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• W2606763312 abstract "National Center for Education Statistics researchers reported that about 42% of all entering community college students are underprepared for college academic work (Parsad, Lewis, & Greene, 2003). Individual colleges report much higher numbers. For example one study reported 80% participation in developmental education (Smith Jaggars & Hodara, 2013). And certain student groups are overrepresented in developmental education. Complete College America (CCA; 2013) reported that in Texas 72% of African-American and 57% of Hispanic students at two-year colleges need developmental courses. Placement of these students directly into college-level courses, knowing that they lack the academic skills to succeed in them is controversial at best. Morante (1989) argued that allowing students such placement or the right to fail is likely destructive to their potential to succeed given the multitude of variables (academic, affective, personal, and institutional) that must favorably align in support of that success. A quality and mandatory student assessment, placement, and advising system that effectively places students into appropriate levels of developmental courses and/or academic and personal support services as needed at the beginning of their college careers is important to student success. This system, when structured and aligned properly with courses and services, will ensure appropriate placement and tailored academic and affective support commensurate with student skills and abilities.Recently, there has been increased criticism of assessment and placement practices that commonly take place in community colleges. Critics contend that common assessment tests are inaccurate, misused, and lack sufficient predictive validity to project how students will perform in the courses into which they are placed (Scott-Clayton, 2012). Test makers and scholars agree that there are commonly identified and reported limitations of skills assessment tests. Critics also point to many inadequacies in the placement process. Additionally, there is general consensus that the results from a single skills assessment test should not be the sole measure used to determine placement (ScottClayton, 2012). As will be discussed, whether or not these instruments predict how students will perform once they enter their prescribed courses is a moot point. This report will (a) address the common challenges and criticisms of the assessment and placement process, (b) describe why these tests are not (and should not) be predictors of student success, and (c) offer recommendations for more effective assessment and placement practice.Support for Mandatory Assessment and PlacementAssessment testing of entering college students and mandatory student placement into appropriate beginning courses has been widely supported in the research literature over the past few decades. Morante (1989) noted the need for such a process from the perspective of both assisting in student success as well as upholding the academic standards of the institution. Open enrollment into collegelevel courses is likely to lead to lower standards as teachers are forced to alter their instructional methods and course content in order to deal with a wide range of student skills. This may mean having to teach content below the level of the course, eliminating content especially near the end of the course, and reducing the rigor of performance standards. Over time these processes tend to lead to grade norming, or evaluation based on relative student performance rather than grading based on college and instructor-set standards.Boylan (2002) stresses the importance of establishing evidence of quality developmental courses and instruction as a rule (and describes how to do that) prior to utilizing the assessment and placement process to potentially enroll students in what may otherwise be low quality developmental programs. However, given that quality courses and instruction are in place, Boylan (2002) advocates strongly for mandatory placement. …" @default.
• W2606763312 created "2017-04-28" @default.
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• W2606763312 date "2014-04-01" @default.
• W2606763312 modified "2023-09-24" @default.
• W2606763312 title "Effective Student Assessment and Placement: Challenges and Recommendations" @default.
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