Standardized Tests as a Predictor for Success in Construction, Architecture, and Architectural Engineering Programs

Rachel D. Mosier; John Robert Reck; Heather N. Yates; Carisa H. Ramming

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Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: Architectural Division Technical Session 1
Tagged Division: Architectural
Page Count: 12
DOI: 10.18260/1-2--28839
Permanent URL: https://peer.asee.org/28839
Download Count: 650

Paper Authors

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Rachel D. Mosier Oklahoma State University orcid.org/0000-0001-8937-978X

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Dr. Rachel Mosier is an Assistant Professor at Oklahoma State University. She consulted as a structural engineer for 7 years and has her undergraduate degree in Architectural Engineering. Dr. Mosier is licensed as a professional engineer in Construction Engineering. Her masters and doctoral degrees are from the University of Oklahoma in Construction Administration and Engineering respectively.

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John Robert Reck Oklahoma State University

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Graduated from Michigan Technological University with Bachelor of Science in Construction Management. Upon graduation, worked with Bechtel Corporation as a Civil Field Engineer for 5 years. Currently pursuing a graduate degree in Civil Engineering at Oklahoma State University.

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Heather N. Yates Oklahoma State University

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Carisa H. Ramming Oklahoma State University

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Carisa Ramming is a graduate of Oklahoma State University where she obtained degrees in Architectural Engineering and Civil Engineering Construction Management. She worked in industry for six years as licensed engineer and structural consultant for Wallace Engineering in Tulsa, OK before returning to Oklahoma State as a visiting faculty member in the School of Architecture. In 2009, Professor Ramming joined the faculty full time as an assistant professor of architectural engineering. Since that time, she has taught classes in structural analysis, timber and steel design, engineering mechanics: statics, building foundations and numerical analysis. Professor Ramming has been named Halliburton Outstanding Young Faculty and the Outstanding Teacher for the College of Engineering, Architecture and Technology. She has also published books for Project Lead the Way and a text on Numerical Structural Analysis. Professor Ramming enjoys spending time with the students of CEAT as the advisor of the Architectural Engineering Institute and Women Inspiring Successful Engineers.

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Abstract

Universities and colleges with Science, Mathematics, Engineering and Technology (STEM) programs use standardized tests of a variety of names to place students into courses. The Assessment and LEarning in Knowledge Spaces (ALEKS) is an assessment tool created by McGraw-Hill with a mathematics placement module. Similarly, CollegeBoard’s Scholastic Aptitude Tests (SAT) and ACT Inc.’s ACT Assessment college entrance exams are used as a basis for admissions into higher education. Since 2012, data has been collected for Engineering and Technology programs to determine if these exams used for admissions and placement actually serve as a predictor for success. This study seeks to determine if the ALEKS and ACT scores predict success in a comparison to grades achieved in Engineering and Technology classes. Similar studies have determined that high school grade point average (GPA) is a good predictor of average college GPAs, while the ACT was a better predictor of an above average GPA. Other prediction methods are study habits or study types as a predictor for success. Although there are many possible predictors for success, the use of standardized testing is still very popular in higher education. This study seeks to determine if using the ACT or the ALEKS composite or math portions predicts success in engineering and technology fields. More specifically, do standardized math placements tests predict success in future math, physics and engineering based courses? Based on an existing construction program and a combined architecture and architectural engineering program, a comparison of college admission scores versus success in math, physics and engineering based courses was performed. The construction program houses about 200 students over four years of classes. The architecture and architectural engineering program houses about 275 students. The study has not found a significant correlation with standardized test scores and success levels in engineering and technology courses. Rather, it has become apparent that success is more likely to breed success. Students who score low on placement tests and then do well in remedial coursework are more likely to find success throughout their college careers. Conversely, students who score well on placement exams and do not perform well in their initial math coursework continue to struggle with grades. Based on this information, increasing entrance exam requirements may not increase retention rates but limit access instead.

Citation
Format

Mosier, R. D., & Reck, J. R., & Yates, H. N., & Ramming, C. H. (2017, June), Standardized Tests as a Predictor for Success in Construction, Architecture, and Architectural Engineering Programs Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28839

TY - CPAPER
AB - Universities and colleges with Science, Mathematics, Engineering and Technology (STEM) programs use standardized tests of a variety of names to place students into courses. The Assessment and LEarning in Knowledge Spaces (ALEKS) is an assessment tool created by McGraw-Hill with a mathematics placement module. Similarly, CollegeBoard’s Scholastic Aptitude Tests (SAT) and ACT Inc.’s ACT Assessment college entrance exams are used as a basis for admissions into higher education. Since 2012, data has been collected for Engineering and Technology programs to determine if these exams used for admissions and placement actually serve as a predictor for success. This study seeks to determine if the ALEKS and ACT scores predict success in a comparison to grades achieved in Engineering and Technology classes.
Similar studies have determined that high school grade point average (GPA) is a good predictor of average college GPAs, while the ACT was a better predictor of an above average GPA. Other prediction methods are study habits or study types as a predictor for success. Although there are many possible predictors for success, the use of standardized testing is still very popular in higher education. This study seeks to determine if using the ACT or the ALEKS composite or math portions predicts success in engineering and technology fields. More specifically, do standardized math placements tests predict success in future math, physics and engineering based courses?
Based on an existing construction program and a combined architecture and architectural engineering program, a comparison of college admission scores versus success in math, physics and engineering based courses was performed. The construction program houses about 200 students over four years of classes. The architecture and architectural engineering program houses about 275 students.
The study has not found a significant correlation with standardized test scores and success levels in engineering and technology courses. Rather, it has become apparent that success is more likely to breed success. Students who score low on placement tests and then do well in remedial coursework are more likely to find success throughout their college careers. Conversely, students who score well on placement exams and do not perform well in their initial math coursework continue to struggle with grades. Based on this information, increasing entrance exam requirements may not increase retention rates but limit access instead.
AU - Rachel D. Mosier
AU - John Robert Reck
AU - Heather N. Yates
AU - Carisa H. Ramming
CY - Columbus, Ohio
DA - 2017/06/24
PB - ASEE Conferences
TI - Standardized Tests as a Predictor for Success in Construction, Architecture, and Architectural Engineering Programs
UR - https://peer.asee.org/28839
DO - 10.18260/1-2--28839
ER -