Placement Testing

Dr. Edward Morante

Faculty to Faculty WebinarApril 19, 2012 Sponsored by Lone Star College

Dr. Edward A. Morante

EdD – 1974 Counseling Psychology, Teachers College, Columbia University Master’s Thesis: Multivariate analysis of the success of a placement process at a school for disabled students Research Assistant for Dr. Robert Thorndike, noted professor of testing and measurement

35 years in higher education 13 years Director of Counseling at the university level 8 years as Director of the Basic Skills Assessment Program, New Jersey Department of Higher Education, which developed the first state wide placement test in the US, the first state wide assessment of Developmental Education programs in that state, assessing learning outcomes at two and four-year colleges including the first state wide assessment of sophomore learning outcomes 14 years in a Southern California community college as a counselor, Dean of Educational Research, Resources and Technology; Dean of Student Services and Resources; and Academic Senate President

Dr. Edward A. MoranteDistinguished Faculty – National Center for Developmental Education’s Kellogg Institute for 23 years, presenting on placement and assessment

Member of the Assessment Council of Western Governors University for 10 years where he helped develop an elaborate system of student assessment needed for degree attainment

National TRIO trainer for 10 years on assessment, placement, and evaluation

Achieving the Dream data coach from the beginning

Consultant, presenter, grant writer, program evaluator for 25 years, including head of the team that evaluated Florida’s statewide placement test (CLAST) and member of the team that evaluated the Texas statewide placement test

Today’s Agenda• Definition & Purpose• Important factors• Placement tests vs. SAT & ACT• Best practices• Predictive validity of placement tests• Evaluating placement instruments and policies

DefinitionA placement test is a basic skills

achievement test that measures skills proficiency (e.g., in reading, writing and/or mathematics).

PurposeTo assist entering college students in the

selection of beginning courses

Important Factors• Reliability: Essential for score consistency; Calculated reliability coefficients should approach or exceed .90

Important Factors• Reliability• Validity: Essential for measuring what the test is supposed to measure; content / skills / behaviors … college entrance = reading writing math

Important Factors• Reliability• Validity• Criterion-referenced, with standards & proficiencies developed by faculty

Important Factors• Reliability• Validity• Criterion-referenced• Power test, where students

demonstrate skills within a reasonable time. “Speededness” should be avoided.

Important Factors• Reliability• Validity• Criterion-referenced• Power test• Decreased opportunity to guess

Important Factors• Reliability• Validity• Criterion-referenced• Power test• Decreased opportunity to guess• Alternate form for contingencies

Important Factors• Reliability• Validity• Criterion-referenced• Power test• Decreased opportunity to guess• Alternate form for contingencies• Cost

Important Factors• Reliability• Validity• Criterion-referenced• Power test• Decreased opportunity to guess• Alternate form for contingencies• Cost• No bias

SAT / ACT vs. placement tests

SAT / ACTSelect most likely to succeedPredict successHigher order skillsNo developmental level questions

Placement InstrumentsAssess basic skillsReady to enter college classes?Assess developmental levels

SAT/ ACT uses for placement

Multiple variablesHigh scoresAcademic achievementShould not override placement test results

Best Practice - timing• Administer after college admittance and

before orientation and registration• Preparation for placement testing?

Best Practice - Process• Do not make a placement based upon the

results of one score of one test (avoid error variance by using multiple variables)

Best Practice - Process• Test all entering students• Collect available background info• Analyze these multiple data• Integrate information using multiple

variables• Make decisions about placement for each

student for each basic skills content area

Best - Multiple Variables• Placement test and components• SAT / ACT• High School rank, GPA, course work• Motivation• Maturity• Family & Work• Support ….How can this be done quickly & efficiently?

Best - Multiple Variables….How can this be done quickly & efficiently?

Work with the metrics of the test - Gordon

Predictive validityPredictive validity is an inappropriate

methodology for evaluating an achievement test such as a placement test. (recent CCRC report)

Assess skills Assess proficiencies

Assessing A test should be evaluated in the context of

both the test itself and how it is used. -Messick

Assessing

• Faculty examination of the content

• Sampling of skills

• Alignment w/ HS?

Assessing

Placement Processes:

Is the process followed? Who has override power?

Rigid or flexible?

Assessing

Placement Processes:

How many changes are made by students after

placement?

AssessingAre students placed

appropriately?

Ask the experts . . .

AssessingAre students placed

appropriately?

Ask the experts . . .

Faculty!

AssessingFaculty Assessment of Student Placement

Survey All faculty who teach all levels of developmental classes

+ All faculty who teach first level college ENGL & Math

• 4-6 Weeks – ask to individually rate the appropriateness of each student’s placement Entry proficiencies, not motivation, etc.

AssessingFaculty Assessment of Student Placement

Survey

Ratings system: Appropriately placed Should be placed in a lower level Should be placed in a higher level

Results compiled with an expected outcome of 80%

Last thoughtAssessment and placement are only the

beginning of the process. Student learning is the goal, and it is much more difficult to accomplish!

Questions?

Placement Testingwith Dr. Edward A. Morante

Faculty to Faculty Webinar Series