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ERIC Number: EJ979647
Record Type: Journal
Publication Date: 2012-Oct
Pages: 10
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-0013-189X
Assessing College Readiness: Should We Be Satisfied with Act or Other Threshold Scores?
Maruyama, Geoffrey
Educational Researcher, v41 n7 p252-261 Oct 2012
This article examines the logic underlying different models for assessing the college readiness of high school students. It focuses on benchmark scores that purportedly identify students who are college ready and presents the challenges of using threshold scores from a single assessment instrument to represent readiness. As well as providing logical and methodological reasons to be wary of threshold scores, analyses of Minnesota and national data illustrate their shortcomings. The article argues that assessments of college readiness should (a) use benchmarks with meaning and consequences for students, (b) employ multiple measures to provide readiness information more precise than from a threshold score derived from any single assessment, and (c) present readiness in terms of probabilities or likelihoods rather than as ready or not. (Contains 6 notes and 7 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota
Identifiers - Assessments and Surveys: ACT Assessment; SAT (College Admission Test)