Core to College Evaluation: Exploring the Use of Multiple Measures for Placement into College-Level Courses

By Marie Broek, Mina Dadgar, Neal Finkelstein, Susan Mundry, Daniel Bugler

Cover image of Core to College Evaluation: Exploring the use of multiple measures for placement into college-level courses: Seeking alternatives or improvements to the use of a single standardized test
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Description

Standardized tests alone may not be the most accurate measure for placing students into college-level courses. WestEd researchers have identified the use of multiple measures as a way to increase placement accuracy.

Researchers have also suggested that multiple measures may more comprehensively support the transition from high school to entry-level, credit-bearing college coursework, as well as the incorporation of alternate assessments in the college placement process.

This report features a literature review that defines multiple measures and summarizes recent research on the logistics, benefits, and challenges of using multiple measures for student placement.

The literature review also categorizes the primary ways in which multiple measures are currently in use, and highlights examples of how states and institutions are using these different approaches.

The report also profiles seven states that are implementing, or planning to implement, multiple measures and/or other alternative placement measures at the local and/or state level.

The report concludes with key observations and takeaways for states as they consider using multiple measures for placing students in college-level courses. 

Other reports in the Core to College series:

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