The quantitative skills test, which consisted of various algebraic questions, was part of an effort to strengthen the quantitative support the College provides to students facing difficulties in quantitative courses.
Although the test was the first math diagnostic exam given to an entire incoming freshman class, it was not the only diagnostic test administered by the school. "One time during the 1990's we administered a 'Calculus Readiness Test' to many but not all entering students during orientation to help students decide between Math 5 and Math 11," said Professor of Mathematics David Cox. Like the quantitative skills test, the 'Calculus Readiness Test' was discontinued for its lack of effectiveness. In addition, other various math diagnostic exams have been administered to certain math and science classes.
Although most students did not mind taking the quantitative skills test, many wondered about the test's significance. "To be honest ... the test definitely seemed like a superfluous exercise, but a lot of orientation seems that way, and I guess I just took it as more of the same," said Andy Nguyen '08.
Others wondered why SAT or ACT scores were not used in place of the test. "It was much like the SAT or ACT math exam, so I'm not sure why the testers did not just look at our standardized test scores instead of having us take a new test," said Tomás Morrissey '08.
SAT or ACT scores were not used because staff members of the Quantitative Working Group believed that the quantitative skills test, when created properly, would provide more information to the College.
"We had also found some literature on how diagnostic exams based on simple algebraic skills could be helpful in predicting subsequent academic performance and that these simple exams might have more information than is contained in SAT scores," stated the Quantitative Working Group in a spring 2005 report.
The diagnostic test was supposed to help identify students potentially at risk of falling behind in quantitative courses due to struggles that could occur early in the semester. "Quantitative courses tend to be cumulative, where the material introduced in one week depends on what was covered in the previous weeks," the report stated. "As a result, students who fall behind in the first few weeks get stuck in a catch up cycle, where they are trying to make up the early material they had trouble with at the same time as keeping up with current material."
Despite research, planning and good efforts, the test did not prove to be better than already-existing predictors of 'at risk' students. "The quantitative skills test was worth a try because identifying students early on who might have trouble in quantitative courses is an important goal," said Professor of Economics Geoffrey Woglom. "Unfortunately, the test didn't provide statistically significant information that was not already available from the students' admission records."
The use of information from students' admission records leads to an already-existing predictor known as the "academic reader rating." This rating assigns a score ranging from one to seven to a student's admissions record. Although the reader rating is not always accurate in identifying students who may need extra support, it has proven to be more useful than the diagnostic test.
According to the report written by the Quantitative Working Group, the College could revise the test to make it more effective. However, the benefits of a revision appear to be minimal. "We have decided not to take this route given the predictive information contained in the reader rating, the logistical difficulties of scheduling the exam during Orientation and the inherent risk of stereotype threat that accompanies a high-stakes aptitude test," the report stated.
Despite the test's omission from future Orientation events, the College will still work to make sure students taking quantitative courses receive sufficient help, according to President Anthony Marx. In place of the quantitative skills test, students will soon learn about 'intense sections,' which, according to Cox, "are an experiment designed to give students the full set of tools they need to cope with the demands of Chem 11, Econ 11 and Math 11." In other words, intense sections will require students to meet outside of a regular class, to work on difficult problems that will "help the students realize the importance of understanding the concepts at a deeper level," said Cox.
Although intense sections will be open only to students whom professors believe will benefit the most, it is a step forward in addressing potential struggles faced in quantitative courses. "I am excited by the intense section because the section meetings will focus on problem-solving techniques in a supportive group setting," Woglom said. "I intend to get a lot of help in coaching students in problem-solving skills with the aid of a student TA."
According to Marx, this will be an important year in determining how to best help students. "This is going to be a very pivotal year for this school," he said. "All of the planning will come to a head by the turn of the calendar year. Throughout this year the faculty, the administration and the board, and we hope the students and staff will be engaged in discussing everything about the future."