ERIC Number: ED398965
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
English Placement Testing, Multiple Measures, and Disproportionate Impact: An Analysis of the Criterion- and Content-Related Validity Evidence for the Reading & Writing Placement Tests in the San Diego Community College District.
Armstrong, William B.
As part of an effort to statistically validate the placement tests used in California's San Diego Community College District (SDCCD) a study was undertaken to review the criteria- and content-related validity of the Assessment and Placement Services (APS) reading and writing tests. Evidence of criteria and content validity was gathered from technical materials produced by the test publisher, which indicated that a wide range of test developers and evaluators have shown that the tests cover the desired domain of content and have produced reliable results, as well as local surveys of students and faculty conducted from 1991 to 1993. In addition, English course performance was analyzed for all students enrolling in fall 1994 who took the tests to determine correlations between test scores, student characteristics, and performance. This analysis found that the strongest predictors of English course performance were students' high school grade point average (GPA) and the combined APS reading and writing test score. Further, it was found that high school GPA was not highly correlated with test scores, while its inclusion with the scores in a predictor scale mitigated the effects of student ethnicity, gender, and age in explaining variance in students' final grades in English courses. As a result of the study, cut scores were developed for placement into college-level English. Data tables are appended. (HAA)
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: San Diego Community Coll. District, CA. Research and Planning.