Transcript TSI Assessment

Multiple Measures of College Readiness
Support Operations for Academic Retention
Emily Ehrlich Hammer, M.B.A., A.B.D.
Assistant Director
October 16, 2013
NEW THECB TSI Rules
RULE §4.55
Assessment and Placement
For holistic placement of non-exempt students not meeting standards as
defined in §4.57(a) and (b) of this title (relating to College Ready and Adult
Basic Education (ABE) Standards), institutions shall use for determination of
appropriate courses and/or interventions the TSI Assessment results and
accompanying Diagnostic Profile, along with consideration of one or more of
the following:
(1) High school Grade Point Average/class ranking;
(2) Prior academic coursework and/or workplace experiences;
(3) Non-cognitive factors (e.g., motivation, self-efficacy); and
(4) Family-life issues (e.g., job, childcare, transportation, finances).
Literature Regarding Multiple Measures
Factors that can affect student performance
and retention:
 Student Background in Subject
 High School GPA
 Academic Rigor of High School
Program
 SAT
 ACT
 College Readiness Assessment
Source: Hirschy, A. S., Bremer, C. D., & Castellano, M. (2011).
Career and technical education (CTE) student success in community
colleges: A conceptual model. Community College Review, 39, 296318. doi: 10.1177/0091552111416349
Literature Regarding Multiple Measures
 Validity of college success predictions can be
improved by including non-cognitive factors



commitment to school (Tinto 1993),
long-term goal setting (Young and Sowa 1992)
social support (Lotkowski, Robbins and Noeth 2004).
Sources:
Lotkowski, V.A., Robbins, S.B., and Noeth, R.J. (2004). The role of academic and nonacademic factors in improving college retention: ACT policy report.
Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student
Attrition (2nd ed.). Chicago: University of Chicago Press.
Young, B., and Sowa, C. (1992). Predictors of academic success for Black student
athletes. Journal of College Student Development, 33, 318-324.
Developmental Education Menu of Options
Who’s
Who
Reading/
Writing
Accelerated
Course-Based
Options
Non-Course Based
Competency Options
Developmental
Education
Interventions
Traditional
Dev Ed Options
Students who under multiplemeasures evaluation show selfdiscipline to complete in a more
independent environment
Students who fall
within 3% of College
Ready
TSI 0204
TSI 0304
Math
TSI 0202
TSI 0302
ESOL
1 Hour A
Week
Traditional
Face to
Face Class
Time
1 Hour A 1 Hour A Two Week Refresher –
Week
Week
Students must retest at
meet
student
end of Refresher. If
with a
must go to
students fail retest,
Tutor
Learning
then students will be
Center
moved to NCBO
and work
Option
on Aplia
or ALEKS
TSI 0305
Reading/Writing Developmental Education Placement
TSI Course
Remediation
Version
TSI 0204
Accelerated
Course-Based
TSI 0304
TSI 0305
NCBO 0304
REF 0304
Accelerated
Course-Based
Accelerated
Course-Based
NCBO
Bubble Option
TSI Test Scores
TSI
Assessment
TSI
Assessment
TSI
Assessment
TSI
Assessment
TSI
Assessment
ACT/SAT/GPA
Reading
Writing
Essay
342-345
350-354
1-2
Reading
Writing
Essay
346-350
355-362
3-4
Reading
Writing
Essay
346-350
355-362
3-4
Reading
Writing
Essay
346-350
355-362
3-4
Reading
Writing
Essay
347-350
359-363
4
NA
NA
NA
20-23/450-500/3.0
20-23/450-500/3.0
Mathematics Developmental Education Placement
TSI Course
Remediation
Version
TSI 0202
Accelerated
Course-Based
TSI
Assessment
Mathematics
Accelerated
Course-Based
TSI
Assessment
Mathematics
NCBO
TSI
Assessment
Mathematics
TSI
Assessment
Mathematics
TSI 0302
NCBO 0302
REF 0302
Bubble Option
TSI Test Scores
ACT/SAT/GPA
NA
336-340
NA
341-349
20-23/450-500/3.0
341-349
347-349
20-23/450-500/3.0
Non-Course Based Competency Options
Students who meet TSI Assessment exit-level
remediation course standards and have met threshold
criteria for ACT/SAT/High School GPA and NonCognitive Evaluation will be placed into one of the
following:

NCBO0304 – Reading/Writing deficient students are placed
into a self-paced course with three components: Aplia
Homework, Essay and Revisions, and Final Exam
 NCBO0302 – Mathematics deficient students are placed into a
self-paced course with three components: ALEKS Pie, Project,
and Final Exam
Fall 2013 TSI Student Performance on Admission Tests
TAKS
Student Score
ELA (2200)
Essay (3)
Mathematics (2200)
2277
2.49
2235
Critical Reading (500)
Mathematics (500)
Composite (1070)
451.32
467.5
919.70
English (19)
Mathematics (19)
Composite (23)
18.1
18.73
19.25
SAT
Student Score
ACT
Student Score
Fall 2013 TSI Student Performance on TSI Tests
Accuplacer
Reading
Student Score
Writing
74.1
Mathematics
53.8
COMPASS
Reading
Student Score
Writing
84
Mathematics
2235
THEA
Reading
Student Score
Writing
Mathematics
2277
TSI Assessment
Student Score
Reading
Writing
Mathematics
351
None Received
333
Multiple Measure Placement Student Performance
Mathematics
Total Number of TSI 0302 Students:
87
 Average Total Number of Topics
10.14
 Average Hours in ALEKS
5.89
 Average ALEKS Topics per Hour
2.22
Total Number of NCBO 0302 Students:
 Average Total Number of Topics
11.2
 Average Hours in ALEKS
6.99
 Average ALEKS Topics per Hour
1.93
50
Multiple Measure Placement Student Performance
Integrated Reading/Writing
Total Number of TSI 0304:
72
 Total Number of Students Who Took Aplia Pre-Diagnostic 51
 Percent Grade on Aplia Basic Writing
64%
 Percent Grade on Aplia Basic Reading
67%
Total Number of NCBO 0304 Students:
51
 Total Number of Students Who Took Aplia Pre-Diagnostic 33
 Percent Grade on Aplia Basic Writing
70%
 Percent Grade on Aplia Basic Reading
75%
Any Questions?