Literaturnachweis - Detailanzeige
| Autor/in | Hodges, Daniel L. |
|---|---|
| Institution | Lane Community Coll., Eugene, OR. |
| Titel | Entrance Testing and Student Success in Writing Classes and Study Skills Classes: Fall 1989, Winter 1990, and Spring 1990. |
| Quelle | (1990), (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Community Colleges; Grades (Scholastic); Institutional Research; Predictive Validity; Predictor Variables; Prerequisites; Reading Skills; Reading Tests; Reading Writing Relationship; Required Courses; Screening Tests; Student Placement; Two Year College Students; Two Year Colleges; Writing Skills |
| Abstract | At Oregon's Lane Community College (LCC), all full-time students and students enrolled in English Composition (WR121) are required to take a 35-item writing placement test. Students with test scores deemed "marginal" (i.e, those scoring between 20 and 24 points) are advised to take a preparatory course (WR120) before enrolling in WR121, while students scoring below 20 points are required to first complete the lower-level course. All students scoring below 25 are also required to take a reading test. In spring 1990, a computer program was developed to examine the relationship between test scores and grades earned in a variety of classes at LCC. Study findings for the 1989-90 school year included the following: (1) both writing and reading test scores were positively correlated with grades earned in WR121 and in an advanced writing course (WR122); (2) among new students with marginal writing test scores, 66% of those who took WR121 immediately following the screening test received a C grade or better, while only 54% of those who took the course at a later time performed as well; (3) among students with marginal reading test scores, 66% of those who took the preparatory course (WR120) later received a C grade or better in WR121, as compared with only 46% of the marginal readers who did not take the preparatory course; (4) while writing test scores were positively correlated with students' grades in a technical report writing course, reading test scores showed no correlation; (5) students' writing test scores showed almost no correlation with performance in WR120; and (6) reading test scores were not highly correlated with student success in study skills courses. Data tables are included. (PAA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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