Mathematics Placement

1. Mathematics Placement: The Mathematics Department administers placement tests and makes recommendations concerning which mathematics courses students should enter and whether or not they should seek Learning Resources Center (LRC) help at once. Currently (1999) Drs. Anthony Ferzola (x4305) and Jakub Jasinski (x6102) coordinate the process. Other department members help at various times.

2. The Tests: There are two placement tests, both locally designed, owned, and operated. One, called the Placement Test (PT), informs us if a student belongs in Precalculus (MATH 103) or Analysis I (MATH 114, first semester calculus). It also flags certain students who may be able to skip Analysis I and go directly into Analysis II (MATH 221), although further testing (arranged individually with the department) is needed before such a move can be made. The test includes questions on algebra, trigonometry, and precalculus.

The other test, called the Diagnostic Algebra Test (DAT), informs us about students' skills in basic algebra (e.g. quadratic equations).

Both tests are multiple choice, machine graded tests. Students are usually given an hour or more to complete a test, although many students finish the DAT within 20 minutes. Calculators are not allowed.

3. Two Tests: Some students are asked to take both tests. This may be because they change their major. This may also occur because they scored very high on the DAT or very low on the PT. The data base maintains both test scores.

4. Freshmen: All entering freshmen---including those with AP mathematics credit---should be tested. Normally this is done in group sessions during orientation. There are two testings during each summer orientation because some students need both tests. Students who miss pre-orientation should be tested (1) in a late testing session---time and place announced the week before fall classes begin---or (2) in one of the three advising centers---especially students not entering in the fall. When option (2) is used, students' answer sheets must be sent to the Mathematics Department.

5. Transfer Students: Most transfer students should be tested. Exceptions are (1) students who will take no mathematics at the University and (2) students who have transcripted mathematics credits which clearly indicate the first mathematics course they need at the University. Treat option (1) carefully: good placement scores may convince students to attempt mathematics courses they would not otherwise consider.

6. Reports: At each orientation session advising centers receive placement results of their students attending the session. Individual reports for students' advising files are included. Students taking both tests receive two separate individual reports. Copies of students' individual reports are mailed to their homes in late July.

Advising centers receive alphabetized lists of all their students who were tested during the summer.

If students are tested late, then their scores may be missing from the lists. Every effort is made to place individual reports in advising files.

Questions concerning students' placement can be directed to Drs. Ferzola, Jasinski, or Perdew.

7. PT Reports:

PT scores are reported as n/28 where n is the number of correct answers from the 28 questions that are formally scored. (The PT contains 40 questions, including five "warm up" questions and seven calculus questions which do not enter into the formal scoring.) Current (1999) standard gives placement in MATH 103 (Precalculus) if n < 13, in Math 114 (Analysis I) if n > 18, and an uncertain placement if 14 < n < 17. Placements by course or courses are reported. (Please note that students' majors---as officially given in the University's data base---influence placements. Thus, changes of majors may require changes in placements.) Individual reports also include statements important in deciding what to do with students whose placement is in the uncertain range (14 < n < 17).

Placement for low scoring students will include the message "w/LRC" which indicates that they should seek immediate help from the LRC. Low scoring students whose major does not require MATH 103 or 114 may be asked to "take DAT". High scoring students who do well on the seven optional calculus questions get the message "MATH 114 (TEST 221)" which asks them to consult with Drs. Ferzola or Jasinski of the Mathematics Department in order to see if skipping to Math 221 would be appropriate.

Several additional messages may seem cryptic. Physical Therapy students receive the message "ET" if they are eligible to take an Exemption Test which may exempt them from Precalculus. Students whose majors do not require MATH 103 or 114 will get the message "NRBM" or "Not Required By Major" if placed in either class. Secondary Education students will get placements qualified by "if MOS" indicating that the placements apply only if the students' concentrations (teaching areas) are "Mathematics Or Science".

8. DAT Reports

DAT scores are reported as m/25 where m is the number of correct answers from the 25 questions on the test. A rough measure is given by a level number: level 0 if m < 9, level 1 if 10 < m < 14, and level 2 if m > 15. (Level 0 flags MATH 5 for DHC students but other students can not use MATH 5 credit for graduation.) Placements by course or courses are reported. DAT course placements depend on major even more highly than PT placements do. Individual reports include a verbal description of questions missed.

Students may receive the "w/LRC" message for DAT placements just as for PT placements. Secondary Education students will get placements qualified by "if NMOS" indicating that the placements apply only if the students' concentrations (teaching areas) are "Not Mathematics Or Science". High scoring students, regardless of major, are invited to take the PT.

9. Interpretation and Use: Placements are advisory not mandatory. However, students insisting on taking courses above their placement level may expect little sympathy and no refunds if they find they do poorly.

Actually, our major problem concerns students enrolling in courses below their placement level. This should be discouraged. Students preparing to underachieve in this way should be reminded that the boredom of an easy class can lead to bad study habits and even to poor grades. In any event, much time and money can be wasted.

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This page was last modified on Tuesday, May 15, 2001 01:11:49 PM.