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Placement Tests As Predictors Of Student Achievement In Math, Chemistry, And English

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

ASEE Multimedia Session

Page Count

6

Page Numbers

7.919.1 - 7.919.6

DOI

10.18260/1-2--10718

Permanent URL

https://peer.asee.org/10718

Download Count

220

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Paper Authors

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Martha Zola

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Eugene Deess

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Vladimir Briller

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Main Menu Session 2793

PLACEMENT TESTS AS PREDICTORS OF STUDENT ACHIEVEMENT IN MATHEMATICS, CHEMISTRY AND HUMANITIES

Vladimir Briller, Ed.D., Perry Deess, Ph.D. and Martha Zola, Ph.D. New Jersey Institute of Technology

Abstract

The study developed out of the NJIT administration and faculty concern about effectiveness of remedial courses and freshmen retention. After analyzing data on students who dropped out, it was discovered that their performance was especially low on required math, humanities (HSS) and chemistry courses. One of the hypotheses was that the existing placement tests were not instrumental in placing students at appropriate course level in math, HSS and chemistry.

After being admitted, all freshman students are required to take placement tests in English and mathematics; chemistry placement test is required for some majors. The population in this study included 12,728 students who took math and English placement tests and 7,183 students who took chemistry tests between 1994 and 2000. The researchers analyzed a set of correlations: (a) between English placement test scores, grades on HSS courses and students retention; (b) between math placement test results, Math 103/104 grades and student retention; (c) between math placement test scores, Math 111 grades and student retention, (d) between chemistry placement test results, freshman chemistry grades and student retention, and (e) between student SAT verbal and math scores and placement test scores and grades on freshman math, chemistry and HSS courses. The results provide important information that would serve the purposes of student placement, remedial education, and freshmen retention.

Introduction

The study of placement testing has been conducted as a follow-up to the study of barrier courses, and results indicating low passing rates on some required general university requirement courses. One of the main concerns was that students’ low rates were attributed to placement tests which were not instrumental in placing students at appropriate course level.

After being admitted, all freshman students are required to take placement tests in English and Mathematics. In addition, the students who plan to major in Chemistry take a Chemistry placement test. Placement test results, high school grades and SAT scores are used to determine individual course placement.

The Mathematics placement is based on Elementary Algebra, Pre-Calculus, SAT Math score, and High School Rank in Class, when applicable. The English placement is based on score s on three New Jersey College Basic Skills Placement Test and SAT Verbal score. Toledo Chemistry Placement Exam is used to place students in Chemistry classes. Table 1 provides information on current NJIT requirements for placement in Math, English, HSS and Chemistry GUR courses.

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education

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Zola, M., & Deess, E., & Briller, V. (2002, June), Placement Tests As Predictors Of Student Achievement In Math, Chemistry, And English Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10718

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