Exploring the Difference between English Placement Instruments and Academic Performance of First-Time, Two-Year College Students

Abstract

The focus of the study was to determine if a difference existed with student academic level placement when utilizing traditional placement exams versus using high school performance metric multiple measure placement. Additionally, the study explored academic performance outcomes between similar populations that utilized the different placement instruments. The findings of the study showed that multiple measures assessments placed the majority of students higher in comparison with the traditional placement exams. Student academic history in the courses that students were placed into shows no difference in course success between students using multiple measures assessments and traditional placement exams.

Keywords: Assessment, College Placement, Community College, Matriculation, Multiple Measures

JEL Classification: I2, I20, I21, I23, I24, I25, I29