Objective:

Community colleges across the country are making dramatic shifts away from traditional reliance on placement testing for developmental education and toward using high school measures to assess college-readiness. Yet the views of faculty dealing with these changes, including their perspectives on the quality and usefulness of high school data, are not well-understood. We explore faculty views of high school transcript and placement testing data, attributions made with the data, and beliefs about the extent to which these data are useful for instruction.

Methods:

We conducted a survey and semi-structured interviews with math faculty in one community college math department (n = 21). We used real high school records to develop a Personalized Student Profile of student math backgrounds to engage faculty in sensemaking about high school and placement testing data.

Results:

Faculty did not appear to readily trust high school data, tending only to do so when it fit their existing understandings of student ability as measured by placement tests. Although faculty described opportunities to use the data to inform instruction, they noted the challenges of actually doing so.

Conclusions:

The findings reveal significant faculty concerns about high school measures and point toward shifts in faculty attitudes and beliefs that may need to be addressed in order for reforms that upend traditional approaches to remediation and instruction to be successful. We discuss critical future research directions for this new paradigm of developmental education in community colleges.

中文翻译：

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教师在分班考试改革时代使用高中数据的观点

客观的：

全国各地的社区大学正在从传统的对职业发展的分班考试的依赖，转向使用高中措施评估大学入学准备的重大转变。然而，教师对这些变化的看法，包括对高中数据质量和有用性的看法，并未得到很好的理解。我们探索教师对高中成绩单和分班考试数据的看法，对数据的归因，以及对这些数据可用于指导的程度的看法。

方法：

我们对一个社区大学数学系（n = 21）的数学系进行了调查和半结构化访谈。我们使用真实的高中记录来开发学生数学背景的个性化学生档案，以使教师对高中和分班考试数据进行有意义的理解。

结果：

教师似乎并不容易信任高中数据，仅当它符合通过分班考试衡量的他们对学生能力的现有理解时，才倾向于这样做。尽管教职员工描述了使用数据来指导教学的机会，但他们指出了这样做的挑战。

结论：

研究结果揭示了教师对高中措施的重大担忧，并指出教师态度和信念的转变可能需要加以解决，以使颠覆传统的辅导和教学方法的改革取得成功。我们讨论了社区大学这种新的发展教育范式的重要未来研究方向。