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In an effort to alleviate difficulties encountered
in the classroom (i.e. students not possessing
adequate prerequisite skills), in the fall of 1996,
administrators at a large research university in
west Texas mandated a locally developed mathematics
placement exam for all students enrolling into entry-
level mathematics courses. Using the principles of
Classical Test Theory (CTT), we now (over ten years
later) revisit that locally developed math placement
exam and assess its psychometric soundness. This
book includes a literature review of the traditional
predictors of college success used by post-secondary
institutions across the U.S., a discussion of the
traditional predictors of post-secondary math
success, and a thorough psychometric evaluation of
the current mathematics placement exam used at a
large research university in west Texas. This book
is intended as a guide for individuals who are new
to the field of psychometrics and those who wish to
assess the effectiveness of self-developed placement
instruments.
in the classroom (i.e. students not possessing
adequate prerequisite skills), in the fall of 1996,
administrators at a large research university in
west Texas mandated a locally developed mathematics
placement exam for all students enrolling into entry-
level mathematics courses. Using the principles of
Classical Test Theory (CTT), we now (over ten years
later) revisit that locally developed math placement
exam and assess its psychometric soundness. This
book includes a literature review of the traditional
predictors of college success used by post-secondary
institutions across the U.S., a discussion of the
traditional predictors of post-secondary math
success, and a thorough psychometric evaluation of
the current mathematics placement exam used at a
large research university in west Texas. This book
is intended as a guide for individuals who are new
to the field of psychometrics and those who wish to
assess the effectiveness of self-developed placement
instruments.