Multiple_Measures&More

This page is a new "work space" for following up on the [|system-endorsed recommendation]that emerged from our original assessment, placement and diagnostics working group: //[Note: I added the a) and b) references as the final language merged--awkwardly, I might add--2 of our original recommendations. As a reminder of our original recommendations, below the final system recommendation I've included the full and specific language we used...]//

=="1. a) Colleges will use multiple measures of readiness in determining student placement. a) Colleges will provide a comprehensive pre-test orientation process so that students can understand the importance of placement assessment and evaluation."==


 * List of practices (some, not all, relevant to the specific areas noted above) compiled by system work group members spring 2011:**

__Recommendation 1: Provide access to multiple measures of readiness in determining student placement.__
===The community and technical college system should move away from a single standardized test as the determiner of student placement and instead provide multiple avenues to assess each student’s preparedness for college work. Rather than relying solely on a single narrow measure, the goal is to provide opportunities for relying on multiple sources of evidence that would place the student as high as possible and still promote student success. To meet this goal, colleges would make available a menu of assessment tools. The available options may include:===
 * ===COMPASS, AccuPlacer, or other commercial placement tests, including the diagnostic components of these tests===
 * ===Other standardized tests, such as SAT, ACT, or Math Placement Test (MPT)===
 * ===Affective measures===
 * ===Locally developed, authentic assessments (e.g., writing samples)===
 * ===High school transcripts or self-report of prior school performance===
 * ===Directed self-placement or delayed placement options===
 * ===Credit for prior learning===

===In particular colleges should incorporate diagnostic assessments into the placement process. Diagnosis of specific skills is necessary in order to support and promote innovations like delayed placement and curricular modules that target specific academic deficiencies rather than requiring all students to take full courses regardless of their specific skills and needs.===

===Students would not be required to complete multiple assessments, nor would colleges be obligated to assess every incoming student in multiple ways; the recommendation is that placement test scores should not be the only measure available. Colleges should use multiple assessment methods, as needed, to optimize placement accuracy, and in particular, to minimize inappropriate placement at developmental levels. Students and college staff should be encouraged to review placement evidence available for individual students and provide an opportunity for student input into the placement decision.===

===This process needs to include orientation to purpose and nature of tests and skills-based test preparation. Colleges should provide a comprehensive orientation __preceding__ the placement testing process that raises awareness about the importance of the placement process, communicates to students the high stakes nature of assessment, and provides them with options and resources for test preparation. This orientation may need to be mandatory, at least for some students, based on the results of their “college readiness profile.”===

===Colleges may choose a combination of methods for implementation that work best for their student population. To facilitate implementation, colleges will be provided with two key tools: 1) a state of the art video that can be customized at each campus, explaining to students the purposes of placement testing in the Washington community and technical college system as well as 2) a checklist of key points to be covered in an assessment orientation.===