum subcommittee on Prerequisites, Corequisites, and Advisories
Richard Cerreto
Mark Clair
Pamela James
Shirley Peterson
Marc Skuster
October 2002
VICTOR
VALLEY
COLLEGE
Revised: 10-31-02
TABLE OF CONTENTS
TABLE OF CONTENTS...... 2
DEFINITION OF TERMS...... 4
TIME LINESFOR REGULAR REVIEW OF PREREQUISITES/COREQUISITES
AND ADVISORIES ON RECOMMENDED PREPARATION...... 9
STEPS IN THE PROCESS FOR IMPLEMENTING
PREREQUISITES/COREQUISITES AND RECOMMENDED PREPARATION
FOR CLASSES...... 10
OVERVIEW OF ADVISORIES FOR RECOMMENDED PREPARATION, PREREQUISITES AND COREQUISITES ...... 11
Overview
The Use of Prerequisites/corequisites
Types of Enrollment Limitations, Definitions and Evaluations
Other Limitations on Enrollment
Levels of Scrutiny
TABLE: TYPES OF ENROLLMENT LIMITATIONS AND THE LEVELS OF
SCUTINY REQUIRED...... 15
TABLE: EXAMPLES OF LEVELS OF SCRUTINY...... 16
HOW TO CONDUCT A BASIC CONTENT REVIEW
AND A BASIC CONTENT REVIEW PLUS 3...... 17
Step 1
Step 1a
Step 1b
Step 2
Step 2a
CONDUCTING A DOCUMENTED CONTENT REVIEW...... 18
Step 3
DATA COLLECTION AND ANALYSIS...... 19
Step 4
FINAL CHECK FOR ALL CONTENT REVIEW...... 21
Step 5
TABLE: TYPES OF CONTENT REVIEW (LEVELS OF SCRUTINY)...22
RESEARCH TO ESTABLISH PREREQUISITES/COREQUISITES....23
Purpose
Data Collection Procedures
Statistical Analysis Standards
FORM: ADVISORIES FOR RECOMMENDED PREPARATION BASIC
CONTENT REVIEW: LIST OF KNOWLEDGE/SKILLS RECOMMENDED..26
FORM: PREREQUISITE/COREQUISITE BASIC CONTENT REVIEW:
LIST OF KNOWLEDGE/SKILLS REQUIRED FOR STUDENT SUCCESS..27
INSTRUCTIONS FOR THE DOCUMENTED CONTENT REVIEW FORM..28
FORM: DOCUMENTEDCONTENT REVIEW: LIST OF ENTRANCE/EXIT
KNOWLEDGE/SKILLS...... 30
UC/CSU PREREQUISITE/COREQUISITE JUSTIFICATION FORM....32
PREREQUISITE/COREQUISITE CHALLENGE FORM ...... 33
THE CHALLENGE PROCESS...... 34
A SAMPLE COURSE OUTLINE OF RECORD...... 35
HONORS PROGRAM...... 39
EXIT SKILLS FOR ENGLISH COURSES...... 41
TABLES: MATRIX OF REQUIREMENTS FOR EACH STANDARD
THAT PUBLISHERS AND COLLEGES NEED TO MEET FOR EACH
LEVEL OF APPROVAL...... 43
Probationary Status: First level of approval
Provisional Status: Many to most, but not all standards met
Full Approval Status: All standards met
Renewal: If content of test or course or demographics have not changed
TABLE: CAMPUS RESPONSIBILITY IF USING TEST ON CCCCO
APPROVED LIST...... 49
TABLE: REPORTING REQUIREMENTS AND TIMELINE...... 50
TABLE: CHANCELLOR’S OFFICE CALIFORNIA COMMUNITY COLLEGES
ASSESSMENT INSTRUMENT APPROVAL STATUS SUMMARY....51
SOURCES USED FOR THIS GUIDE...... 52
DEFINITION OF TERMS
The definitions provided are adapted from the Title V definitions as well as from the Academic Senate for California Community Colleges and the Standards, Policies and Procedures for the Assessment Instruments Used in the California Community Colleges.
Advisory on Recommended Preparation (“Advisories” or “Recommended Preparation”):
A condition or set of conditionsof enrollment that a student is advised but not required to meet before or in conjunction with enrollment in a course or educational program. An example of this might be “student will benefit from at least a basic working knowledge of the Linux Operating System.”
Assessment:
Assessment is the process of gathering information about individual students to facilitate student success. This includes, but is not limited to, information regarding the student’s study skills, English language proficiency, computational skills, aptitudes, goals, learning skills, career aspirations, academic performance, and need for special services. Assessment involves the collection of such information before or after enrollment. The grade assigned and recorded on the student’s transcript can be used in the assessment process.
Assessment Instruments, Methods, or Procedures:
These include, but are not limited to, interviews, standardized tests, holistic scoring processes, attitude surveys, vocational or career aptitude and interest inventories, high school or college transcripts, specialized certificates or licenses, educational and/or workhistories and other measures of performance. Assessment instruments utilized must be on the Chancellor’s approved instrument list (go to for the most recent summary).
Consequential-related Validity:
Evidence addressing desired or undesired outcomes that follow from the use of test scores to advise placement of students into courses.
Content Review:
A rigorous and systematic process that the faculty conducts to identify the recommended ornecessary and appropriate body of knowledge or skills students should or must possess prior to enrolling in a course, or which students need to acquire through concurrent enrollment in a corequisite course. Content Review can be either/and/or: basic, basic plus 3, documented, and data collection and analysis.
Content-related Validity:
Evidence addressing the extent to which course pre-requisite knowledges and skills are being measured by the items on a test for all courses into which the test scores are being used to place students
Corequisite:
A condition or set of conditionsof enrollment consisting of a course that a student is required to take simultaneously in order to enroll in another course.Corequisites can be “two-way” or “one-way”. A “two-way” corequisite suggests that the two courses involved are so interrelated that students cannot pass one without the other. A “one-way” corequisite is placed when the main course content is sufficient on its own (typically a general education required course), but student success for the secondary course is dependent upon the subject matter learned in the main course.
Corrected Validity Coefficients:
Psychometric procedures that estimate the relationship between two sets of scores if the test scores were measured with perfect reliability (corrected for attenuation) or full variability (corrected for restriction of range).
Correlation Coefficient:
A statistical index that summarizes the magnitude of the relationship between two sets of scores for the same group of individuals. This index takes on values ranging from –1.00 to 1.00 with values around zero (.00) representing no relationship.
Criterion-related Validity:
Evidence addressing the extent to which scores on the placement test are related to scores on an appropriate criterion measure of student ability to meet different course requirements into which the students are being placed or an appropriate measure of student success in different courses.
Critical Mass:
The accumulation of evidence across a diverse set of colleges which can be used to gain approval for the use of a test instrument by all colleges in the system.
Data Collection:
Data gathered according to sound research practices which shows that a student is highly unlikely to succeed (achieve a satisfactory grade) in a course unless the student has met the proposed prerequisite or corequisite.
Differential Prediction:
Evidence addressing the extent to which scores on a placement test are equally predictive of an outcome measure for all subgroup classifications, e. g., gender, ethnicity, age, etc.
Direct performance Assessments:
These require an open-ended response from the test taker to a task, set of tasks or set of defined stimulus conditions. Responses then are scored using a standardized scoring rubric that has defined scale values indicating the adequacy of performance at different levels of proficiency.
Disproportionate Impact:
Disproportionate impact occurs when the percentage of persons from a particular group (racial, ethnic, gender, age or disability) who are directed to a particular service or placement based on an assessment instrument, method, or procedure is significantly different from the representation of that group in the population of persons being assessed and that discrepancy is not justified by empirical evidence demonstrating that the assessment instrument, method or procedure is a valid and reliable predictor of performance in the relevant educational setting.
EmpiricalApproach to setting cut-scores:
Procedures to identify cut-score values based on differential test taker test performance under certain design conditions.
Internal Consistency:
A method of estimating test score reliability based on the consistency or relationship of responses to test items across test takers for a single administration of the test. Examples of methods or indices include Kuder-Richardson formula 20 or 21, coefficient alpha and split-half procedures.
Interscorer Reliability Coefficient:
An index of reliability indicating the consistency of ratings assigned to test taker responses (usually from performance assessment data) by two or more raters.
Judgmental Approach to setting cut-scores:
Procedures to identify cut-score values based on expert panel review, evaluation and judgments about the appropriateness and difficulty of test and test item content, and expected performance for identified populations of test takers.
Levels of Scrutiny:
The method or set of methods used for establishing prerequisites and corequisites. The level(s) of scrutiny will vary with the type of course requiring the limitation and the type of limitations. The levels of scrutiny explained in this document include the basic content review, the basic content review plus 3 UC/CSU equivalents, the documented content review, and data collection and analysis.
Limitations on Enrollment:
Courses that require some amount of limitation on enrollment but do not require a prerequisite/corequisite are not subject to the levels of scrutiny. These limitations cannot block student access to a certificate or program, should not have a disproportionate impact, and also should be reviewed every six years. Examples are:Performance courses using audition as a limitation on enrollment. Honors courses, and blocks of courses or blocks of sections of courses limited to a cohort of students.
Necessary and Appropriate:
A strong rational basis exists for concluding that a prerequisite or corequisite is reasonably needed to achieve the purpose that it purports to serve. Absolute necessity is not a requirement.
Norms:
Reported score distributional characteristics for samples of test takers that are intended to represent a population of test takers with described characteristics such that the performance of the norm group can offer relative interpretation of a person’s test score with reference to the performance of test takers in the norm group.
Prerequisite:
A condition or set of conditions of enrollment that a student is required to meet in order to demonstrate current readiness for enrollment in a course or educational program. Such conditions are deemed essential to student success (e.g., students are highly unlikely to achieve a satisfactory grade). An example of this is using Chem 1A or Chem 10 as a prerequisite course for Biol 3.
Program:
A program is an organized sequence of courses leading to a defined objective, a degree, a certificate, a diploma, a license, or transfer to another institution of higher education. Examples of such are the Nursing and Respiratory Therapy Programs.
Reliability:
Evidence addressing the degree of consistency of measurements when the procedures producing test scores are repeated on a population of individuals or groups.
Satisfactory Grade:
A satisfactory grade is defined as reflected when the student’s academic record has been annotated with the symbol A, B, C, or “CR”.
Sequential:
A series or set of courses within a discipline or across different disciplines is defined as sequential. These are typically vocational courses having no UC/CSU equivalent courses, but may also be academic courses following a line of succession with increasing skills/knowledge requirements, or skills/knowledge from one discipline required for courses in another discipline. These are obvious prerequisites/corequisites not widely established in California public universities, such as science prerequisites for programs in the health professions.
Stability Coefficient:
An estimate of the reliability of test scores using a procedure requiring that data be collected from the same group of individuals on two separate occasions with an intervening period of at least two weeks between administrations.
Standard Error of Measurement:
An index related to the reliability of test scores which provides information addressing the degree of inaccuracy for specific test score values.
Student success (or “success”):
Student success or “success” is defined as the student in a course receiving a satisfactory grade for that course (see satisfactory grade definition above).
Transformed Scale Scores:
Scores that are reported on a scale other than that produced by raw scores, e.g., percentile ranks or scores reported on a scale with a different mean and standard deviation than those of the raw scores.
Validity:
Evidence addressing the extent to which the interpretation of scores from a test is meaningful, appropriate and useful to serve the purpose of placement of students into different courses.
TIME LINES FOR REGULAR REVIEW OF PREREQUISITES/COREQUISITES
AND ADVISORIES ON RECOMMENDED PREPARATION
1.Prerequisites/Corequisites and Advisories established after 10/31/93 without following the guidelines of Sections 55200-55202 of Title 5 must be reviewed* immediately, and must not be advertised or enforced until a successful legal review has been completed.
2.Prerequisites/Corequisites established between 7/6/90 and 10/31/93 must be reviewed by 7/1/96, and at least every six years thereafter.
3.Advisories established before 10/31/93 and those established thereafter in compliance with Title 5 requirements must be reviewed every six years.
4.Prerequisites/Corequisites which are successfully challenged as in violation of Board Policy, in violation of Title 5, or as unlawfully discriminatory should be reviewed promptly following the successful challenge.
5. Performance courses, honors courses, and blocks of courses/section of courses must be reviewed every six years.
*“Review” in the context of these time lines means to complete the procedure--basic content review, documented content review, data collection, etc.--required to establish a prerequisite, corequisite, advisory, or otherlimitation on enrollment.
**An important note:
As of the date of their 1st Title V review, all existing courses should now be revisited every 6 years to review and determine through a new content review if advisories, prerequisites and corequisites are still necessary and appropriate for those courses. New supporting evidence must be provided by the end of every 6-year cycle. Departments should create a schedule of review to insure that courses with advisories, prerequisites and/or corequisites are justified in keeping those limitations. Courses that are not provided new supporting evidence will lose their limitation.
STEPS IN THE PROCESS FOR APPROVING AND IMPLEMENTING
PREREQUISITE/COREQUISITE AND RECOMMENDED PREPARATIONS FOR CLASSES
The following outline presents the basic steps necessary to establishing prerequisites, corequisites, and advisories on recommended preparation for courses offered at Victor Valley College. These steps provide an immediate “checklist” for departments or faculty attempting to ascertain or justify the need for course prerequisites or corequisites.
- Identify any new or existing courses for which prerequisites, corequisites, advisories on recommended preparation, or other limitations on enrollment either exist, should be established, or needs to be reviewed in accordance with Title V. (See the attached list:Types of Enrollment Limitations (p13), and the table: Levels of Scrutiny Required and Examples of Levels of Scutiny By Limitation (p16), for examples). If unsure with regard to transferability, check with the College Articulation Officer.
**Please note:
All existing courses with prerequisities, corequisites, and advisories must be reviewed every six years in accordance with Title V.
2.Determine the type of prerequisite, corequisite, advisory, or limitation involved in eachparticular case (see the guidelines in this document).
3.Gather evidence supporting the proposed prerequisite, corequisite, advisory, or limitation at the required level of scrutiny as required by the type of limitation: (e.g., basiccontent review, basic content review and equivalent courses, documented content review, and/or data collection and analysis). See the tables on Levels of Scrutiny, and the guidelines in this document to determine how this is accomplished.
4.Complete all ofthe required curriculum forms for supporting evidence for the Curriculum Committee. If necessary, include the new or updated course outline. (See the guidelines in this document and the Course Outline example provided at the end of this document).
5.Submit the completed forms to the Curriculum Committee for approval.
OVERVIEW OF
ADVISORIES FOR RECOMMENDED PREPARATION,PREREQUISITES AND COREQUISITES
OVERVIEW:
VVC Board Policy 4260"Prerequisites and Corequisites" implements Sections 55200-55202 of Title 5 of the California Administrative Code. The intent of these regulations is to promote student success by identifying the skills or knowledge essentialor recommended to succeed in designated classes, while at the same time insuring that any limitations on student access to classes are thoroughly justified. Rigorous procedures for establishing advisories,prerequisites, and corequisites safeguard student access and help promote student success. The amount of rigor applied in the placement of advisories or prerequisites/corequisites varies by the nature of the proposed limitation.
4260 Pre-Requisites and Co-Requisites
The superintendent/president is authorized to establish prerequisites, co-requisites and advisories on recommended preparation for courses in the curriculum. All such prerequisites, co-requisites and advisories shall be established in accordance with the standards set out in Title 5. Any prerequisites, co-requisites or advisories shall be necessary and appropriate for achieving the purpose for which they are established. The procedures shall include a way in which a prerequisite or co-requisite may be challenged by a student on grounds permitted by law. Prerequisites, co-requisites and advisories shall be identified in district publications available to students.
An advisory for recommended preparation is simply advice given to any student by the instructor in regard to skills that might enable them to get more out of a course. These advisories are meant to broaden or deepen the learning experience for the student in a course, more than to ensure their success in that course. The college can not block a student from enrollment in the course, and the student is free to ignore the advisory.
A prerequisite or corequisite is set in place to limit enrollment to students who have the knowledge or skills that are necessary for successful completion of a course. The prerequisite/corequisite must be met before or concurrent to enrollment. If properly placed, a prerequisite/corequisite will ensure that any student taking the course is most likely to receive a satisfactory grade.
THE USE OF PREREQUISITES/COREQUISITES:
A prerequisite or corequisite must be necessary and appropriate to achieve one or more of the following purposes:
1.It is expressly required or authorized by statute or regulation.
2.It is highly unlikely that students will achieve success in a course or program if they have not met the prerequisite or enrolled in the corequisite course.
3.It is necessary to protect the health and safety of the student or of others involved in the class.
TYPES OF ENROLLMENT LIMITATIONS, DEFINITIONS AND EVALUATIONS:
The Academic Senate identifies seven types of limitations for Community Colleges. Courses suggested for the placement of advisories for recommended preparation and prerequisites or corequisites must meet these categories.