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# Creating A Multiple Measures Placement System - PowerPoint PPT Presentation

Creating A Multiple Measures Placement System. An Exercise With Ron Gordon & Armand Brunhoeber. The Concept. Although test scores may predict failure, they do not necessarily predict success.

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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

Multiple Measures Movement Model

• 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