Prediction of Grades in College Mathematics Courses as a Component of the Placement Validity of SAT-mathematics Scores PDF Download
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Author: Brent Bridgeman
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 48
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Book Description
Author: Brent Bridgeman
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 48
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Book Description
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:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
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Author: Warren W. Willingham
Publisher: Routledge
ISBN: 1135454868
Category : Education
Languages : en
Pages : 424
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Book Description
There have been many important changes in the participation of women and men in American society over the past quarter-century. Tests play a role in those changes by providing evidence of the diverse achievement and proficiency of women and men. They aid the learning process and reflect inequalities in opportunity to learn and participate. In addition, they provide useful information in considering what alternatives in education and work make most sense for individuals and influence views about groups of students, educational programs, and a wide range of issues. For all of these reasons, it is important that tests assess fairly and reflect accurately the ways young people are and are not achieving as well as desired. The test performance of women and men is a research topic of historical interest and has received much attention in recent years. Because of this increased interest, there is a great deal of new research and data available. The purpose of the study presented in this volume was to review this new information with two objectives in mind: *to clarify patterns of gender difference and similarity in test performance and related achievements, and *to see what implications those findings might have for fair assessment and, as a corollary, examine the assessment process as a possible source of gender differences. This study is interested in tests used in education to assess developed knowledge and skill. In order to gain a broader view of gender similarity and difference, the contributors looked at other types of measures and other characteristics of young women and men. Their hope is to contribute to a firmer basis for insuring fairness in tests--an objective which is particularly important as the field moves increasingly to new forms of assessment in which there is less experience.
Author:
Publisher:
ISBN:
Category : Universities and colleges
Languages : en
Pages : 522
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Author: Krista D. Mattern
Publisher:
ISBN:
Category :
Languages : en
Pages : 36
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Book Description
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: David Sadker
Publisher: Simon and Schuster
ISBN: 1439159432
Category : Education
Languages : en
Pages : 769
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Book Description
Despite decades of effort to create fair classrooms and schools, gender bias is alive and well, and in some ways growing. School practices continue to send boys and girls down different life paths, too often treating them not as different genders but as different species. Teachers and parents often miss the subtle signs of sexism in classrooms. Through firsthand observations and up-to-the-minute research, Still Failing at Fairness brings the gender issue into focus. The authors provide an in-depth account of how girls' and boys' educations are compromised from elementary school through college, and offer practical advice for teachers and parents who want to make a positive difference. The authors examine today's pressing issues -- the lack of enforcement for Title IX, the impact of the backlash against gender equity, the much-hyped "boys' crisis," hardwired brain differences, and the recent growth of singlesex public schools. This book documents how teaching, current testing practices, and subtle cultural attitudes continue to short-circuit both girls and boys of every race, social class, and ethnicity. Hard-hitting and remarkably informative, Still Failing at Fairness is "a fascinating look into America's classrooms" (National Association of School Psychologists).
Author: Warren W. Willingham
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 368
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1112
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Book Description
Author: Vincent N. Parrillo
Publisher: SAGE
ISBN: 1412941652
Category : Reference
Languages : en
Pages : 1209
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Book Description
From terrorism to social inequality and from health care to environmental issues, social problems affect us all. The Encyclopedia will offer an interdisciplinary perspective into these and many other social problems that are a continuing concern in our lives, whether we confront them on a personal, local, regional, national, or global level.
