Perceptions of Student Placement in Courses at Canada College
This qualitative study from Canada College explores perceptions of student placement in English, Math, Reading, and ESL courses among faculty and students. Results indicate varying levels of perceived appropriateness in placement, with insights on potential improvements.
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Presentation Transcript
Perceptions of the Appropriateness of Perceptions of the Appropriateness of Student Placement in English, Math, Student Placement in English, Math, Reading, and ESL Courses at Reading, and ESL Courses at Ca ada College College Ca ada CA ADA COLLEGE PLANNING, RESEARCH, AND INSTITUTIONAL EFFECTIVENESS
Purpose Purpose The following describes a qualitative study in which faculty and students were surveyed to determine their perceptions of the appropriateness of students placement in English, ESL, Math, and Reading courses.
Results Results - -English English Students indicated they were appropriately placed 80% of the time while faculty indicated students were appropriately placed 89% of the time. Students were less likely to indicate they were appropriately placed in the lower level courses such as English 826 (56%). 2 Below Transfer 1 Below Transfer
Results Results - - Math Math Students indicated they were appropriately placed 82% of the time while faculty indicated students were appropriately placed 91% of the time. Students were less likely to indicate they were appropriately placed in the lower level courses such as Math 811 (64%).However, the samples were very small. 3 Below Transfer 2 Below Transfer 1 Below Transfer
Results Results - - Reading Reading Students indicated they were appropriately placed 65% of the time while faculty indicated students were appropriately placed 75% of the time. In approximately 30% of the responses for Reading 826, faculty and students indicated students were not appropriately placed. 2 Below Transfer 1 Below Transfer
Results Results - - ESL ESL Students indicated they were appropriately placed 84% of the time while faculty indicated students were appropriately placed 75% of the time. However, the difference in perception is due in large part to results from a single course in which faculty indicated that the majority of the students were inappropriately placed. 6 Below 5 Below 4 Below 3 Below 1 Below 2 Below
Results Results In the instances in which faculty indicated students were inappropriately placed in their English or Math course, faculty were more likely to indicate students should have been placed in a more advanced course. In the instances in which faculty indicated students were inappropriately placed in their ESL course, faculty were more likely to indicate students should have been placed in a less advanced course. However, if data from ESL 913 is omitted, ESL faculty were equally likely to indicate students should have been placed in a more advanced ESL course as a less advanced ESL course.
Recommendations Recommendations Additional quantitative research to be conducted. Examine correlations between test scores and success in courses. Compare outcomes of students who placed in courses to students who advanced into courses. Explore methods for improving placement process including the use of high school data. Review literature related to additional placement options.
