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ERIC Number: ED399545
Record Type: Non-Journal
Publication Date: 1996-Mar-28
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Placement: Specific Needs, General Responsibilities.
August, Bonne
The work of the Placement/Progress Subcommittee for the City University of New York (CUNY) system is important. The Freshman Skills Assessment Program (FSAP) comprises one set of instruments used at two points and for two purposes: at initial placement in reading, writing, and math and later at exit from remedial programs. The CUNY Writing Assessment Test (WAT) and Mathematics Assessment Test (MAT) were developed in-house; for reading, the DTLS is used. This system is extremely powerful because it forms a major part of the foundation upon which articulation among the 17 colleges rests. It is of especially sharp concern to community colleges because of its effect on transfer. Faculty surveys at the various colleges revealed some patterns and problem areas. "Initial Placement" actually comprises two judgments. It determines whether or not a student is remedial; then it places the student in the appropriate course. The tests were found to be more effective in the first task than in the second. In the measuring of student progress, many campuses have developed exams or portfolios or other assessment procedures to be used instead of or along with the FSAP. These in-house measures have the advantage of a closer relationship to the institution's curriculum. The subcommittee came forward with a number of recommendations for initial placement and the assessment of progress: in each case they tried to balance the need for system-wide articulation with the desirability of responsiveness to locally determined curricula. (TB)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A