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PRINCIPLES, POLICIES & PROCEDURES FOR A PLACEMENT ASSESSMENT SYSTEM

PRINCIPLES, POLICIES & PROCEDURES FOR A PLACEMENT ASSESSMENT SYSTEM. Bill Moore Policy Associate, SBCTC Director, Re-Thinking Precollege Math Project bmoore@sbctc.edu 360-704-4346. SESSION QUESTIONS. Pros and cons to taking a single system-wide approach to the issue ?

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PRINCIPLES, POLICIES & PROCEDURES FOR A PLACEMENT ASSESSMENT SYSTEM

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  1. PRINCIPLES, POLICIES & PROCEDURES FOR A PLACEMENT ASSESSMENT SYSTEM Bill Moore Policy Associate, SBCTC Director, Re-Thinking Precollege Math Project bmoore@sbctc.edu 360-704-4346

  2. SESSION QUESTIONS • Pros and cons to taking a single system-wide approach to the issue? • Core principles for the kind of “entry-assessment” system we want? • Essential components involved in an ideal “entry-assessment” system?

  3. SINGLE SYSTEM APPROACH: PROS CONS

  4. Principles for Placement Assessment System • COHERENCE: The placement assessment system reflects clear standards for college and career readiness and aligns with key learning goals and the curriculum as defined by the college and disciplinary faculty. • COMPREHENSIVENESS: The placement assessment system consists of a toolbox of assessments and sources of evidence that meet a variety of different purposes and that provide various users with information they need to make decisions. • ACCURACY & CREDIBILITY: The information from the placement assessment system supports valid inferences about student progress toward college and career readiness. • FAIRNESS: The placement assessment system provides an opportunity for all students to demonstrate what they know and are able to do. • TRANSPARENCY: Clear information about the entire placement assessment system is available to students and interested stakeholders and easily-accessible. • UTILITY: The placement assessment system makes a positive contribution to students’ chances for success at the college. • COST-EFFECTIVENESS: The placement assessment system provides reasonable value to students and the college at a reasonable cost. • ENGAGEMENT/OWNERSHIP: The placement assessment system functions in a way that engages faculty and encourages them to share the responsibility of maintaining the ongoing quality of the system.

  5. QUESTIONS OF POLICIES & PROCEDURES QUESTIONS TO EXPLORE • WHO? • WHEN? • HOW? • PRIOR PREP? • APPEAL PROCESS? • RE-TEST OPTION? • LENGTH OF SCORE VALIDITY? • OTHER CHOICES/ CONSIDERATIONS?

  6. OPTIONS/ALTERNATIVES (not necessarily mutually exclusive) • Status quo (college-defined standardized test, local decisions) • Common test for college readiness “bright line”; local determination of course placement decisions • Common suite of alternatives (student choice): standardized test, transcript-based placement, Directed Self Placement (DSP) • College Readiness Profile • Within “decision zone” range, students self-select and are referred to “just-in-time” remediation as needed • Home-grown and open-source web-based assessment (e.g., WAMAP) • Early assessment decisions for high school students (e.g, California’s EAP) • Other…????

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