Expanding Access to College-Level Courses: Early Findings from an Experimental Study of Multiple Measures Assessment and Placement

Autor/inn/en	Cullinan, Dan; Barnett, Elisabeth; Kopko, Elizabeth; Lopez, Andrea; Morton, Tiffany
Institution	MDRC; Columbia University, Community College Research Center
Titel	Expanding Access to College-Level Courses: Early Findings from an Experimental Study of Multiple Measures Assessment and Placement
Quelle	(2019), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Student Placement; Developmental Studies Programs; Remedial Programs; Standardized Tests; Academic Records; Evaluation Methods; Language Tests; Mathematics Tests; Computer Assisted Testing; Automation; College Entrance Examinations; Minnesota; Wisconsin + Suchen Sie Ihr Suchwort? Collegestudent; Schülerpraktikum; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Förderprogramm; Standadised tests; Standardisierter Test; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Language test; Sprachtest; Aufnahmeprüfung
Abstract	Colleges throughout the United States are evaluating the effectiveness of the strategies used to decide whether to place students into college-level or developmental education courses. Developmental, or remedial, courses are designed to develop the reading, writing, or math skills of students deemed underprepared for college-level courses, a determination usually made through standardized placement tests. However, increasing numbers of colleges are using multiple measures to place students, including additional types of placement tests, high school transcripts, and evaluations of student motivation. The current study was developed to add to the understanding about the implementation, cost, and efficacy of an multiple measures assessment (MMA) system using locally determined rules. As part of a randomized controlled trial, the study team evaluated MMA programs and interviewed and observed staff at five colleges in Minnesota and Wisconsin; it also wrote a short case study about one Wisconsin college. The five colleges in the random assignment study targeted all students taking placement tests in the months before the fall 2018 semester. In the four colleges included in the current analysis, 5,282 students participated in the study; of these, 3,677 were tested for English, and 4,487 were tested for math. The findings suggest that while implementation (especially automation) was not easy, it was possible; and using the new MMA systems became much easier once they were established. (ERIC).
Anmerkungen	MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01