Expanding Access to College-Level Courses : Early Findings from an Experimental Study of Multiple Measures Assessment and Placement / Dan Cullinan, Elisabeth Barnett and Elizabeth Kopko.
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...
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Full Text (via ERIC) |
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| Main Authors: | , , , , |
| Corporate Authors: | , |
| Format: | eBook |
| Language: | English |
| Published: |
[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
2019.
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| Subjects: |
| Summary: | 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. |
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| Item Description: | Availability: 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. Sponsoring Agency: Ascendium Education Group, Inc. Abstractor: ERIC. Educational level discussed: Higher Education. Educational level discussed: Postsecondary Education. |
| Physical Description: | 1 online resource (66 pages) |