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.

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.

Mathematics Course Flow Chart

Provides a detailed description of a typical student for each placement level

Used to inform faculty, students, and parents

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

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

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

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)ApplicationsConcepts

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

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.

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 availablePSSA (Pennsylvania System of School

Assessment) math scores, if availableAmount 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

Students complete online survey that providesinformation 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)

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

Improved student support materials available on mathematics department website (www.pct.edu/math)

Purpose of the placement testsSample placement tests with self-analysisSample placement test FAQ’s

Assessment projects to improve the process

Examine impact on course success ratesDetermine which measures are better

indicators of success in first math course

Outreach to local high schools

Create sample placement testsConduct workshops for high school teachers

and counselors