Browsing by Subject "ACCUPLACER"

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    Math Readiness of Incoming Students at Normandale Community College
    (2010-10-27) Wahlstrom, Kyla; Peterson, Kristin; Angermeyr, James; Biel, Shirley; Gust, Linda; Guelich, Julie
    More than 70% of students who enrolled at Normandale Community College in 2009 tested into a remedial level math class. The high percentage of students testing into developmental math is a concern for several reasons. Because students must complete these remedial classes before continuing on with other degree program courses, it prolongs their degree program. It is also an additional cost to students as they must pay for these remedial courses like any other program course. Finally, according to Normandale Community College staff, 50% of the teaching being conducted in the math department at the college is currently focused on developmental mathematics. The staff time and resources spent on planning, preparing, and teaching remedial math courses could be redirected to college level courses or electives if the percentage of students needing remedial instruction decreased. The purpose of this study was to analyze student data to better understand the contributing factors to the high percentage of incoming students testing into remedial level math courses. CAREI researchers found statistically significant correlations between high school performance and MCA II test results, as well as with ACCUPLACER scores. Not surprisingly, the last course taken and the year it was taken are important factors. Full details are available in the report.
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    Multiple Measures Assessment: Improving Course Placement in Two-Year Institutions
    (2017-05) Talbert, Corwin
    Each year, students arrive on community college campuses needing developmental coursework prior to beginning their programs of study. Often, the only factor used in assessing students’ college readiness is a placement exam. There is increasing evidence that these exams misplace substantial proportions of students. Incorporating variables related to students’ prior academic achievement and noncognitive traits may aid in placement. This study explored the state of assessment for course placement at Minneapolis Community and Technical College. The placement system at the college was analyzed, which relies on the ACCUPLACER exam. Two tests were poor predictors of course success and exhibited disparities among racial and ethnic groups. The predictive validity of high school statistics and the Grit Scale were analyzed. High school GPA proved to be a strong predictor and improved accuracy by reducing severe misplacement. Based on these findings, recommendations were made for the implementation of a multiple measures placement system.