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Philosophy of Placement Testing

A Multiple-Measures Approach to Mathematics Placement Joanna Pruden (jpruden@pct.edu) Ed Owens (eowens@pct.edu) Diana Kuhns (dkuhns@pct.edu) Pennsylvania College of Technology Williamsport, PA. Philosophy of Placement Testing.

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Philosophy of Placement Testing

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  1. A Multiple-Measures Approach to Mathematics Placement Joanna Pruden (jpruden@pct.edu)Ed Owens (eowens@pct.edu) Diana Kuhns (dkuhns@pct.edu)Pennsylvania College of TechnologyWilliamsport, PA

  2. Philosophy of Placement Testing • Penn College evaluates students' skills to ensure that they have the entry-level skills necessary for their majors and college-level coursework. • The placement process should determine the highest level at which a student has the prerequisite knowledge to be successful.

  3. Philosophy, continued • The goal of the mathematics placement process is to identify the appropriate initial placement into the mathematics curriculum so that each student can succeed in college mathematics. • This placement level will determine a student’s initial mathematics course-selection options.

  4. Mathematics Course Flow Chart

  5. Descriptions of Placement Levels • Provides a detailed description of a typical student for each placement level • Used to inform faculty, students, and parents

  6. Past Placement Process Prior to Spring 2008 - • Used standardized (paper and pencil) tests prepared by ETS • Did not permit calculators • Assigned placement levels based solely on placement test scores

  7. Past Placement Process, continued • A committee of math faculty was able to adjust the placement level upward based on a student’s math background and results of an affective survey. • The committee was not able to adjust a student’s placement level downward.

  8. Goals for New Placement Process • Develop new placement tests that more closely aligned with our course goals and student outcomes • Expand the depth of questioning at the elementary algebra level • Allow for the use of a calculator

  9. Goals, continued • Implement a new process for assigning placement levels that includes examining multiple measures • Establish sub-scores that provide critical information beyond content topics • Basic (Algorithmic) • Applications • Concepts

  10. Components of the New Placement Exam • Pre-Algebra/Elementary Algebra • pre-algebra and elementary algebra skills and concepts • 58 questions (20 PA/38 EA)/45-minute test • Intermediate Algebra • intermediate algebra and geometry skills and concepts • 25 questions/30-minute test • Functions and Graphs • algebraic, trigonometric, exponential, and logarithmic functions and graphs • 37 questions/45-minute test

  11. Components Students Take Every student begins the placement process by taking two components of the exam. • Students with Math SAT scores greater than or equal to 550: • Intermediate Algebra and Function and Graphs components • SAT scores must not be older than 2 years • Students without Math SAT scores or with Math SAT scores less than 550 or older than 2 years old: • Pre-Algebra/Elementary Algebra and Intermediate Algebra components • For students who do well, the committee may recommend that they take the Functions and Graphs component online at a later date.

  12. Factors Used to Assign Placement Levels • Scores on mathematics and reading placement exams, including cluster scores • High school math courses and the level of success in those classes • SAT and ACT scores, if available • PSSA (Pennsylvania System of School Assessment) math scores, if available • Amount of time that has passed since the student completed his/her last math course • Study skills, anxiety, and attitude scores, as determined by an affective survey • High school rank

  13. Affective Survey Components Students complete online survey that provides information about their math anxiety level, their study skills habits, and their attitude about mathematics. • Math Anxiety (0 to 10) • Study Skills (0 to 16) • Attitude (0 to 20)

  14. Significant Changes • Less disagreement with students and parents over assigned placement levels • Improved student advising, especially with developmental students • More remediation prior to first semester at the College • More data available for future assessment and improvement

  15. Significant Changes, continued • Improved student support materials available on mathematics department website (www.pct.edu/math) • Purpose of the placement tests • Sample placement tests with self-analysis • Sample placement test FAQ’s

  16. What’s Next? • Assessment projects to improve the process • Examine impact on course success rates • Determine which measures are better indicators of success in first math course • Outreach to local high schools • Create sample placement tests • Conduct workshops for high school teachers and counselors

  17. Questions?

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