2.  Penn College evaluates students' skills to ensure that they have the entry-level skills necessary for their majors and college-level coursework.  The placement process should determine the highest level at which a student has the prerequisite knowledge to be successful.

3.  The goal of the mathematics placement process is to identify the appropriate initial placement into the mathematics curriculum so that each student can succeed in college mathematics.  This placement level will determine a student’s initial mathematics course-selection options.

4. Mathematics Course Flow Chart

5.  Provides a detailed description of a typical student for each placement level  Used to inform faculty, students, and parents

6. Prior to Spring 2008 -  Used standardized (paper and pencil) tests prepared by ETS  Did not permit calculators  Assigned placement levels based solely on placement test scores

7.  A committee of math faculty was able to adjust the placement level upward based on a student’s math background and results of an affective survey.  The committee was not able to adjust a student’s placement level downward. Past Placement Process, continued

8.  Develop new placement tests that more closely aligned with our course goals and student outcomes  Expand the depth of questioning at the elementary algebra level  Allow for the use of a calculator

9.  Implement a new process for assigning placement levels that includes examining multiple measures  Establish sub-scores that provide critical information beyond content topics  Basic (Algorithmic)  Applications  Concepts

10.  Pre-Algebra/Elementary Algebra pre-algebra and elementary algebra skills and concepts 58 questions (20 PA/38 EA)/45-minute test  Intermediate Algebra intermediate algebra and geometry skills and concepts 25 questions/30-minute test  Functions and Graphs algebraic, trigonometric, exponential, and logarithmic functions and graphs 37 questions/45-minute test

11. Every student begins the placement process by taking two components of the exam.  Students with Math SAT scores greater than or equal to 550:  Intermediate Algebra and Function and Graphs components  SAT scores must not be older than 2 years  Students without Math SAT scores or with Math SAT scores less than 550 or older than 2 years old:  Pre-Algebra/Elementary Algebra and Intermediate Algebra components  For students who do well, the committee may recommend that they take the Functions and Graphs component online at a later date.

12.  Scores on mathematics and reading placement exams, including cluster scores  High school math courses and the level of success in those classes  SAT and ACT scores, if available  PSSA (Pennsylvania System of School Assessment) math scores, if available  Amount of time that has passed since the student completed his/her last math course  Study skills, anxiety, and attitude scores, as determined by an affective survey  High school rank

13. Students complete online survey that provides information about their math anxiety level, their study skills habits, and their attitude about mathematics.  Math Anxiety (0 to 10)  Study Skills (0 to 16)  Attitude (0 to 20)

20.  Less disagreement with students and parents over assigned placement levels  Improved student advising, especially with developmental students  More remediation prior to first semester at the College  More data available for future assessment and improvement

21.  Improved student support materials available on mathematics department website (www.pct.edu/math)www.pct.edu/math  Purpose of the placement tests  Sample placement tests with self-analysis  Sample placement test FAQ’s

22.  Assessment projects to improve the process  Examine impact on course success rates  Determine which measures are better indicators of success in first math course  Outreach to local high schools  Create sample placement tests  Conduct workshops for high school teachers and counselors