Reviewing the Research on Informed Self-Placement: Practices, Justifications, Outcomes, and Limitations

Autor/in	Morton, Tiffany
Institution	Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR); Columbia University, Community College Research Center (CCRC); MDRC
Titel	Reviewing the Research on Informed Self-Placement: Practices, Justifications, Outcomes, and Limitations
Quelle	(2022), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Standardized Tests; Student Placement; College Preparation; Remedial Instruction; Decision Making; Course Selection (Students); Student Behavior; Guidance; Academic Achievement; Educational Policy; Personal Autonomy; Outcomes of Education; Self Evaluation (Individuals); Mathematics Instruction; English; Community Colleges; Higher Education; Undergraduate Students; Feedback (Response); Task Analysis; Alignment (Education); Holistic Approach; Student Characteristics; Student Experience; Barriers; College Readiness + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Schülerpraktikum; Förderkurs; Decision-making; Entscheidungsfindung; Course selection; Student; Students; Kurswahl; Student behaviour; Schülerverhalten; Beratung; Schulleistung; Politics of education; Bildungspolitik; Individuelle Autonomie; Lernleistung; Schulerfolg; Mathematics lessons; Mathematikunterricht; English language; Englisch; Community college; Community College; Hochschulbildung; Hochschulsystem; Hochschulwesen; Aufgabenanalyse; Holistischer Ansatz; Studienerfahrung
Abstract	Research has shown that the standardized placement exams traditionally used to assess students' readiness for entry-level, or gateway, math and English courses are poor predictors of college performance and are associated with decreased student persistence and low rates of degree attainment. Informed self-placement (ISP) is an increasingly popular alternative in which colleges provide information about placement policies, available courses, or other relevant topics to engage students as active participants in their own placement. This brief reviews the existing research on ISP. It discusses the processes and methods used to implement ISP as well as justifications for its use, provides an overview of the available data about how students behave and perform when ISP is used, and makes recommendations for future study. One of the most common reasons for using ISP is to foster student agency, though the amount of agency that students exercise under ISP processes varies widely; the brief discusses the importance of coupling agency with proper guidance. And although some institutions may choose to use ISP as their primary placement system for all students, the literature reveals that many colleges offer ISP as an option to students under specific conditions. Because there have been no large-scale rigorous evaluations of ISP, it is not possible to know the impact of ISP on student outcomes. However, findings from descriptive studies are encouraging, indicating that evaluation studies would be beneficial to the field. (As Provided).
Anmerkungen	Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01