Alignment study of Kentucky's mathematics placement examinations and entry level credit-bearing

171 Pages·2017·2.64 MB·English

by  Lisa Conn

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Electronic Theses and Dissertations
12-2013
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Lisa Conn
University of Louisville
Follow this and additional works at: https://ir.library.louisville.edu/etd
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Conn, Lisa, "Alignment study of Kentucky's mathematics placement examinations and entry level credit-
bearing mathematics course examinations." (2013). Electronic Theses and Dissertations. Paper 269.
https://doi.org/10.18297/etd/269
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ALIGNMENT STUDY OF KENTUCKY’S MATHEMATICS PLACEMENT
EXAMINATIONS AND ENTRY LEVEL CREDIT-BEARING MATHEMATICS
COURSE EXAMINATIONS
By

Lisa Conn
B.A., Morehead State University, 1993
M.A., Morehead State University, 1998

A Dissertation
Submitted to the Faculty of the
College of the Education and Human Development of the University of Louisville
in Partial Fulfillment of the Requirements
for the Degree of

Doctor of Philosophy

Department of Middle and Secondary Education
College of Education and Human Development
University of Louisville
December 2013

ALIGNMENT STUDY OF KENTUCKY’S MATHEMATICS PLACEMENT
EXAMINATIONS AND ENTRY LEVEL CREDIT-BEARING MATHEMATICS
COURSE EXAMINATIONS

By

Lisa Conn
B.A., Morehead State University, 1993
M.A., Morehead State University, 1998

A Dissertation Approved on

May 29, 2013

By the following Dissertation Committee

__________________________________
Dissertation Director: William S. Bush
_________________________________
Dr. Jennifer Bay-Williams
__________________________________
Dr. Thomas Tretter
__________________________________
Dr. Michael Mays
__________________________________
Dr. Susan Peters
ii
DEDICATION

This dissertation is dedicated to my late father, Charles F. Stansbury, who always
supported my educational endeavors.

iii
ACKNOWLEDGEMENTS
I would like to thank my dissertation chairman, William S. Bush, for his guidance
and feedback throughout this process, always helping me improve my writing and giving
me clear direction. I would also like to thank the other members of my committee: Dr.
Jennifer Bay-Williams, Dr. Thomas Tretter, Dr. Michael Mays, and Dr. Susan Peters.
Their patience and hours of reading were greatly appreciated. Additionally, I would like
to thank my husband Mike, daughters Taylor and Faith, and my mother Bernadette for all
of the time they allowed me to spend away from home during the summer months and
long work nights. Without their support, I would not be able to complete this educational
journey.

iv
ABSTRACT

ALIGNMENT STUDY OF KENTUCKY’S MATHEMATICS PLACEMENT
EXAMINATIONS AND ENTRY LEVEL CREDIT-BEARING MATHEMATICS
COURSE EXAMINATIONS

Lisa Conn

May 29, 2013

This research alignment study compares content assessed on course finals from
Kentucky public universities in highest level remedial mathematics courses and content
assessed on college placement examinations. These assessments are used to determine if
a student is ready for credit-bearing courses at a university. The study addressed the
following four research questions: (1) What mathematical prerequisite knowledge do
state universities consider necessary to be college ready? Specifically 1a) What content
domains do the state universities emphasize in their remediation courses?; 1b) Is there
consistency across the state public universities with regard to the content domains?; and
(2) How well do Kentucky’s mathematics placement assessments (ACT, COMPASS, and
KYOTE) align in both content and cognitive demand with four-year universities’
Kentucky Mathematics College Readiness Expectations (KM-CRE)?
The study was implemented in two phases. In Phase 1, course finals in the highest
mathematics remediation class offered at five Kentucky universities were analyzed using
Common Core State Standards (CCSS). Phase 2 of the study involved an alignment
analysis between the universities’ identified KM-CRE and Kentucky’s approved college
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placement examinations: ACT, KYOTE, and COMPASS. The study is framed using
Webb’s alignment modeling the areas of (1) categorical concurrence, (2) balance of
representation, (3) range of knowledge, and (4) depth of knowledge. Findings suggested
that consistency across universities in content emphasis exists. Examinations were
heavily weighted in Algebra readiness (Expressions and Equations, Functions, and
Algebra). Findings in the alignment study suggested some content alignment existed but
more alignment is needed through intentional assessment of college ready content.
Additionally, all placement examinations revealed a strong cognitive complexity
alignment to KM-CRE. Implications of this study suggest the redesign of the placement
examinations to assess the content knowledge necessary for college success.
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TABLE OF CONTENTS

PAGE
ACKNOWLEDGEMENTS……………………………………………………………..iv
ABSTRACT……………………………………………………………………………..v
LIST OF TABLES……………………………………………………………………….ix

INTRODUCTION…………………………………………………………………….…..1
Aligning Standards and Assessments……………………………………………..2
Norman Webb’s Alignment Model……………………………………………….2
College Readiness…………………………………………………………………4
Brief Description of Study………………………………………………………...8
Purposes of the Study and Research Questions…………………………………...9
Definition of Terms………………………………………………………………21
LITERATURE REVIEW……………………………………………………………..…12
Remediation………………………………………………………………….…..14
Examinations……………………………………………………………………..18
Standards…………………………………………………………………………28
Alignment………………………………………………………………………..31
Conceptual Framework…………………………………………………….…….31
METHODOLOGY………………………………………………………………………45
Placement Examination Data Collection Procedures…………………………....47
Instrumentation………………………………………………………………….49
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Accurate Coding of Test Items………………………………………………….52
Data Analysis……………………………………………………………………53
Limitations………………………………………………………………………57
ANALYSIS OF DATA…………………………………………………………………60
Part I – Comparison of Expectations among Kentucky Universities…………...60
Part II – Alignment Study………………………………………………………80
Summary……………………………………………………………….………..88
FINDINGS, IMPLICATIONS AND LIMITATIONS………..……………………….90
Research Findings………………………………………………………………91
Implications on Future Assessments……………………………………………99
Limitations……………………………………………………………………..100
Future Studies………………………………………………………………….101
REFERENCES…………………………………………………………………...…....103
APPENDICES…………………………………………………………………….…...109
CURRICULUM VITAE………………………………………………………………1
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