Comparative Validity of the Descriptive Tests of Mathematical Skills (DTMS) and SAT-Mathematics (SAT-M) for Predicting Performance in Freshman College Mathematics Courses PDF Download
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Author: M. Padraig M. M. McLoughlin
Publisher:
ISBN:
Category :
Languages : en
Pages : 25
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Book Description
This study investigated the predictive validity of the Descriptive Tests of Mathematical Skills (DTMS) and the SAT-Mathematics (SAT-M) tests as placement tools for entering students in a small, liberal arts, historically black institution (HBI) using regression analysis. The placement schema is four-tiered: for a remedial algebra course, college algebra course, pre-calculus course, and a first calculus course. Low psychometric indices were found between score earned on the Elementary Algebra Skills (EAS), Intermediate Algebra Skills (IAS), and Calculus Readiness: Functions and Graphs (CR) of the DTMS and grade earned in College Algebra, Pre-calculus, and Calculus I, respectively, and between score earned on the SAT-M and grade earned in College Algebra, Pre-calculus, and Calculus I. Define E denote the score earned on the EAS, I the score earned on the IAS, R the score earned on the CR, S the score earned on the SAT-M, B the grade earned in the Basic Mathematics course, A the grade earned in the College Algebra course, P the grade earned in the Pre-calculus class, and C the grade earned in the Calculus I class. The models for the DTMS produced were as follows: A{hat} = 1.504 + 0.039E for the EAS of the DTMS; P{hat} = 1.030 + 0.084I for the IAS of the DTMS; and, C{hat} = 1.670 +0.050R for the CR of the DTMS; whereas, the models for the SAT-M produced were: A{hat} = 0.241 + 0.004S; P{hat} = 0.695 + 0.003S; C{hat}= -0.519 + 0.005S. Perhaps the most interesting component of the study was not the regression equations, correlations, or any other parametric statistical portion of the study but the effect of the change of policy on the placement schema at the college. If placement decision were based on scores of SAT-M rather than on scores earned on the DTMS, there seems to be a shift of students such that less were placed in the remedial class and more into the courses that allowed a student to earn college credit and satisfy core curriculum requirements for mathematics. The paper ends with recommendations for further research on minimum competence testing and placement and notes the follow-up studies to this study that will be done by the researchers. (Contains 8 footnotes, 1 figure, and 5 tables.).
Author: M. Padraig M. M. McLoughlin
Publisher:
ISBN:
Category :
Languages : en
Pages : 25
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Book Description
This study investigated the predictive validity of the Descriptive Tests of Mathematical Skills (DTMS) and the SAT-Mathematics (SAT-M) tests as placement tools for entering students in a small, liberal arts, historically black institution (HBI) using regression analysis. The placement schema is four-tiered: for a remedial algebra course, college algebra course, pre-calculus course, and a first calculus course. Low psychometric indices were found between score earned on the Elementary Algebra Skills (EAS), Intermediate Algebra Skills (IAS), and Calculus Readiness: Functions and Graphs (CR) of the DTMS and grade earned in College Algebra, Pre-calculus, and Calculus I, respectively, and between score earned on the SAT-M and grade earned in College Algebra, Pre-calculus, and Calculus I. Define E denote the score earned on the EAS, I the score earned on the IAS, R the score earned on the CR, S the score earned on the SAT-M, B the grade earned in the Basic Mathematics course, A the grade earned in the College Algebra course, P the grade earned in the Pre-calculus class, and C the grade earned in the Calculus I class. The models for the DTMS produced were as follows: A{hat} = 1.504 + 0.039E for the EAS of the DTMS; P{hat} = 1.030 + 0.084I for the IAS of the DTMS; and, C{hat} = 1.670 +0.050R for the CR of the DTMS; whereas, the models for the SAT-M produced were: A{hat} = 0.241 + 0.004S; P{hat} = 0.695 + 0.003S; C{hat}= -0.519 + 0.005S. Perhaps the most interesting component of the study was not the regression equations, correlations, or any other parametric statistical portion of the study but the effect of the change of policy on the placement schema at the college. If placement decision were based on scores of SAT-M rather than on scores earned on the DTMS, there seems to be a shift of students such that less were placed in the remedial class and more into the courses that allowed a student to earn college credit and satisfy core curriculum requirements for mathematics. The paper ends with recommendations for further research on minimum competence testing and placement and notes the follow-up studies to this study that will be done by the researchers. (Contains 8 footnotes, 1 figure, and 5 tables.).
Author:
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ISBN:
Category : Community colleges
Languages : en
Pages : 1258
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Author: Brent Bridgeman
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 48
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Author: Krista D. Mattern
Publisher:
ISBN:
Category :
Languages : en
Pages : 36
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This study examined the validity of the SAT for predicting performance in first-year English and mathematics courses. Results reveal a significant positive relationship between SAT scores and course grades, with slightly higher correlations for mathematics courses compared to English courses. Correlations were estimated by student characteristics (gender, ethnicity, and best language), institutional characteristics (size, selectivity, and control, i.e., private or public), and course content (e.g., calculus, algebra). The findings suggest that performance on the SAT is predictive of performance in specific college courses. Furthermore, stronger relationships were found between test scores and grades when the content of the two were aligned (such as the SAT mathematics section and mathematics course grades, or the SAT writing section and English course grades). Supplemental tables are appended.
Author: Jennifer L. Kobrin
Publisher:
ISBN:
Category :
Languages : en
Pages : 28
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Book Description
There is much debate on the merits and pitfalls of standardized tests for college admission, with questions regarding the format (multiple-choice versus constructed response), cognitive complexity, and content of these assessments (achievement versus aptitude) at the forefront of the discussion. This study addressed these questions by investigating the relationship between SAT Mathematics (SAT-M) item characteristics and the item's ability to predict college outcomes. Using multiple regression, SAT-M item characteristics (content area, format, cognitive complexity, and abstract/concrete classification) were used to predict three outcome measures: the correlation of item score with first-year college grade point average (FYGPA), the correlation of item score with mathematics course grades, and the percentage of students who answered the item correctly and chose to major in a mathematics or science (STEM) field. Separate models were run including and excluding item difficulty and discrimination as covariates. The results revealed that many of the item characteristics were related to the outcome measures, and that item difficulty and discrimination had a mediating effect on several of the predictor variables, particularly on the effects of non-routine/insightful items, and multiple-choice items. [Slides presented at AERA 2011.].
Author: Howard Wainer
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 26
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Author: Elecia L. Ridley
Publisher:
ISBN:
Category : College freshman
Languages : en
Pages : 136
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Author: Licari Meredith
Publisher: Research & Education Assoc.
ISBN: 0738671231
Category : Study Aids
Languages : en
Pages : 298
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Book Description
REA's Crash Course for the SAT* Math Level 2 Subject Test - Gets You a Higher Score in Less Time Our Crash Course is perfect for the time-crunched student, the last-minute studier, or anyone who wants a refresher on the subject. Are you crunched for time? Have you started studying for your SAT* Math Level 2 Subject Test yet? How will you memorize everything you need to know before the exam? Do you wish there was a fast and easy way to study for the test AND raise your score? If this sounds like you, don't panic. SAT* Math Level 2 Crash Course is just what you need. Crash Course gives you: Targeted, Focused Review - Study Only What You Need to Know The Crash Course is based on an in-depth analysis of the SAT* Math Level 2 course description and actual test questions. It covers only the information tested on the exam, so you can make the most of your valuable study time. Our easy-to-read format gives you a crash course in: numbers and operations, algebra and functions, geometry and measurement, data analysis, statistics, and probability. Expert Test-taking Strategies Our experienced math teachers share test tips and strategies that show you how to answer the questions you'll encounter on test day. By following our expert tips and advice, you can raise your score. Take REA's Online Practice Exam After studying the material in the Crash Course, go online and test what you've learned. Our practice exam features timed testing, diagnostic feedback, detailed explanations of answers, and automatic scoring analysis. The exam is balanced to include every topic and type of question found on the actual SAT* Math Level 2 Subject Test, so you know you're studying the smart way. Whether you're cramming for the test at the last minute, looking for extra review, or want to study on your own in preparation for the exam - this is one test prep every SAT* Math Level 2 student must have. When it's crucial crunch time and your exam is just around the corner, you need Crash Course for the SAT* Math Level 2 Subject Test!
Author: The College Board
Publisher: College Board
ISBN: 9781457309328
Category : Study Aids
Languages : en
Pages : 0
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Book Description
SAT Subject Tests are a valuable way to help students show colleges a more complete picture of their academic background and interests. Each year, over 200K high school students take a math SAT Subject Test to demonstrate their knowledge and showcase their achievement. Many of today’s careers require STEM skills, and SAT Subject Tests can provide a fair and reliable measure of students’ achievement in math in high school. This information can often enhance a student’s college admission portfolio. Several colleges and universities also require or recommend students to take SAT Subject Tests for admission and/or placement. The Official SAT Subject Test in Mathematics Level 2 Study Guide from the College Board is the only source of official questions and answer explanations for these exams. Created from the makers of the Subject Tests, this guide offers a total of four (two never-been released) forms of real past Math exams for students to gain real practice. Students will gain valuable experience and raise their confidence by taking practice tests, learning about test structure, and gaining a deeper understanding of what is tested on the test. The Official SAT Subject Test in Mathematics Level 2 Study Guide will help students get ready for the test with: •4 full-length, previously administered tests in Math Level 2 •Detailed answer explanations for every question in all tests •Exclusive test-taking approaches and tips
Author: Jennifer L. Kobrin
Publisher:
ISBN:
Category :
Languages : en
Pages : 15
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Book Description
This report presents the results of a large-scale national validity study of the SATʼ. In March 2005, the College Board introduced a revised SAT, with an additional section in writing and minor changes in content to the verbal and mathematics sections. The first full cohort of students taking this test completed their first year of college in May/June 2007. This report documents the methods undertaken to recruit institutions to participate in the study; the procedures for gathering, cleaning, and aggregating data; and the statistical corrections and analyses applied to the data and the results of those analyses. The report concludes with a discussion of the results in light of prior SAT validity studies and a description of future SAT validity research studies. The results show that the changes made to the SAT did not substantially change how well the test predicts first-year college performance. Across all institutions, the recently added writing section is the most highly predictive of the three individual SAT sections. As expected, the best combination of predictors of first-year college grade point average (FYGPA) is high school grade point average (HSGPA) and SAT scores. The College Board continues to encourage institutions to use both measures when making admissions decisions. Two appendices are included: (1) Participating Institutions; and (2) Characteristics of Participating Institutions.
