Philosophy of Placement Testing
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Transcript of 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.
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.
Mathematics Course Flow Chart
Provides a detailed description of a typical student for each placement level
Used to inform faculty, students, and parents
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
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.
Past Placement Process, continued
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
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)ApplicationsConcepts
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
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.
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 availablePSSA (Pennsylvania System of School
Assessment) math scores, if availableAmount 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
Students complete online survey that providesinformation 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)
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
Improved student support materials available on mathematics department website (www.pct.edu/math)
Purpose of the placement testsSample placement tests with self-analysisSample placement test FAQ’s
Assessment projects to improve the process
Examine impact on course success ratesDetermine which measures are better
indicators of success in first math course
Outreach to local high schools
Create sample placement testsConduct workshops for high school teachers
and counselors