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ERIC Number: ED516079
Record Type: Non-Journal
Publication Date: 2011-Feb
Pages: 37
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: N/A
Assessing Developmental Assessment in Community Colleges. CCRC Working Paper No. 19
Hughes, Katherine L.; Scott-Clayton, Judith
Community College Research Center, Columbia University
Placement exams are high-stakes assessments that determine many students' college trajectories. More than half of entering students at community colleges are placed into developmental education in at least one subject, based primarily on scores from these assessments, yet recent research fails to find evidence that placement into remediation improves student outcomes. While this has spurred debate about the content and delivery of remedial coursework, another possibility is that the assessment process itself may be broken. In this paper we argue that the debate about remediation policy is incomplete without a fuller understanding of the role of assessment. We then examine 1) the extent of consensus regarding the role of developmental assessment and how it is best implemented, 2) the validity of the most common assessments currently in use, and 3) emerging directions in assessment policy and practice. We conclude with a discussion of gaps in the literature and potential implications for policy and research. (Contains 1 table and 12 footnotes.) [This report is an update of "Assessing Developmental Assessment in Community Colleges: A Review of the Literature. CCRC Working Paper No. 19", which was published on August 2010. To access this report, see ED512260.]
Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://www.tc.columbia.edu/ccrc
Publication Type: Reports - Evaluative
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation; Lumina Foundation for Education
Authoring Institution: Columbia University, Community College Research Center
IES Cited: ED565798