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ERIC Number: ED457165
Record Type: Non-Journal
Publication Date: 1998-Mar
Pages: 23
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Mathematics Placement Testing: Is It Really Necessary?
Matthews-Lopez, Joy L.
This research was an attempt to produce consistent course-level placement in college mathematics based on a predicted placement score in lieu of an actual placement score. Real data were used to determine the prediction equation and a second simple random sample from the same population was used to cross-validate the results. The consequences of this practical approach to placement has direct and immediate fiscal, spatial, and time management applications. A sample of 200 students was drawn from a population of 3,200 who took a mathematics placement test during the precollege session of a university. Placement test results, subsequent course results, American College Testing (ACT) Assessment test results, and high school percentile rank were available for these students. A multiple regression equation was developed using the total score based on the number of items correct as the dependent variable and the ACT math score and high school percentile rank as independent predictors. For cross-validation purposes, a second, independent data set of 200 students was obtained. Results of the comparison between actual and prediction based placement level for either data set agreed in approximately 55% of the cases, and for the remaining cases, a more conservative placement resulted in about 18% of the cases. In about 8%, the placement level was raised. The potential benefits of this approach at a large university are discussed. An appendix contains some comparative figures from the current and proposed scoring procedures. (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A