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COLLEGE READINESS AND MATH PLACEMENT— IS THERE A DIFFERENCE? (AND DOES IT MATTER?)

COLLEGE READINESS AND MATH PLACEMENT— IS THERE A DIFFERENCE? (AND DOES IT MATTER?). “Multiplying the Options” conference Everett Community College June 2010. Bill Moore Policy Associate, SBCTC Director, Transition Math Project (TMP) bmoore@sbctc.edu 360-704-4346. SESSION OUTLINE.

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COLLEGE READINESS AND MATH PLACEMENT— IS THERE A DIFFERENCE? (AND DOES IT MATTER?)

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  1. COLLEGE READINESS AND MATH PLACEMENT—IS THERE A DIFFERENCE? (AND DOES IT MATTER?) “Multiplying the Options” conference Everett Community College June 2010 Bill Moore Policy Associate, SBCTC Director, Transition Math Project (TMP) bmoore@sbctc.edu 360-704-4346

  2. SESSION OUTLINE • Role/purpose of placement testing • Issues related to math placement testing in Washington • Status of College Readiness Math Test • Recent developments, hopeful signs • Review of sample test items

  3. QUESTIONS TO CONSIDER • What do you see as the main functions of placement tests for colleges? • How well do your students understand what’s involved in college placement testing (and what’s on the tests)? • What do you (or your school and/or district) do to help students prepare for college placement tests?

  4. MATH PLACEMENT TESTING IN A “SEAMLESS” EDUCATIONAL SYSTEM Placing students appropriately into college math courses Promoting an articulated connection between high school and college mathematics Historical Role New Role in K-20 System

  5. Key Issues/Concerns • Multiple tests • Multiple cut scores • Content/format differences

  6. Math Placement Testing in Washington Postsecondary Education • All but two of Washington community & technical colleges use one of three tests: • The College Board’s Accuplacer • ACT’s ASSET • ACT’s COMPASS • Washington’s public baccalaureate institutions use two forms of the Math Placement Test

  7. Not currently funded NOTE: Practice problems/tests available on-line (through WAMAP.org)

  8. Recent Developments in College Math Placement Efforts • Allowing students to take placement exams in high school • Incorporating information about high school math courses into placement decisions • Providing brief review modules to help students prepare

  9. REDEFINING COLLEGE READINESS David Conley, prepared for the Bill and Melinda Gates Foundation, 2007

  10. PERFORMANCE EXPECTATION EXAMPLES (OSPI) • Wile E. Coyote launches an anvil from 180 feet above the ground at time t = 0. The equation that models this situation is given by h = -16t2 + 96t + 180, where t is time measured in seconds and h is height above the ground measured in feet. a.   What is a reasonabledomain restriction for t in this context? • b.   Determine the height of the anvil two seconds after it was launched. c.   Determine the maximum height obtained by the anvil. • d.   Determine the time when the anvil is more than 100 feet above ground. • Farmer Helen wants to build a pigpen. With 100 feet of fence, she wants a rectangular pen with one side being a side of her existing barn. What dimensions should she use for her pigpen in order to have the maximum number of square feet?

  11. (http://www.wamap.org/index.php) • Web-based mathematics assessment and course management platform • Free to Washington State public educational institution students and instructors • Designed specifically for mathematics, providing delivery of homework, quizzes, tests, practice tests, and diagnostics with rich mathematical content

  12. MATH PLACEMENT TEST SAMPLE ITEMS

  13. REACTIONS TO WAMAP & MPT TEST ITEMS?

  14. CALIFORNIA MATHEMATICS DIAGNOSTIC TESTING PROJECT CLASS RESULTS School Instructor Course Test Date Test Type AR50/90 Number of Students: 25 Topic No. of Mastery Class Average Students at Code Items Level Score Percent Mastery DECM 9 6 4.6 51% 6 24% EQTN 6 4 3.2 53% 11 44% EXPS 5 3 2.7 54% 12 48% FRAC 9 6 4.2 47% 4 16% GEOM 10 7 5.0 50% 7 28% INTG 11 8 7.0 64% 12 48% ---- ---- ------ Total 50 26.7 53%

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