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A COMPARISON STUDY OF PLACEMENT STRATEGIES FOR COLLEGE MATHEMATICS COURSES Dr. Victoria Ingalls Tiffin University

. Issue of placement 56% of faculty members indicated that working with underprepared students was a source of stress placed too low, they may be bored, feel penalized and frustrated, and drop the class. . placed too high, there is little chance of success, and if they do pass, they are not l

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A COMPARISON STUDY OF PLACEMENT STRATEGIES FOR COLLEGE MATHEMATICS COURSES Dr. Victoria Ingalls Tiffin University

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    1. A COMPARISON STUDY OF PLACEMENT STRATEGIES FOR COLLEGE MATHEMATICS COURSES   Dr. Victoria Ingalls Tiffin University

    2. Issue of placement 56% of faculty members indicated that working with underprepared students was a source of stress placed too low, they may be bored, feel penalized and frustrated, and drop the class

    3. placed too high, there is little chance of success, and if they do pass, they are not likely to apply what they have learned frustration with the course and mathematics in general disables a student from achieving at an individual level, thereby reducing the chance of retention and success at the university

    5. Demographics Location Size Diversity Level of selectivity Specific Math Course levels: Foundations of Mathematics Beginning Algebra Finite Mathematics or College Algebra (depends on student’s major)

    7. “There is a need to periodically evaluate a placement scheme or system…. that is subject to malfunction over time due to changes in student characteristics and alterations in course content” (Frisbie, 1982, p. 133).

    8. Literature Review ACT-Allen & Sconig (2005); Noble & Sawyer (2006); Bridgeman (1992); Jones (1997); Pascarella (2006) CPS- McNabb (1990)

    9. Informed Judgment- Berliner (1994, 2004); Hoge & Coladarci (1989); Coladarci (1986) Placement testing- Morante (1987, 1989); Truman (1992); Wattenbarger & McLeod (1989); Weber (1986)

    10. Methodology Repeated measures ACT CPS Faculty-developed online placement test Informed Teacher Judgment

    11. Accuracy Rates: TRUE POSITIVE + TRUE NEGATIVE NUMBER OF STUDENTS

    13. Results

    17. Implications Accuracy of historical methods Single measure versus multiple measures Objective versus subjective measures

    18. Future Research Teacher judgment regression model Teacher regression model compared to CPS Examine sample of universities using CPS for accuracy

    20. For a copy of A COMPARISON STUDY OF PLACEMENT STRATEGIES FOR COLLEGE MATHEMATICS COURSES   Victoria Ingalls Tiffin University 419-448-3396 ingallsv@tiffin.edu

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