Faculty Perspectives on Using High School Data in an Era of Placement Testing Reform

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH
Federick J. Ngo, David Velasquez, Tatiana Melguizo
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引用次数: 2

Abstract

Objective: Community colleges across the country are making dramatic shifts away from traditional reliance on placement testing for developmental education and toward using high school measures to assess college-readiness. Yet the views of faculty dealing with these changes, including their perspectives on the quality and usefulness of high school data, are not well-understood. We explore faculty views of high school transcript and placement testing data, attributions made with the data, and beliefs about the extent to which these data are useful for instruction. Methods: We conducted a survey and semi-structured interviews with math faculty in one community college math department (n = 21). We used real high school records to develop a Personalized Student Profile of student math backgrounds to engage faculty in sensemaking about high school and placement testing data. Results: Faculty did not appear to readily trust high school data, tending only to do so when it fit their existing understandings of student ability as measured by placement tests. Although faculty described opportunities to use the data to inform instruction, they noted the challenges of actually doing so. Conclusions: The findings reveal significant faculty concerns about high school measures and point toward shifts in faculty attitudes and beliefs that may need to be addressed in order for reforms that upend traditional approaches to remediation and instruction to be successful. We discuss critical future research directions for this new paradigm of developmental education in community colleges.
教师在分班考试改革时代使用高中数据的观点
目标:全国各地的社区大学正在进行巨大的转变,从传统上依赖分班测试来发展教育,转向使用高中措施来评估大学准备情况。然而,教师应对这些变化的观点,包括他们对高中数据质量和有用性的看法,还没有得到很好的理解。我们探讨了教师对高中成绩单和分班测试数据的看法,对数据的归因,以及对这些数据对教学有用程度的看法。方法:我们对一所社区大学数学系的数学教师进行了问卷调查和半结构化访谈(n = 21)。我们使用真实的高中记录来开发学生数学背景的个性化学生档案,以使教师参与对高中和分班测试数据的理解。结果:教师们似乎并不轻易相信高中的数据,只有当数据符合他们现有的对学生能力的理解时,他们才倾向于这样做。尽管教师们描述了利用这些数据来指导教学的机会,但他们也指出了实际操作的挑战。结论:研究结果揭示了教师对高中措施的重大关注,并指出教师态度和信念的转变可能需要解决,以便改革传统的补救和指导方法取得成功。我们讨论了未来社区大学发展教育新范式的关键研究方向。
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来源期刊
Community College Review
Community College Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
7.70%
发文量
22
期刊介绍: The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.
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