Mathematics Placement Test Research Articles

Effective Adoption of Learning Management System MOODLE for Math Placement Test at Nizwa College of Technology

A mathematics placement test is mandatory for all freshmen in Nizwa College of Technology, one of the branches of University of Technology and Applied Sciences, Sultanate of Oman, as well as in other branches too. This article presents the way of effectively adopting the learning management system Moodle for conducting online mathematics placement test for freshmen at Nizwa College of Technology. Also, comparison and comprehensive analysis are done based on the results of mathematics placement tests conducted at Nizwa College of Technology. The findings and observations in this paper strongly recommend the structure of the mathematics placement test in online mode through MOODLE quiz activity with multi-choice questions to all the general foundation programs at higher educational institutions in Sultanate of Oman.

An Intervention to Support Students Placed Below Introductory Coursework

The number of undergraduates placing into developmental or “remedial” coursework continues to increase. This rise is concerning because developmental or “remedial” coursework creates barriers for many students. This mixed method study examines a holistic approach to placement. After one-on-one interviews with mathematics faculty, students (N = 8) within two points of passing our mathematics placement test (MPT) were given the opportunity to enroll in college-level coursework (Business Calculus) instead of the developmental coursework (Algebra). There were no significant differences in final exam and course grades between these students and those who initially placed into the course. Additionally, the qualitative data revealed many common themes and future ideas for intervention.

Evaluating a University-Wide Mathematics Assessment for Use in Introductory Statistics Course Performance

Students’ prior math skills are a strong indicator of potential for success in introductory statistics courses regardless of the emphasis on mathematical ability necessary for the course. Thus, many undergraduate instructors utilize some form of math skills assessment as a review for students or for students to identify weak areas in their mathematics preparation. Such evaluations may provide instructors and students with an early indication of the student's chances for success in a course and if additional assistance is required. This study illustrated the efficacy and importance of a standardized math assessment developed and administered as a university-wide mathematics placement test in student success prediction from several modeling approaches.

Facilitating Concept Map Analysis: Generating and Evaluating Representative General Chemistry Concept Maps with a Novel Use of Image J, Gephi, JPathfinder, and R

Concept maps are powerful tools used to reveal challenges in students’ learning. However, their use introduces complexities when a large group of students’ conceptualizations need to be examined. In this study, concept maps of 344 general chemistry students were analyzed after grouping them based on achievement in chemistry, math proficiency, and gender. The analysis was also expanded with the consideration of eccentricity values and the extended chemistry triplet. Although some similarities exist between the map of high-achieving students in chemistry and that of high-performing students in the Mathematics Placement Test (MPT), the calculated eccentricity values show interesting variations. On the other hand, the analysis of the map of the low-performing students in MPT and that of low-achieving students in chemistry revealed no clear patterns of symbolic, macroscopic, and submicroscopic terms. Practical suggestions were included to increase the use of representative maps in different assessment and teaching scenarios.

Examining the Effectiveness of an Online Summer Bridge Course to Prepare Students for Calculus

In summer 2013, Manhattan College introduced an online summer “bridge to calculus” course for incoming first-year students in science, engineering, and mathematics education who marginally did not receive a calculus recommendation based on a mathematics placement test. In this paper, we describe the development of the bridge course and demonstrate statistically that this course continues to prepare its students for Calculus at a level comparable to those who took a full semester of Precalculus, yet at a significantly lower cost in terms of both time and money.

АДАПТИВНЫЙ МОДУЛЬ КАК ЭФФЕКТИВНОЕ СРЕДСТВО ОБУЧЕНИЯ МАТЕМАТИКЕ ПЕРВОКУРСНИКОВ С РАЗНЫМ УРОВНЕМ ШКОЛЬНОЙ МАТЕМАТИЧЕСКОЙ ПОДГОТОВКИ

Statement of the problem. Over the past decade, there has been a decrease in the level of mathematics skills of secondary school students all over the world, resulting in the disruption of the continuity of mathematical education in the transition from secondary school to university. The purpose of the study is to analyse the mathematics placement test results of first-year students of the Siberian Federal University for the period from 2015 to 2018, as well as to assess the effectiveness of using an adaptive electronic learning resource (AELR) in the process of mastering the module of a mathematical discipline by students with different level of secondary school training. Methodology. The analysis of the placement test results and the learning outcomes of the students are carried out using correlation analysis. When developing the AELR, technologies of adaptive learning and microlearning are used. We also follow the didactic principles of modern higher education. Results and conclusions. The data analysis has revealed a number of topics of a secondary school mathematics course, the level of retained knowledge of which is below average from year to year. However, there is no significant correlation between the level of school mathematics skills of first-year students and their results of mastering the module of a mathematical discipline. It has been shown that the use of the AELR in the learning process allows all the students to achieve positive outcomes regardless of their level of school training in mathematics.

An Odds Ratio Approach for Detecting DDF Under the Nested Logit Modeling Framework

An odds ratio approach (ORA) under the framework of a nested logit model was proposed for evaluating differential distractor functioning (DDF) in multiple-choice items and was compared with an existing ORA developed under the nominal response model. The performances of the two ORAs for detecting DDF were investigated through an extensive simulation study. The impact of model misfit on the performance of each ORA was also examined. To facilitate practical interpretation of each method, effect size measures were obtained and compared. Finally, data from a college-level mathematics placement test were analyzed using the two approaches.

An Empirical Comparison of DDF Detection Methods for Understanding the Causes of DIF in Multiple-Choice Items

This study compared and illustrated four differential distractor functioning (DDF) detection methods for analyzing multiple-choice items. The log-linear approach, two item response theory-model-based approaches with likelihood ratio tests, and the odds ratio approach were compared to examine the congruence among the four DDF detection methods. Data from a college-level mathematics placement test were analyzed to understand the causes of differential functioning. Results indicated some agreement among the four detection methods. To facilitate practical interpretation of the DDF results, several possible effect size measures were also obtained and compared.

A Study of Placement and Grade Prediction in First College Mathematics Courses

A college mathematics placement test with 25 basic algebra items and 15 calculus readiness items was administered to 1572 high school seniors, and first college mathematics course grades were obtained for 319 of these students. Test results indicated that more than two thirds of the high school graduates were not college ready, and the test results were reasonably consistent with the ACT Math benchmark score of 22 for college readiness. Analysis of ACT Math scores, basic algebra scores, calculus readiness scores, and course grades indicated that basic algebra scores are reasonable predictors of grades in College Algebra, whether traditional or modeling-based.

The Role of the ACCUPLACER Mathematics Placement Test on a Student’s First College Mathematics Course

The first college mathematics course a student enrolls in is often affected by performance on a college mathematics placement test. Yet validity evidence of mathematics placement tests remains limited, even for nationally standardized placement tests, and when it is available usually consists of examining a student’s subsequent performance in mathematics courses. This study expands on existing literature by considering whether a nationally standardized college mathematics placement test (ACCUPLACER) contributes to the prediction of enrollment and success in developmental and nondevelopmental mathematics courses above and beyond prediction associated with the ACT mathematics test. Results for a sample of more than 1,300 students from 20 postsecondary institutions suggest that ACCUPLACER does not contribute to either the prediction of enrollment or subsequent success in such courses, and that comparable information is provided by using the ACT mathematics score alone. Implications of these findings are discussed.

Quantitative Literacy at Michigan State University, 1: Development and Initial Evaluation of the Assessment

Development, psychometric testing, and the results of the administration of a quantitative literacy (QL) assessment to undergraduate students are described. Three forms were developed covering a wide range of skills, contexts, and quantitative information presentation formats. Following item generation and revision based on preliminary testing and cognitive interviewing, a total of 3,701 consented undergraduate students at Michigan State University completed one of the three forms. Two of the forms contained 14 multiple-choice items, and one form contained 17 multiple-choice items. All forms were completed by students in less than 30 minutes. Evidence of validity and reliability were obtained for the three forms. Unidimensionality of the underlying construct was established using confirmatory factor analysis. Correlations with ACT and university mathematics placement test ranged from .41 to .67, and correlations with the Lipkus numeracy scale ranged from .40 to .45. Cronbach’s alphas for the three forms were near or exceeded .70. Comparison of student QL performance according to demographic characteristics revealed gender differences, with males scoring higher than females. These gender differences persisted even after controlling for ACT composite scores. Race/ethnicity differences were significant in unadjusted analysis, but did not persist over and above ACT composite scores in the adjusted analyses. The three newly developed forms of QL assessment will need to be further tested in the future to determine if they capture the effects of interventions that aim to improve QL.

A Comparison of Placement in First-Year University Mathematics Courses Using Paper and Online Administration of a Placement Test

Today, many universities in the United States use mathematics placement tests in combination with high school grades and SAT scores to place students in freshman mathematics courses. In an attempt to make this process more convenient for students and universities, these tests are beginning to be given online. This paper describes the history of a university mathematics placement test, originally given in 1992, which was converted to an online format in 2005. The placement method is described and a logistic regression is used to evaluate the accuracy of the online placement procedure in comparison to the placement with the paper test.

Estimating Item Response Theory Models Using Markov Chain Monte Carlo Methods

The purpose of this ITEMS module is to provide an introduction to Markov chain Monte Carlo (MCMC) estimation for item response models. A brief description of Bayesian inference is followed by an overview of the various facets of MCMC algorithms, including discussion of prior specification, sampling procedures, and methods for evaluating chain convergence. Model comparison and fit issues in the context of MCMC are also considered. Finally, an illustration is provided in which a two‐parameter logistic (2PL) model is fit to item response data from a university mathematics placement test through MCMC using the WINBUGS 1.4 software. While MCMC procedures are often complex and can be easily misused, it is suggested that they offer an attractive methodology for experimentation with new and potentially complex IRT models, as are frequently needed in real‐world applications in educational measurement.

EFFECTS OF A MATH-ENHANCED CURRICULUM AND INSTRUCTIONAL APPROACH ON THE MATHEMATICS ACHIEVEMENT OF AGRICULTURAL POWER AND TECHNOLOGY STUDENTS: AN EXPERIMENTAL STUDY

The purpose of this study was to empirically test the hypothesis that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology curriculum and aligned instructional approach would develop a deeper and more sustained understanding of selected mathematical concepts than those students who participated in the traditional curriculum and instruction. This study included teachers and students from 38 high schools in the state of Oklahoma (18 experimental classrooms; 20 control classrooms). Students were enrolled in an agricultural power and technology course in the spring of 2004. The total number of students participating was 447 (206 experimental; 241 control). The experimental design employed was a posttest only control group design. One-way analysis of variance (ANOVA) was used to test the study’s null hypothesis. The math-enhanced agricultural power and technology curriculum and aligned instructional approach did significantly affect (p < .05) a student’s need for postsecondary mathematics remediation as measured by a mathematics placement test used to determine a student’s need for remediation at the postsecondary level. A one-year replication of the study is recommended.

Deaf College Students' Mathematical Skills Relative to Morphological Knowledge, Reading Level, and Language Proficiency

This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.

Responding to Calls for Change in High School Mathematics: Implications for Collegiate Mathematics

This article briefly discusses the recent history of mathematics reform in high school, and then reports on research evidence for one of the new NSF-funded curriculum projects, the Core-Plus Mathematics Project (CPMP). Implications for collegiate mathematics are also discussed. A summary of the results of several studies using a range of achievement measures comparing CPMP students to comparable students in more conventional high school mathematics curricula is given on page 114: “Thus, research to date indicates that CPMP students perform particularly well [and better than the comparison students] on measures of conceptual understanding, interpretation of mathematical representations and calculations, and problem solving in applied contexts. Their performance is also relatively strong in content areas like statistics and probability that are emphasized in the curriculum. On measures of algebraic manipulative skills, CPMP students usually, but not always, score as well as students in more conventional curricula.” A study of student performance on a mathematics placement test used at a major university is summarized on page 116: “On the algebra subtest, the means of the [conventional] precalculus students and the CPMP Course 4 students were virtually identical. On the intermediate algebra subtest, the mean of the precalculus group was greater than that of the Course 4 group. The only statistically significant difference in means was on the calculus readiness subtest (t = 4.93, p < 0.01). That difference favored the CPMP students.” Responding to Calls for Change in High School Mathematics: Implications for Collegiate Mathematics Harold L. Schoen and Christian R. Hirsch

Undocumented and Documented International Students: A Comparative Study of Their Academic Performance

Researchers on international students focus on Fls, or documented students. These students are characterized as high achievers with excellent academic skills. One group of international students, the undocumented, may not be faring as well academically. To determine if this is true, the college records of 246 undocumented and 294 documented community college students were compared. The undocumented students did better on reading and writing placement tests but poorer on a mathematics placement test. Nevertheless, comparison of grade point averages and acadmic probations and dismissals showed the documented outperforming the undocumented students. Implications for programming for both groups are discussed.

Predictors of Nursing Students' Performance in a One-Semester Organic and Biochemistry Course

In an effort to empower nursing students to successfully persist in chemistry, predictors of success for undergraduate nursing students enrolled in a one-semester organic and biochemistry course were identified. The sample consisted of 308 undergraduate nursing students enrolled in Chemistry 108 (Principles of Organic and Biochemistry) during a period of seven semesters. In this study, Supplemental Instruction (SI) is a nonremedial academic support program offered for Chemistry 108 students. Placement tests in Mathematics, Reading, and English are required of all entering students. The English Placement Test assesses proficiency in analytical reading and writing; the Nelson Denny Reading Test (Form E) assesses the student's understanding of written vocabulary and the mastery of reading comprehension, and the Mathematics Placement Test measures the student's mastery of arithmetic and algebraic calculations. Both demographic and academic variables were examined. For the entire sample, five predictor variables were identified: Mathematics Placement Test score, Chemistry 107 grade (a prerequisite), total number of SI sessions attended, Nelson Denny Reading Test (Form E) score, and age. Predictors for various subpopulations of the sample were also identified. Predictors for students of traditional age were Mathematics Placement Test score, total number of SI sessions attended, and Chemistry 107 grade. The best predictors for continuing education students were Chemistry 107 grade and Nelson Denny Test score.

A Comparison of Lord's Chi-Square, Raju's Area Measures, and the Likelihood Ratio Test on Detection of Differential Item Functioning

This study compares three procedures for the detection of differential item functioning (DIF) under item response theory (IRT): (a) Lord's chi-square, (b) Raju's area measures, and (c) the likelihood ratio test. Relations among the three procedures and some practical considerations, such as linking metrics and scale purification, are discussed. Data from two forms of a university mathematics placement test were analyzed to examine the congruence among the three procedures. Results indicated that there was close agreement among the three DIF detection procedures.

Detecting Calculator Effects on Item Performance

Calculator effects were examined using methods taken from research on differential item functioning. Use of a calculator was controlled on two experimental forms of a test assembled from operational items used on a standardized university mathematics placement test. Results indicated that calculator effects were not present based on analysis of test scores and in only two of the three subscores composed from homogeneous item types. Analyses of item-level functioning indicated, however, that a number of items, including several not included in the two significant subscore combinations, also contained calculator effects. For those items identified, use of the calculator appeared to have changed the actual objective being tested. The findings were generally consistent with previous research: Items that were easier when a calculator was used required either simple computations or use of a function key on the calculator; items that were more difficult required knowledge of a procedure either with or without additional computation. Analysis at the item level facilitated clearer understanding of the impact of calculator use on measurement of the underlying objective.