In 1979, humanities faculty at Reading Area Community College introduced the writing sample as the means of placing entering freshmen into appropriate writing classes. In response to expressed concern about the objectivity and validity of the writing sample approach, the humanities faculty engaged in a 6-year effort to adjust the writing sample…

Describes a study done at Suffolk County Community College (New York) that assessed the validity of the College Board's Computerized Placement Test in Reading Comprehension (CPT-R) by comparing test results of 1,154 freshmen with the results of the Degree of Power Reading Test. Results confirmed the CPT-R's reliability in identifying basic…

In July 1994, College of the Canyons (COC) in California conducted several predictive validity studies of the College Board Assessment and Placement Services (APS) Reading Test. COC began using the 35-question objective format test in spring 1993. Fall 1993 test scores were used in determining the ability of the APS Reading Test to predict student…

Matriculation regulations in California require that community colleges which adopt standardized placement tests demonstrate that the tests are valid predictors of future course success. A positive correlation of at least .35 between test score and subsequent student performance in a particular course is needed to demonstrate the predictive…

Describes a study to determine whether traditional paper-and-pencil tests or new computer-adaptive tests were better suited for assessing entering students at Santa Fe Community College, Florida. Focuses on teachers' attitudes toward computerized placement tests (CPTs), relationships between CPT scores and course grades, predictive ability of CPT…

The California Chemistry Diagnostic Test (CCDT) was developed by chemistry faculties at the University of California, California State University, and California Community College systems to address dissatisfaction with existing chemistry assessment instruments. The instrument was tested at 25 campuses of the 3 systems, after which Glendale…

A study was conducted at Pima Community College to determine the relationship between the final grade received by students in an introductory, algebra-based physics course (PHY 121) and their scores on the reading, writing, and mathematics portions of the college's nonmandatory assessment test. Between 1983 and 1988, 639 students obtained a final…

Describes a study of the validity and reliability of a writing skills assessment test taken by 4,284 2-year college students in 1986-87. Assesses interrater reliability, influences of nonperformance factors (e.g., gender, native language, and form of test), predictive validity of test for future performance, and implications of findings. (DMM)

The predictive validity of the Comparative Guidance and Placement Program (CGP) tests for two diverse curricular groups was examined. Three methods for developing predictive equations were compared. The CGP was administered to 417 Liberal Studies and 316 Business Technical students at a New England community college. Principal component analyses…

In fall 1986, a study was conducted at Florence-Darlington Technical College (South Carolina) to measure the reliability and validity of the TEC-MAT, a newly developed entrance test. The TEC-MAT instrument, a criterion-referenced test consisting of 100 items assessing numerical skills, was field tested among a group of entry-level freshmen already…

In 1979-80, a study was conducted at Dundalk Community College (DCC) to assess the procedures and instruments used to place students in the three options of its developmental education program: Option A (for students with the lowest assessment scores), Option B (for those with low assessment scores), and regular developmental courses. The study…