1. COLLEGE READINESS AND MATHPLACEMENT IS THERE A DIFFERENCE? (AND DOES IT MATTER?) Bill Moore Policy Associate, SBCTC Director, Transition Math Project (TMP) [email_address] 360-704-4346 Multiplying the Options conference Everett Community College June 2010

2. SESSION OUTLINE Role/purpose of placement testing Issues related to math placement testing in Washington Status of College Readiness Math Test Recent developments, hopeful signs Review of sample test items 3. QUESTIONS TO CONSIDER What do you see as the main functions of placement tests for colleges? How well do your students understand whats involved in college placement testing (and whats on the tests)? What do you (or your school and/or district) do to help students prepare for college placement tests? 4. MATH PLACEMENT TESTING IN A SEAMLESS EDUCATIONAL SYSTEM Placing students appropriately into college math courses Promoting an articulated connection between high school and college mathematics Historical Role New Role inK-20 System 5. KEY ISSUES/CONCERNS Multiple tests Multiple cut scores Content/format differences 6. MATH PLACEMENT TESTING IN WASHINGTON POSTSECONDARY EDUCATION All but two of Washington community & technical colleges use one of three tests: The College Boards Accuplacer ACTs ASSET ACTs COMPASS Washingtons public baccalaureate institutions use two forms of theMath Placement Test 7. NOTE: Practice problems/tests available on-line (through WAMAP.org) Notcurrently funded 8. RECENT DEVELOPMENTS IN COLLEGE MATH PLACEMENT EFFORTS Allowing students to take placement exams in high school Incorporating information about high school math courses into placement decisionsProviding brief review modules to help students prepare 9. REDEFINING COLLEGE READINESS David Conley, prepared for the Bill and Melinda Gates Foundation, 2007 10. PERFORMANCE EXPECTATION EXAMPLES (OSPI) Wile E. Coyote launches an anvil from 180 feet above the ground at timet= 0. Theequationthat models this situation is given byh= -16 t 2+ 96 t+ 180, wheretis time measured in seconds andhis height above the ground measured in feet. a. What is areasonable domainrestriction for t in this context? b. Determine the height of the anvil two seconds after it was launched. c. Determine the maximum height obtained by the anvil. d. Determine the time when the anvil is more than 100 feet above ground. Farmer Helen wants to build a pigpen. With 100 feet of fence, she wants a rectangular pen with onesidebeing a side of her existing barn. Whatdimension s should she use for her pigpen inorderto have the maximumnumberofsquarefeet? 11. (http://www.wamap.org/index.php) Web-based mathematics assessment and course management platform Free to Washington State public educational institution students and instructors Designed specifically for mathematics, providing delivery of homework, quizzes, tests, practice tests, and diagnostics with rich mathematical content 12. MATH PLACEMENT TEST SAMPLE ITEMS 13. REACTIONS TO WAMAP & MPT TEST ITEMS? 14. CALIFORNIA MATHEMATICS DIAGNOSTIC TESTING PROJECT CLASS RESULTS SchoolInstructorCourseTest DateTest Type AR50/90 Number of Students: 25 TopicNo. ofMasteryClass AverageStudents at CodeItemsLevelScorePercentMastery DECM964.651%624% EQTN643.253%1144% EXPS532.754%1248% FRAC964.247%416% GEOM1075.050%728% INTG1187.064%1248% -------------- Total5026.753%