College Placement Strategies: Evolving Considerations and Practices. A CAPR Working Paper

Autor/inn/en	Barnett, Elisabeth A.; Reddy, Vikash
Institution	Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR)
Titel	College Placement Strategies: Evolving Considerations and Practices. A CAPR Working Paper
Quelle	(2017), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Placement; College Entrance Examinations; Educational Practices; Computer Assisted Testing; Test Validity; College Readiness; Evaluation Criteria; Error Patterns; Educational Change; Classification; Alternative Assessment; Transcripts (Written Records); Educational Policy; College Admission; Admission Criteria; Writing Evaluation; Computer Literacy; Questionnaires; High School Graduates; Grade Point Average; Standardized Tests; Test Results; Prior Learning; Decision Making; COMPASS (Computer Assisted Test) + Suchen Sie Ihr Suchwort? Schülerpraktikum; Aufnahmeprüfung; Bildungspraxis; Testvalidität; Fehlertyp; Bildungsreform; Classification system; Klassifikation; Klassifikationssystem; Politics of education; Bildungspolitik; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Computerkenntnisse; Fragebogen; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Standadised tests; Standardisierter Test; Vorkenntnisse; Decision-making; Entscheidungsfindung
Abstract	Many postsecondary institutions, and community colleges in particular, require that students demonstrate specified levels of literacy and numeracy before taking college-level courses. Typically, students have been assessed using two widely available tests--ACCUPLACER and Compass. However, placement testing practice is beginning to change for three reasons. First, the Compass test will no longer be offered as of the end of 2016. Second, questions have been raised about the validity of commonly used placement tests. Third, there are emerging discussions about the need to consider other aspects of students' readiness to succeed in college, especially so-called noncognitive skills. In this paper, we discuss the history of college placement testing, with a focus on nonselective colleges. We describe the limitations of placement tests, the consequences of placement errors, and the movement toward changing systems of placement. The use of multiple measures is suggested as an approach that will result in more accurate placement. A typology of approaches to assessment and placement is described, including the identification of individual measures (e.g., alternative math and English tests, noncognitive assessments, and high school transcript information), ways to use them in combination (e.g., waivers, decision rules, and placement formulae), and how colleges might use assessment results in more varied ways (e.g., for placement into different course types or services). Finally, we include a discussion of emerging issues affecting assessment and placement practices. (As Provided).
Anmerkungen	Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01