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ERIC Number: EJ876846
Record Type: Journal
Publication Date: 2004
Pages: 8
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Best Predictors of Success in Developmental Mathematics Courses
Waycaster, Pansy
Inquiry, v9 n1 Spr 2004
The purpose of this study was to assess how well the ASSET, COMPASS, and in-house readiness tests actually do in their placement of students into the algebra developmental courses. Specifically, the author collected and analyzed student data from these placement tools and the core final exams for MTH 03 and MTH 04 to determine how well these placement tools predict success in developmental algebra courses. The findings in this study imply the need for future research as well as for changes in the course design for developmental mathematics. First, the low enrollment in MTH 04 justifies a tracking of developmental students upon completion of MTH 03 to determine if large numbers are bypassing this required math course. Second, the readiness tests did not predict a significant percentage of the variation in the core final exam. In addition, when a student's ASSET and COMPASS scores produce conflicting recommendations, the student's performance on a readiness test may provide sufficient additional information for the instructor to determine the proper mathematics class for the student. Since the COMPASS test also failed to predict a significant percentage of variation in the core final exam, a closer look at this placement tool is warranted. In addition, inconsistencies have been noted between the COMPASS and ASSET placement recommendations, perhaps because these two placement tools are measuring different cognitive aspects. (Contains 2 graphs and 7 tables.)
Virginia Community Colleges Association and Virginia Community College System. 101 North 14th Street, Richmond, VA 23219. Tel: 804-819-4666; Fax: 804-819-4771; Web site: http://www.vccaedu.org/inquiry
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A