Post on 09-Jan-2016
description
COLLEGE READINESS AND MATH PLACEMENT—IS THERE A DIFFERENCE? (AND DOES IT MATTER?)
Bill MoorePolicy Associate, SBCTC
Director, Transition Math Project (TMP)bmoore@sbctc.edu
360-704-4346
“Multiplying the Options” conferenceEverett Community College
June 2010
SESSION OUTLINE
Role/purpose of placement testingIssues related to math placement
testing in Washington Status of College Readiness Math
TestRecent developments, hopeful
signsReview of sample test items
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?
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
KEY ISSUES/CONCERNS
Multiple tests
Multiple cut scores
Content/format differences
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
College Readiness Math Test & WA College Placement
Take CRMT and meet college readiness cut
score
HS Juniors
HS Seniors Complete a math course, grade C or
better
Entry to Higher
Education
Take paper and pencil MPT-G (aka CRMT), MPT-I, or MPT-A depending on college program/ math level needed
Take existing college placement test because: a) no CRMT score is available; b) score falls below “bright line” so
developmental placement is required; c) student not satisfied with CRMT/
transcript placement and is interested in higher entry math course
Baccalaureate Institutions
Community & Technical Colleges
Don’t take CRMT or don’t meet “bright line”
OR Place into one of designated set of college math courses
NOTE: Practice problems/tests available on-line (through WAMAP.org)
Not
currently
funded
Not
currently
funded
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
REDEFINING COLLEGE READINESS
David Conley, prepared for the Bill and Melinda Gates Foundation, 2007
PERFORMANCE EXPECTATION EXAMPLES (OSPI)
o 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 reasonable domain 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.
o 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?
(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
MATH PLACEMENT TEST SAMPLE ITEMS
REACTIONS TO WAMAP & MPT TEST ITEMS?
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%
CALIFORNIA MATHEMATICS DIAGNOSTIC TESTING PROJECT