2026 ASEE Annual Conference & Exposition

Calculus I and II are foundational courses in STEM education, often serving as gatekeepers to advanced study. Accurate placement into these courses is critical for student success and retention. This IRB approved study examines the predictive validity of two precalculus assessment modalities—an online un-proctored precalculus placement test (PT) and an in-person proctored precalculus assessment (PA)—to determine how well each predicts performance in introductory calculus. Using institutional data from multiple cohorts, we conducted regression and correlation analyses to evaluate the relationship between precalculus scores and final grades in Calculus I and II. The analysis compared outcomes for students placed using PT scores with those measured by PA scores.

Results show that in person proctored PA scores demonstrate stronger and more consistent associations with calculus course performance, suggesting that in-person proctored assessments provide a more reliable measure of calculus readiness. In contrast, the online un-proctored PT scores exhibit weaker predictive power, raising concerns about the effectiveness of un-proctored formats for high stakes placement decisions. These findings offer evidence to inform institutional placement policy and highlight the importance of assessment modality in supporting equitable and accurate placement in STEM coursework. The study also underscores the critical role of precalculus preparation as a key lever for improving student outcomes in calculus.