David E. Suddick

The Descriptive Tests of Mathematics Skills: A Follow-Up of Performance of Older Upper Division Students.

The Descriptive Tests of Mathematics Skills (DTMS) was designed for a wide range of uses in mathematics courses at the lower division level. Two tests of the battery, Elementary Algebra Skills and Intermediate Algebra Skills, were employed for placement purposes with older junior level students. Students not having the requisite skills for calculus and for statistics were required to pass an algebra course before enrolling in the advanced mathematics course. For the calculus course and for the statistics course, the average performance level of the students who had passed the DTMS was significantly higher than that observed for the students who had successfully remediated their identified weakness. Regarding the remediation, the grades in the algebra course were significantly correlated with (a) grades earned in the calculus course and (b) grades earned in the statistics course. Thus, the DTMS was found to be an effective placement instrument for older upper-division students in a curriculum demanding advanced level mathematics courses.

A Validation of the Use of the American College Testing Proficiency Examination Program for Advanced Upper Division Placement of Nursing Students Graduated from Hospital-Based (Diploma) Nursing Programs.

At an upper division university, students entering the Bachelor of Science in Nursing (BSN) program were graduated from Associate Degree in Nursing (ADN) programs or graduated from hospital-based (diploma) programs. The admission criteria for the two groups of students were almost identical. The exception was that the diploma nurses were required to pass three ACT Proficiency Examination Program (PEP) tests with a standard score of 45 or more. The cumulative grade point averages (CGPAs) of the two groups of students at the upper division institution were compared. The CGPA of the diploma nurses was significantly higher than that of their ADN peers. Thus, the PEP credit-by-examination testing model was found to be an effective alternative to determine the advanced standing of students graduated from hospital-based nursing programs who were entering a BSN program at an upper division university.

LONGITUDINAL STUDY OF MATHEMATICS SCORES OF THE STANFORD ACHIEVEMENT TEST

A 3-yr. longitudinal study of the mathematics scales of the Stanford Achievement Test confirmed the suspected redundancy in its subtests. Strong and stable test-retest reliability coefficients were found for the total scores of the Primary Level 2, Primary Level 3, and Intermediate Level 1 batteries. Thus, the Stanford total mathematics scale is appropriate for longitudinal evaluations.

The Test of Standard Written English and Resulting Placement Patterns: a Follow-Up of Performance of Older Upper-Division and Master Level Students

The Test of Standard Written English (TSWE) was designed for assessing the ability of students to use English. Published research has demonstrated that the TSWE has predictive validity for grades earned in freshman English and that the TSWE can be used for appropriate placement of students in the freshman English curriculum. Results of this validity study with the TSWE suggest that the use of the instrument can be generalized to older students entering at the juniors and masters degree level. The TSWE scores, resulting placement, and subsequent success in an English course, if required, were found to be predictive of academic performance for older, upper-division and masters level students in an environment with a restricted grading system.

The Use of the American College Testing Proficiency Examination for Advanced Upper Division Placement of Nursing Students Graduated from Hospital-Based (Diploma) Nursing Programs: A Validation Study of Retention:

At an upper-division university, students entering the Bachelor of Science in Nursing (BSN) program were graduated from Associate Degree in Nursing (ADN) programs or graduated from hospital-based (diploma) programs. The admissions criteria for both groups of students were identical with one exception. Diploma nurses were required to pass three ACT Proficiency Examination Program (PEP) tests with a standard score of at least 45. Thus, the hospital-based graduates, although awarded credit to increment their transfer hour credential, had also validated their prerequisite for some of the advanced nursing curriculum. Past research was confirmed by this inquiry; the ensuing academic success of the diploma nurses was significantly higher than that of their ADN peers. Regarding retention, the rate for hospital-based graduates was significantly higher than that for those graduated from junior and community colleges. Thus, the PEP credit-by-examination testing program to place diploma nurses into the BSN program at an upper division university was found to be successful by two criteria: academic success and retention.

Longitudinal Study of Reading Scores of the Stanford Achievement Test

A 2. 5-yr. longitudinal study of the reading scales of the Stanford Achievement Test confirmed the redundancy in its subtests. Strong and stable test-retest reliability coefficients were evident and supported the use of the Stanford total reading scale for longitudinal evaluations.

A Re-Examination of the Use of the Test of Standard Written English and Resulting Placement for Older Upper-Division and Master's Level Students.

The Test of Standard Written English (TSWE) was developed to assess the ability of college students to use English. Most of the research has validated the use of the TSWE with freshman level students. The one study with older junior and masters degree level students was replicated with the one-year cumulative grade point average serving as the criterion variable. Confirmed was the finding that TSWE scores, resulting placement, and subsequent success in an English course (if required) was predictive of the academic success of older upper-division and masters level students.

The Descriptive Tests of Mathematics Skills:Predictive Validity for an Elementary Mathematics Concepts and Structures Course:

The Descriptive Tests of Mathematics Skills (DTMS) were designed for a wide range of uses at the lower division level. Two DTMS tests, Arithmetic Skills and Elementary Algebra Skills, were used to set a minimum standard for transferring juniors majoring in elementary education to enroll in an advanced mathematics concepts and structures course at a midwestern upper-division university. For the 60 students passing both tests and earning a grade in the class, significant predictive validity coefficients were found. When multivariate analysis was applied, it was found that the model could be simplified to only the Elementary Algebra Skills test. Nevertheless, DTMS can be used effectively to place upper-division elementary education majors into an advanced mathematics concepts and structures course.

A Revalidation of the Use of the American College Testing Proficiency Examination Program for Admission to the Masters Degree of Nursing Program

At an upper-division university, students entering the Master of Science in Nursing (MSN) program hold the Bachelor of Science in Nursing (BSN) degree, but not all the students met the minimum undergraduate grade point average (UGPA) criterion. Students who would have not been normally admitted demonstrated their academic potential by successfully challenging five ACT Proficiency Examination Program (PEP) tests. The first term grade point average of the masters course work of the students having acceptable UGPAs and of those admitted by the PEP testing alternative were compared. No significant difference was found; a finding reported in prior research. Thus, the continued use of the PEP testing program for admission of BSN students with unacceptable UGPA to the MSN program was supported.