ACT COMPASS TRIGONOMETRY TEST
APPLICATION FOR RENWAL AS A LOCALLY
MANAGED TEST
Daniel Berumen Research Analyst, Institutional Research
Hannah Alford
Director, Institutional Research
April, 2012
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Santa Monica College (SMC) is hereby submitting a request to continue to locally manage the COMPASS trigonometry test. SMC uses the COMPASS computer-adaptive college placement tests, developed and published by ACT, to assess students’ math skills. All students taking the COMPASS exams are initially exposed to the algebra test, and depending on their performance they are then either stopped (and recommended for placement into elementary algebra math course), routed to an easier test, or routed to a more difficult test. Students who reach the trigonometry test are those who have performed well in the algebra, college algebra, and geometry tests. The trigonometry test assess knowledge and skills related to trigonometric functions and identities, right-triangle trigonometry, trigonometric equations and inequalities, graphs of trigonometric functions, and special angles. Students who score low on the trigonometry test obtain a recommendation for placement into MATH 2 (Pre-Calculus); students who score high on the trigonometry test obtain a recommendation for placement into MATH 7 (Calculus I).
The purpose of the current report is to establish whether the COMPASS trigonometry test accurately and fairly places students in the appropriate math courses at SMC. The college has conducted or plans to conduct various studies to validate the COMPASS trigonometry test for placement into MATH 2 and MATH 7. The current report summarizes the findings of completed studies (reliability, test bias, content validity, and disproportionate impact) and describes plans for additions to in progress studies(consequential validity).
CONTENT VALIDITY
The SMC Mathematics Department has developed a list of entry and exit skills for each of its courses, all of which are published on the department website (http://www.smc.edu/math/default.htm), in the course outlines of record, and instructors’ syllabi.
PROCEDURE
During the spring 2012 semester faculty teaching the reviewed courses were asked to evaluate the extent to which the items on the trigonometry test measure the prerequisite/entry knowledge and skills in MATH 7. Instructors were provided with 18 ACT COMPASS sample questions and were directed to measure the extent to which they believed that the academic skills or knowledge measured by the items were important for successful acquisition of the skills taught in the specified course. They were given the option to mark “critically important”, “important”, “moderately important”, “slightly important” and “not relevant for each item.
There was no survey done for MATH 2, since the items in the Trigonometry test are taught, according to faculty, in that course. Students that successfully complete the Geometry portion of the COMPASS test are automatically eligible for MATH 2.
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In the table below, the results of the survey are aggregated for the course. Each of the different items is categorized by a value, with “critically important” being a value of “5,” and “not relevant” a value of “1”. The average score for each item is in the second column, with the average score for the course in the last row.
None of the items the faculty evaluated averaged a score below 3.0, which is equivalent to being “moderately important” skills needed to successfully complete MATH 7. The average for the course was 4.0, which can be interpreted to mean that the items on the test were “important” in measuring the skills needed to successfully complete MATH 7.
Trigonometry Item Number
Item Average
1 4.5
2 4.5
3 4.5
4 4.5
5 3.5
6 4.0
7 4.5
8 4.5
9 4.0
10 4.0
11 4.5
12 4.0
13 3.5
14 3.5
15 4.5
16 3.5
17 3.5
18 3.0
Average for Course
4.0
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RELIABILITY INFORMATION
INTERNAL CONSISTENCY
Although reliability estimates for computer adaptive testing cannot be calculated with conventional formulas due to different items being presented to individuals with variant abilities, marginal reliability coefficients are calculated for these tests by taking into account individual student variation and performance on the test. To calculate a final internal consistency reliability estimate, individual reliabilities are averaged across examinees. Reliability estimates presented herein are based on approximately 100,000 test administrations reported by the test publisher in their technical manual. As a computer adaptive test, it is possible to administer tests of different lengths; therefore, the test publisher carried out test administrations of three lengths: Standard, Extended, and Maximum. Reliability estimates were then calculated for each of these as depicted in the table below. Individual colleges select the administration mode they deem appropriate. Santa Monica College utilizes the “maximum” administration mode to achieve better placement. Internal consistency coefficients fall within commonly accepted ranges (.80s and .90s).
Test Length Options and Corresponding Reliability Estimates for COMPASS Trigonometry Test
Test
Standard Administration
Extended Administration
Maximum Administration
Average Test Length Reliability
Average Test Length Reliability
Average Test Length Reliability
Trigonometry 11.3 0.85 14.1 0.88 15.7 0.89
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STANDARD ERROR OF MEASUREMENT
The standard errors of measurement (SEM) are presented below at 5-point intervals throughout the score scale for the COMPASS trigonometry test. The SEMs are based once again on over 100,000 standard length test administrations reported by the publisher in their technical manual.
Conditional Standard Errors of Measurement for the COMPASS Trigonometry Test
Score SES Score SES
25 5.6 60 8.5
30 6.4 65 8.8
35 7.3 70 9.1
40 7.7 75 9.6
45 8.1 80 9.7
50 8.3 85 9.0
55 8.2 90 7.0
TEST BIAS
ITEM DEVELOPMENT PROCEDURES FOR TRIGONOMETRY PLACEMENT TEST
The item development procedures for the trigonometry placement test as reported by the test publisher in their technical manual are as follows. Items submitted by item writers were internally reviewed for fairness, content, accuracy and general quality of composition by ACT staff. This was followed by an external review for soundness and fairness (sensitivity) by ACT commissioned consultants. This involved content review of each item by experts, who were mostly teachers in Mathematics. Thereafter, ACT formed a five-member panel made up of one person each from five ethnic groups and interests, namely, African Americans, Asian Americans, Latino/Latina Americans, Native Americans, and Women. The panel also examined the items for fairness and soundness. After a review of the items by individual panel members, a teleconference was organized by ACT to enable the panelists to discuss their findings. On this basis, some items were chosen for further consideration.
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Following this was the formation of five panels (made up of five members each), consisting of the same ethnic groups, to judge the items chosen. Each of the panels reviewed each of the 199 items in the trigonometry pool. On the panels’ recommendations, some items were edited, while the ones found extremely unsound and /or biased were dropped. The resulting changes left users with the revised trigonometry item pool. Differential Item Functioning (DIF) analyses were also performed for each of the items. These were to compare the performance of a focal (minority) group against a matched base or referent (majority) group. Here, ACT used the Mantel-Haenzel Common-Odds ratio (MH or MH index) as the statistical index for performing the DIF analyses. The results of the DIF for trigonometry are summarized in the table below. Comparison Group
Items Reviewed
Mantel-Haenzel Values*
Focal Group Sample Size
Focal Group Referent Group A B C Min. Max. Med.
Female Male 41 0 40 1 55 872 275 African Americans/Black Caucasian 15 0 15 0 55 103 80 Mexican American/Chicano American/Latino/Puerto-Rican/Cuban, Other Hispanics
Caucasian 3 1 2 0 56 95 70
Asian Americans/pacific Islanders/Filipinos
Caucasian 15 1 14 0 58 422 140
* Legend: A = Items with Mantel-Haenzel values of less than .5, therefore favoring the focal group. B = Items with Mantel-Haenzel values between .5 and 2.0, therefore judged to favor no group. C = Items with Mantel-Haenzel values exceeding 2.0, therefore judged as favoring the referent group In all, there were 74 comparisons made for the trigonometry placement test item pool. Out of these, only 4% produced MH values that exceeded the established criteria. This is not significant enough to create test bias, and therefore could be said to have occurred by chance. In this regard, the flagged items were retained in the pool. In view of the foregoing, we are not in doubt that ACT followed acceptable procedures to ensure that the items in the trigonometry placement test pool are sound and free of cultural bias.
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CRITERION & CONSEQUENTIAL VALIDITY
SMC has been using the COMPASS Trigonometry test for approximately ten years. The initial cut scores were based on normed data obtained from the publisher and professional judgment from our math faculty. The original cut score bands for placement were 31-50 for MATH 2 and 51-100 for MATH 7. In April 2004, these cut scores were refined following a revalidation study across all math placement levels to 45-65 for MATH 2 and 66-100 for MATH 7, then changed again in May 2008 to 1-65 for MATH 2 and 66-100 for MATH 7. Two criterion validity studies, one using course success outcome and the second using test scores, were conducted to determine appropriateness of current cut score. In addition, a study of consequential validity was conducted to supplement the findings of the criterion validation studies.
CRITERION VALIDITY ASSESSMENT
OVERALL COURSE SUCCESS RATES
Criterion validity was examined by analyzing the course success rates of students enrolled in MATH 2 and MATH 7 by placement status. The cohort included students enrolled in MATH 2 or MATH 7 in terms fall 2009, spring 2010, and fall 2010. The analyses only considered the students’ first enrollment in each course. The cohort was divided into two distinct groups; those who were placed directly into the course based on their COMPASS trigonometry score and those who migrated into the course by successfully completing the prerequisite course. The MATH 2 analysis compared course success of students who placed into the course (earned a score of 1 to 65 on the trigonometry test) with students who enrolled in MATH 2 after successfully completing the prerequisite courses (MATH 20 – Intermediate Algebra and MATH 32 – Plane Geometry). The MATH 7 analysis compared course success of students who placed into the course (earned a score of 66 to 100 on the trigonometry test) with students who enrolled in MATH 7 after successfully completing the prerequisite course (MATH 2).
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Course success rates were calculated by dividing the number of A, B, C, or pass grades by all grades earned, including withdrawal grades.
Cohort Group
MATH 2 Unduplicated
Count
MATH 2 Success
Rate
MATH 7 Unduplicated
Count
MATH 7 Success
Rate Placed into course based on trig test score
812 63.4% 261 59.0%
Qualified for course based on prerequisite course
719 40.3% 901 44.6%
Total 1,531 52.6% 1,162 47.9%
The data reveal that students who placed into MATH 2 were successful in the course 63.4% of the time, higher than the success rates of students who migrated from the prerequisite course (40.3%). The pattern is similar for MATH 7: students who placed directly into MATH 7 successfully completed the course at a higher rate (59.0%) than students who enrolled in the course after taking the prerequisite course. A chi-square test of independence revealed a significant relationship between assessing into a MATH 2 or MATH 7course and successful course completion. The course success data provide some evidence that the COMPASS trigonometry test contains criterion validity. SUCCESS BY TEST SCORE
Additional analyses were conducted to measure criterion validity. The following table describes the average scores on the trigonometry test by course success group: successful (A, B, C, pass grades earned), unsuccessful (D, F, incomplete, no pass grades earned), and withdrew. Only students who directly placed into the course by their trigonometry test score were included in the analyses. The mean test score for students who successfully completed MATH 2 was 49.6, significantly higher than the average test score of those who earned unsuccessful grades (43.2), p<.001. The mean test
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score for students who successfully completed MATH 7 was 79.4, significantly higher than the average test score of those who earned unsuccessful grades (75.9), p<.001.
COMPASS Trigonometry Test Score Statistics by Success Outcome Statistic by Course Unsuccessful Successful Withdrew Total
MATH 2: Pre-Calculus N 156 515 141 812 Mean 43.2 49.6 42.9 47.2 SD 11.5 12.7 15.6 13.4 Std. Error 0.9 0.6 1.3 0.5 95% Cl for Mean: Lower 40.4 48.5 40.3 46.3 95% Cl for Mean: Upper 45.1 50.7 45.4 48.1 Minimum 16 16 16 16 Maximum 68 91 94 94 MATH 7: Calculus I N 55 154 52 261 Mean 75.9 79.4 74.6 77.7 SD 7.4 8.4 7.8 8.3 Std. Error 1.0 0.7 1.1 0.5 95% Cl for Mean: Lower 73.9 78.0 72.4 76.7 95% Cl for Mean: Upper 77.9 80.7 76.8 78.7 Minimum 66 66 66 66 Maximum 92 96 96 96
When the data for students who assessed into each course was analyzed using regression analysis, a significant relationship was found between test scores and final grade in the course. The strength of the relationship was relatively weak (r < .35).
CONSEQUENTIAL VALIDITY ASSESSMENT
The previous results of a validity study on MATH 2 and MATH 7 courses indicated that faculty were more likely to deem student placement as appropriate to a slightly higher degree than students in both
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MATH 2 (82% v. 77%) and in MATH 7 (85% v. 79%). According to guidelines suggested by the CCCCO, the threshold criterion for this index is 75%. During the mid-point of the fall 2011 semester, faculty and students enrolled MATH 2 and 7 were surveyed on their perceptions of placement adequacy and on students’ academic preparedness for the course. To answer the former, students were asked to complete the statement “I believe that” by selecting either “I belong in this course”, “I should have enrolled in a higher (harder) course” or “I should have enrolled in a lower (easier) course”. Students were also asked “How do you feel about your academic preparation for the math course you are currently enrolled in?” and given the option to respond “I am not prepared for this course”, “I am adequately prepared for this course” or “I am well prepared for this course”. The table below contains the results for students that used the assessment exam to enroll in the course.
Course Count of students surveyed
Percent “Belong in this
course”
Percent at least “adequately prepared”
MATH 2 146 79.5% 96.6%
MATH 7 82 86.6% 96.1%
Total 228 82.0% 96.1%
Students in MATH 2 and 7 responded at 82% that they belong in the course the Trigonometry test placed them into. About 96% of students placed into those classes felt they were at least “adequately prepared” for the course material. MATH 2 and 7 faculty were asked to assess whether students in their classes were either “Well prepared”, “Adequately prepared” or “Unprepared” for their course as of the mid-point of the semester. The results are in the table below.
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Course Count of students assessed
Percent at least “adequately prepared”
MATH 2 80 77.5%
MATH 7 17 100%
Total 26 94.1%
Based on the survey data there seems to be agreement between faculty and students about the student’s level of preparedness for MATH 2, as both groups met the 75% agreement threshold. Due to a low response rate, and a small number of offerings for MATH 7 courses during the term, the number of students assessed by faculty for this study is too low make any valid assumptions on its own merit. Though, taken with the results of the student survey, in which 96.1% of MATH 7 students felt they were adequately prepared for the course, and 86.6% felt they belonged in the course, the data suggest that the Trigonometry test and its current cut scores are valid. A new round of faculty surveys for MATH 7 will be commissioned during the fall 2012 semester in order to strengthen the consequential validity.
IMPACT OF TESTING
In accordance with Title 5 and Matriculation regulations, a disproportionate impact study was conducted in to assess the rate of placement for impacted groups (gender, ethnicity, age, non-native English speakers) into courses currently accessible through the CCDT placement exam. In order to evaluate the extent of disproportionate impact, the 80% guideline established by the EEOC’s Uniform Guidelines for Selection Procedures was utilized as stipulated by the California Community Colleges Chancellor’s Office. According to this guideline, the ratio between the minority placement rates over the majority rate should be greater than 80% to demonstrate that disproportionate impact does not exist. If the resulting
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ratio is less than 80%, there is sufficient evidence of disproportionate impact. When this is the case, Title 5, Section 55512 delineates the proper procedure to remedy this situation.
To assess disproportionate impact, variables studied were broken down by minority and majority subgroups. For example:
Gender: females are considered the impacted or minority group and males, the non-impacted or majority group.
Ethnicity: African American, Asian and Latinos constitute the minority group; White students the majority group.
Age: Students over the age of 22 constitute the minority group; those age 22 and under, the majority group;
Language: Study not conducted as Santa Monica College no longer collects this information.
Disability: Study not carried as there were too few self-identified disabled students.
The sample for the disproportionate impact study consisted of 1,255 students who took the Trigonometry test from January 1, 2010 to March 5, 2011; the most recent date assessment information is available.
Disproportionate Impact by Gender
Cohort Group
Took Assessment
Test
Percent Placed into
MATH 2
Percent Placed into
MATH 7
Females 512 77.1% 22.9%
Males 743 71.9% 28.1%
80% of the Placement for 22.5%
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Male Students
In assessing disproportionate impact for gender the minority group was female students. Based on the sample of students that attempted the Trigonometry test, there seems to be no disproportionate impact based on gender as 22.9% placed into the higher course, which is slightly above the 80% ratio.
Disproportionate Impact by Ethnicity
In assessing disproportionate impact for ethnicity, the minority or impacted group was comprised of African American/Black, Asian/Pacific Islander and Latino students.
Cohort Group
Took Assessment
Test
Percent Placed into
MATH 2
Percent Placed into
MATH 7
Asian/PI 261 71.3% 28.7%
Black 13 92.3% 7.7%
Hispanic 70 80.0% 20.0%
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White 196 87.8% 12.2%
80% of the Placement for White Students
9.8%
The 80% calculation of the White group is 9.8%. All ethnic groups met the ratio, with the exception of Black students. However, very few students are placed into MATH 7 which makes the calculation unstable. Approximately 7.7% of Black students place directly into MATH 7.
Disproportionate Impact by Age
As seen below there is not enough evidence of disproportionate impact by age group for placement into MATH 7.
Cohort Group
Took Assessment
Test
Percent Placed into
MATH 2
Percent Placed into
MATH 7
22 and Under 1,031 73.5% 26.5%
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23 and older 224 76.3% 23.7%
80% of the Placement for Male Students
21.2%
OVERALL DISPROPORTIONATE IMPACT ASSESSMENT
This study revealed that disproportionate impact on COMPASS Trigonometry placement exists for an impacted group. Specifically, more Black students fail to achieve the necessary cutoff for placement into MATH 7. These results are different from the last validation, which included evidence of disproportionate impact on Black, Hispanic, female and older students. In addition to a more comprehensive analysis of student and faculty perception of placement, a review of the methods and actions taken to help change the impact on other minority groups will be reviewed and shared with staff and faculty in both the math and counseling departments in order to address the lack of Black students assessing at higher levels of math.
ADA COMPLIANCE & ACCOMMODATION
Santa Monica College is well known throughout the State of California for possessing an outstanding Center for Students with Disabilities. All students with documented disabilities are entitled to receive approved modifications, appropriate academic adjustments, or auxiliary aids that will enable them to participate in, and have the opportunity to benefit from all educational programs and activities provided by the college. The Assessment Center has worked with appropriate personnel to ensure that students with given disabilities are granted accommodations to which they may be entitled. In the case of COMPASS, accommodations range from using 21” monitors accompanied by Zoom Text software to magnify portions of the screen to using a projector to further increase the size of the entire screen. Additionally, when necessary, readers are provided to read items to students and to “click” on their responses while taking the test. Additional accommodations are provided as students’ needs necessitate and often arranged in concert with the Center for Students with Disabilities.
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APPENDIX A:
ENTRY SKILLS REQUIRED FOR PRE-CALCULUS & CALCULUS
MATH 2: Pre-Calculus
Description: An intensive preparation for calculus. This course is intended for computer science, engineering, mathematics and natural science majors. Topics include algebraic, exponential, logarithmic and trigonometric functions and their inverses and identities, conic sections, sequences, series, the binomial theorem, and mathematical induction. Prerequisites: MATH 20 (Intermediate Algebra) and Math 32 (Geometry); or placement Transfer: UC, CSU IGETC AREA 2 (Mathematical Concepts) Entry Skills for Math 02 Prior to enrolling in Math 02 students should be able to:
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1. Simplify advanced numerical and algebraic expressions involving multiple operations. .2. Solve linear, quadratic, rational and absolute value inequalities, graph their solution sets, and express the answer in interval notation. 3. Solve literal equations for a designated variable. 4. Apply algorithms of completing the square, rationalizing the denominator, and long division and synthetic division of polynomials. 5. Solve linear, quadratic form, simple cubic, radical, rational, absolute value, elementary exponential, and elementary logarithmic equations. 6. Perform operations on complex numbers. 7. Perform operations on functions including composition of two functions and determine the domain of the resulting function. 8. Use proper mathematical notation to evaluate functions and obtain their inverses. 9. State and apply the fundamental properties of exponents and logarithms. 10. Demonstrate knowledge of standard vocabulary associated with graphing, including but not limited to slopes of lines, intercepts, vertex of parabola, asymptotes, and interplay between graph and functional notation. 11. Given its graph, determine whether a relation is a function and whether it is one-to-one, and determine its intercepts and domain and range. 12. Graph using horizontal and vertical translations and determine the domain and range of linear, quadratic, simple cubic, radical, reciprocal, absolute value, exponential and logarithmic functions. 13. Graph circles and parabolas using horizontal and vertical translation. 14. Evaluate simple expressions involving summation notation. 15. Set up and solve practical applications of the algebraic material. 16. Define basic geometric terms. 17. Distinguish between hypothesis and conclusion. 18. Describe the relationship between a theorem and its converse, inverse and contrapositive. 19. Set up and complete simple direct and indirect proofs. 20. Perform basic geometric constructions. 21. Apply geometric theorems involving similar and congruent triangle; parallel lines; parallelograms and their properties; lines and circles and their properties; lines and circles and their relationships; right triangles (Pythagorean theorem)
MATH 7: Calculus I Description: This course is intended for computer science, engineering, mathematics and natural science majors. Topics in this first course in calculus include limits, continuity, and derivatives and integrals of algebraic and trigonometric functions, with mathematical and physical applications. Prerequisites: MATH 2 (Pre-Calculus); or placement. Transfer: UC, CSU IGETC AREA 2 (Mathematical Concepts) Entry Skills for MATH 7 Prior to enrolling in MATH 7 students should be able to:
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1. Determine whether a relation represents a function. If it is a function, determine its domain and range; determine whether it is odd or even or neither based on its formula or its graph; and determine whether it is one-to-one, and if it is, determine its inverse function and its domain and range. 2. Analyze and graph a given function, including but not limited to piecewise-defined, polynomial, rational, exponential, logarithmic, trigonometric, and inverse trigonometric functions, without the aid of graphing devices. Determine intercepts, coordinates of holes, and equations of asymptotes. Determine intervals on which polynomial and rational functions are positive and are negative. 3. Use transformation techniques including vertical and horizontal shifts, compression, stretching, and reflection over the x- or y-axis to sketch the graph of a function. 4. Use the language and standard mathematical notation of the algebra of functions. 5. Determine algebraic combinations and compositions of functions and state their domains. Write a given function as a composition of two non-identity functions. 6. Use techniques and facts including synthetic division, long division, the Fundamental Theorem of Algebra and the Rational Zeros Theorem to find all complex zeros of a polynomial function of degree three or higher, and write the function in a completely factored form. 7. From memory, state and apply the definitions of the six trigonometric ratios of sides of right triangles; the definitions of the six trigonometric functions of real numbers using the unit circle; and the definitions, domains and ranges of the inverse sine, inverse cosine, and inverse tangent functions. 8. Evaluate trigonometric functions at integer multiples of π / 6 and π / 4 , including values outside of [0,2π ] , without the use of notes or calculators. Evaluate compositions of trigonometric functions and inverse trigonometric functions including ones for which cancellation equations do not apply. 9. From memory, state and apply the definitions of the six trigonometric ratios of sides of right triangles; the definitions of the six trigonometric functions of real numbers using the unit circle; and the definitions, domains and ranges of the inverse sine, inverse cosine, and inverse tangent functions. 10. Write algebraic and trigonometric relationships to solve application problems, including solution of right and oblique triangles by the Law of Sines and Law of Cosines. 11. Prove trigonometric identities including those which require the use of sum, difference, double-angle and half-angle identities. 12. Solve polynomial, rational, exponential, logarithmic, and trigonometric equations. 13. Given a quadratic equation in variables x and y, with no xy term, put it into a standard form in order to classify its graph as one of the conic sections (circle, ellipse, parabola and hyperbola). Determine the directrix, center, vertex points, focus points, major/transverse axis, and minor/conjugate axis, if they exist, and sketch the graph of the conic section. 14. Find terms of explicitly and recursively defined sequences. Find the nth term in a sequence whose first several terms are given. 15. Evaluate, manipulate and interpret summation notation. 16. Prove statements using mathematical induction. 17. Apply the binomial theorem to expand an integer power of a binomial and find a required term. 18. Synthesize multiple skills and techniques in order to solve a complex, multi-step problem.
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Appendix B:
Request for Approval Form
Revised, January 2004
Chancellor’s Office California Community Colleges
Request for Approval for the Use or Renewal of a Performance Assessment or Locally Constructed or Managed Test
Directions: Provide all requested information. Attach additional pages as needed. Note that
this form is to be signed by the identified individuals of the college and submitted with supporting material. When requested, indicate which Standards’ areas have been investigated or addressed and those areas not as yet addressed. Note: Studies addressing all of the Standards’ areas need not be completed in order to request approval of an instrument. The minimum requirements are that you provide at least one type of validity evidence and that the test bias standard be addressed. If information exists in a technical report or other sources, summarize the information for this report and draw conclusions from the information on whether you feel a specific standard has been met at a minimal level for your instrument. Submission of extended reports or exhaustive documentation evidence to support your claims is not required or desired for review of this request.
1. Identify the test with its complete title: ____COMPASS Trigonometry Test_____________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2. For which course(s) is this test used to assist with the placement of students? Please identify: ___MATH 7: Calculus 1___________________________________________________________ ___MATH 2: Precalculus____________________________________________________________ ____________________________________________________________________________________ 3. Have there been investigations of the validity of the use of scores obtained from this test? (If your response is no to this question, do not submit this request until some validity evidence is available.)
_____ YES, all required studies have been completed. Attach a brief narrative that summarizes the procedures and findings from all such investigations.
_____ YES, but not all required studies have been completed. Attach a brief narrative
that summarizes the procedures and findings from all such investigations. _____ Projected completion date for required studies not completed: __12/2013___
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4. Have there been investigations of the reliability of scores obtained from this test?
_______ YES. Attach a brief narrative that summarizes the procedures and findings from all such investigations.
_______ NO. Projected completion date: ________ 5. Have there been investigations of test bias? (If your response is no to this question, do not
submit this request until some test bias evidence is available.) Note also that the required evidence may be different depending on whether this is an initial or renewal request for an instrument.
________ YES. Attach a brief narrative that summarizes the procedures and findings from all such investigations.
6. Have there been investigations of the adequacy of the cut or placement score(s) used with
this test?
________ YES. Attach a brief narrative that summarizes the procedures and findings from all such investigations.
_______ NO. Projected completion date: ___________ 7. Have there been investigations planned (for first-time submissions) or conducted (for renewal) of
disproportionate impact in those courses that rely on this test to assist in placement decisions?
________ YES. Attach a brief narrative that summarizes the procedures and findings from all such investigations.
________ NO. Projected completion date: ____12/2013_______ There is documented evidence in the appropriate college or district office to support the adequacy, suitability and usefulness of this test to provide fair and equitable course placement information to our students as described in the California Community College Standards. At a minimum, evidence from at least one validity study (content, criterion-related or consequential) and bias study must be sufficient to support the continued use of the instrument for placement advisement.
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*NOTICE: Locally Managing a Second Party Test* The California Community Colleges Chancellor’s Office assumes that the local college has received authorization from the publisher for use of this test as a locally managed, second party test. __________________________________________ ______________ College Superintendent/President Date __________________________________________ ______________ College Assessment Officer Date __________________________________________ ______________ College Research Officer Date __________________________________________ ______________ College Subject Discipline Faculty/Chair Date
