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Creating A Multiple Measures Placement System

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Creating A Multiple Measures Placement System

An Exercise

With

Ron Gordon & Armand Brunhoeber

- Although test scores may predict failure, they do not necessarily predict success.
- Research shows that students’ backgrounds, environments, and personal habits may have more influence on their potential academic success than their residual academic skills.
- Find a way to factor that information into the placement decision at testing time.

- Involve Faculty
- Select Questions
- How many
- What variety

- Select Weight Values
- Use negative weights?
- How much possible total weight

- Use enough questions that any one does not have undue influence
- Must be manageable
- Each weighted answer choice requires an additional line in the placement rule
- Weights must be repeated in each rule segment

- Questions must, in some way, relate to student success.

- Limit total weight so that background information does not allow students to skip a course level
- Limit number of questions to a manageable number
- More questions adds to testing time
- Placement rules can become unmanageable

- Answer choices must be mutually exclusive and all inclusive

- (If Arithmetic, plus all weighted choices is >= 75 OR
Algebra, plus all weighted choices is >= 48)AND

(Algebra, plus all weighted choices is < 65 OR Algebra Not Taken) AND

(CLM, plus all weighted choices is <62 OR

CLM Not Taken)

Then Placement is Elementary Algebra

- If this rule had 5 questions with 4 weighted answer choices each, there would be 80 lines just for weights.
- With too many questions, or too many choices per question, rules can become unmanageable

- High school accomplishments have limited shelf life
- How much does it matter that a 25-year-old student had 2 years of high school algebra?
- Does it matter that the same 25-year-old student works for a surveyor and uses algebra daily?

- Young students have not had time to build skill usage experience, but their high school accomplishments are relevant
- What older students accomplished in high school is less relevant than what they do now.

- How long has it been since you were enrolled in high school or other formal educational process?
- Less than 2 years or still enrolled
- 2 to 5 years
- More than 5 but less than 7 years
- 7 years or more

- Use high school data for up to 5 years, experience for more than 5 years.

- Total possible weight should not move student more than one level in either direction
- Set maximum possible weight so a student who scores near or above the midpoint of a placement range could move up, but one who scores below the midpoint could not.
- Use faculty to select BGQ and assign weight
- Guide them

- Which choice below best describes you when you read textbooks or other complex information?
- I usually need to read material several times before I understand it well-.01
- Sometimes I can understand what I read the first time, but often I must reread it .00
- I usually understand what I read if I take notes or highlight passages.+.01
- I always understand what I read the first time through+.02

- Assign numeric codes to course names
- Determine which tests will be used for each course in each discipline
- Create cut score Table
- Create a BGQ weight Matrix

- Create Background questions
- Assign BGQ to groups
- Create branching profiles
- Create course groups
- Create courses and assign to groups List
- Create majors if used
- Create placement rules Edit1Edit2

- Write most complex rule first
- Run verify function in branching profile
- Use several BGQ and score combinations to test the placement rule
- Compute weighted score for each run
- Try to hit cut scores to test for bad weight or answer choice selections

- Unequal weights between rules
- E.G. A response has .01 weight in one rule and -.01 weight in the next rule

- Misplaced Parentheses
- The multiple measures weights make the rule larger and more difficult to visualize

- Misuse of AND/OR
- Misuse of arithmetic operators
- Wrong answer choice in rule line

- From the score report, determine what the student’s weight should be from the BGQ responses
- Using the weight, compute the weighted score
- Determine what the placement should be
- Examine the appropriate rule for errors

- Score is multiplied by 1 plus the accumulated weight.
- 85 * (1+.04) = 88.4
- Placement will be based on a score of 88.

- Example 2
- 85 * (1+ [-.03]) = 82.45
- Placement will be based on a score of 82

Creating a Multiple Measures Placement System

An exercise with

Ron Gordon &

Armand Brunhoeber

Thank you for not throwing things at the presenters