The Development of Freshman English, Chemistry, and Mathematics Course Placement Procedures for Fall, 1975 Freshmen (University of Minnesota, Twin Cities Campus). OSA Research Bulletin, Vol. 17, No. 4.

Autor/in	Armstrong, Roberta A.
Institution	Minnesota Univ., Minneapolis. Office for Student Affairs.
Titel	The Development of Freshman English, Chemistry, and Mathematics Course Placement Procedures for Fall, 1975 Freshmen (University of Minnesota, Twin Cities Campus). OSA Research Bulletin, Vol. 17, No. 4.
Quelle	(1976), (60 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Admission Criteria; Aptitude Tests; Chemistry; College Admission; College Entrance Examinations; College Freshmen; English; Higher Education; Mathematics; Multiple Regression Analysis; Predictor Variables; Student Placement; ACT Assessment; Preliminary Scholastic Aptitude Test + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Aptitude test; Eignungsprüfung; Eignungstest; Chemie; Hochschulzugang; Hochschulzulassung; Aufnahmeprüfung; Studienanfänger; English language; Englisch; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematik; Prädiktor; Schülerpraktikum; Assessment
Abstract	Beginning in Fall, 1975, applicants to Liberal Arts, Technology, and Forestry at the University of Minnesota could submit scores on either the Preliminary Scholastic Aptitude Test (PSAT) or the American College Testing Program's aptitude battery (ACT) to satisfy entrance testing requirements. This study determined that new course placement procedures in those areas in which placement was already being done (English, chemistry, and mathematics) could be developed using either test. A multiple regression approach, in which high school performance and aptitude test measures were used to predict course grade in the largest freshman course in each area, was used (i.e., the same procedure as was used to develop the previous placement procedures). PSAT and ACT scores were shown to be useful to about the same degree, and it demonstrated that a combination of high school performance and test data was more useful than either type of information alone. The resulting placement formulas are computationally different for each area but consist of five equations for each: (1) high school rank plus PSAT scores, (2) high school rank plus ACT scores, (3) four high school average grades plus PSAT scores, (4) four high school average grades plus ACT scores, and (5) a relevant ACT score alone. The new placement cutoff scores were developed through equipercentile equating with the most satisfactory of the old placement equations (ACT and four high school grades) in each area. The resulting placement system is presented. Limitations of the approach used were discussed and suggestions for further research were made. (Author/RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC