Placement Testing
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Transcript of Placement Testing
Placement Testing
Dr. Edward Morante
Faculty to Faculty WebinarApril 19, 2012 Sponsored by Lone Star College
Dr. Edward A. Morante
EdD – 1974 Counseling Psychology, Teachers College, Columbia University Master’s Thesis: Multivariate analysis of the success of a placement process at a school for disabled students Research Assistant for Dr. Robert Thorndike, noted professor of testing and measurement
35 years in higher education 13 years Director of Counseling at the university level 8 years as Director of the Basic Skills Assessment Program, New Jersey Department of Higher Education, which developed the first state wide placement test in the US, the first state wide assessment of Developmental Education programs in that state, assessing learning outcomes at two and four-year colleges including the first state wide assessment of sophomore learning outcomes 14 years in a Southern California community college as a counselor, Dean of Educational Research, Resources and Technology; Dean of Student Services and Resources; and Academic Senate President
Dr. Edward A. MoranteDistinguished Faculty – National Center for Developmental Education’s Kellogg Institute for 23 years, presenting on placement and assessment
Member of the Assessment Council of Western Governors University for 10 years where he helped develop an elaborate system of student assessment needed for degree attainment
National TRIO trainer for 10 years on assessment, placement, and evaluation
Achieving the Dream data coach from the beginning
Consultant, presenter, grant writer, program evaluator for 25 years, including head of the team that evaluated Florida’s statewide placement test (CLAST) and member of the team that evaluated the Texas statewide placement test
Today’s Agenda• Definition & Purpose• Important factors• Placement tests vs. SAT & ACT• Best practices• Predictive validity of placement tests• Evaluating placement instruments and policies
DefinitionA placement test is a basic skills
achievement test that measures skills proficiency (e.g., in reading, writing and/or mathematics).
PurposeTo assist entering college students in the
selection of beginning courses
Important Factors• Reliability: Essential for score consistency; Calculated reliability coefficients should approach or exceed .90
Important Factors• Reliability• Validity: Essential for measuring what the test is supposed to measure; content / skills / behaviors … college entrance = reading writing math
Important Factors• Reliability• Validity• Criterion-referenced, with standards & proficiencies developed by faculty
Important Factors• Reliability• Validity• Criterion-referenced• Power test, where students
demonstrate skills within a reasonable time. “Speededness” should be avoided.
Important Factors• Reliability• Validity• Criterion-referenced• Power test• Decreased opportunity to guess
Important Factors• Reliability• Validity• Criterion-referenced• Power test• Decreased opportunity to guess• Alternate form for contingencies
Important Factors• Reliability• Validity• Criterion-referenced• Power test• Decreased opportunity to guess• Alternate form for contingencies• Cost
Important Factors• Reliability• Validity• Criterion-referenced• Power test• Decreased opportunity to guess• Alternate form for contingencies• Cost• No bias
SAT / ACT vs. placement tests
SAT / ACTSelect most likely to succeedPredict successHigher order skillsNo developmental level questions
Placement InstrumentsAssess basic skillsReady to enter college classes?Assess developmental levels
SAT/ ACT uses for placement
Multiple variablesHigh scoresAcademic achievementShould not override placement test results
Best Practice - timing• Administer after college admittance and
before orientation and registration• Preparation for placement testing?
Best Practice - Process• Do not make a placement based upon the
results of one score of one test (avoid error variance by using multiple variables)
Best Practice - Process• Test all entering students• Collect available background info• Analyze these multiple data• Integrate information using multiple
variables• Make decisions about placement for each
student for each basic skills content area
Best - Multiple Variables• Placement test and components• SAT / ACT• High School rank, GPA, course work• Motivation• Maturity• Family & Work• Support ….How can this be done quickly & efficiently?
Best - Multiple Variables….How can this be done quickly & efficiently?
Work with the metrics of the test - Gordon
Predictive validityPredictive validity is an inappropriate
methodology for evaluating an achievement test such as a placement test. (recent CCRC report)
Assess skills Assess proficiencies
Assessing A test should be evaluated in the context of
both the test itself and how it is used. -Messick
Assessing
• Faculty examination of the content
• Sampling of skills
• Alignment w/ HS?
Assessing
Placement Processes:
Is the process followed? Who has override power?
Rigid or flexible?
Assessing
Placement Processes:
How many changes are made by students after
placement?
AssessingAre students placed
appropriately?
Ask the experts . . .
AssessingAre students placed
appropriately?
Ask the experts . . .
Faculty!
AssessingFaculty Assessment of Student Placement
Survey All faculty who teach all levels of developmental classes
+ All faculty who teach first level college ENGL & Math
• 4-6 Weeks – ask to individually rate the appropriateness of each student’s placement Entry proficiencies, not motivation, etc.
AssessingFaculty Assessment of Student Placement
Survey
Ratings system: Appropriately placed Should be placed in a lower level Should be placed in a higher level
Results compiled with an expected outcome of 80%
Last thoughtAssessment and placement are only the
beginning of the process. Student learning is the goal, and it is much more difficult to accomplish!
Questions?
Placement Testingwith Dr. Edward A. Morante
Faculty to Faculty Webinar Series