Validating the Use of ACT Assessment Scores and High School Grades for Remedial Course Placement in College. ACT Research Report Series 89-4.

Autor/in	Sawyer, Richard
Institution	American Coll. Testing Program, Iowa City, IA.
Titel	Validating the Use of ACT Assessment Scores and High School Grades for Remedial Course Placement in College. ACT Research Report Series 89-4.
Quelle	(1989), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Entrance Examinations; College Freshmen; Content Validity; Cost Effectiveness; Error of Measurement; Goodness of Fit; Grades (Scholastic); High School Students; High Schools; Higher Education; Predictive Validity; Remedial Instruction; Standardized Tests; Student Placement; Test Validity; Undergraduate Students; ACT Assessment + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Studienanfänger; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Messfehler; Notenspiegel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Förderkurs; Standadised tests; Standardisierter Test; Schülerpraktikum; Testvalidität; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	An argument based on the content fit among a college course, the American College Testing Program (ACT) Assessment tests, and students' high school course work is described to justify use of ACT scores and self-reported high school grades for placement of college freshmen in undergraduate remedial education. A utility-based approach to quantifying the effectiveness of placement rules is described; and its relationship to traditional predictive validity statistics, such as the multiple correlation and standard error of estimate, is explained. An example that is based on the ACT scores, self-reported high school grades, and freshmen English course grades of 5,609 students is presented. Results indicate that a sound argument for the validity of a placement rule defined in terms of ACT Assessment scores can be based on the fit between the skills measured by the test battery and the skills required for success in a course. Demonstrating statistical relationships between test scores and performance in the course does not by itself provide a logical justification for the placement system, although it lends credibility to an argument based on content fit. Statistical decision theory provides a means by which an institution can evaluate the benefits and costs of a placement system. Utility-based statistics, developed in the context of a decision model, provide more appropriate information on the practical effectiveness of a placement test than do traditional validity statistics. Seven data tables and three graphs are included. (TJH)
Anmerkungen	ACT Research Report Series, P.O. Box 168, Iowa City, IA 52243.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC