COLORADOACCUPLACER

OVERVIEW

Overview of Presentation• Introductions & Purpose • History of Colorado & Accuplacer• Overview of Accuplacer Program• Overview of Diagnostics & My

Foundations Lab• Discussion on College Readiness• Q & A

Colorado and

ACCUPLACERHistory

Accuplacer in Colorado• 1998--Legislation passed to mandate placement and

assessment • 1999-2000—Community colleges worked toward

implementation of legislation• Accuplacer adopted as state wide assessment test• Cut scores set by Math, English, Reading faculty• Common Course numbering

• Fall 2000—Accuplacer implemented (a few CCCS schools still using Compass)

• Fall 2002—All CCCS schools using Accuplacer

Culture of Innovation

1986 - DOS version introduced

1995 - Windows version

1999 - ACCUPLACER Online

2000 - WritePlacer Plus

2002 – ESL WritePlacer & Listening

2007 - New Platform Released 2.0

2009 – New Platform Released i3

2010 – New Diagnostic Tests and CSP

2012 – iPhone app Review Guide

2012 – MFL Learning Pathways

2013 – Customized Placement and Diagnostic Exams for states

1. ACCUPLACER is customer driven2. Dedicated to platform

development

ACCUPLACER is widely used in the US

Strand Test Development: •Minnesota•North Carolina•Texas•Indiana – Ivy Tech

State or system-wide ACCUPLACER use

Institutions:49% — 2 year37% — 4 year 14% — High schools

Used in all 50 states And in 19 countries

ACCUPLACER General Features

Internet based (no downloads required) Computer Adaptive – immediate results Multiple User Levels/Institutionally-Personalized Local control of welcome screen, report messages, and

student directions Customize tests to state standards, placement and

diagnostic in one assessment Standardized accessibility formats (online & paper/pencil) 24/7 access with 99.75% platform reliability

Enhanced Features: Beyond the BasicsDiagnostics and Intervention

Identify students strengths and weaknesses, assign individualized learning paths

Customized Assessments Ability to create exams customized to institutions/state standards

Configurable Branching Profiles Which tests will be given, under what conditions, background questions

Weighted Placement Rules Ability to incorporate demographic info with test scores for course placement

User Defined Fields Ability to add additional measurements to course placement

Computer Skills Placement(CSP) Assess students computer literacy skills

Local Test Add customizable test

Remote Proctoring (Pilot Phase)

Computer Skills Placement TestMeasures fundamental computer skills competency

Two versions:• Internet and email• Managing files• Word Processing• Basic concepts of computing• Spreadsheets• Databases• Presentation skills

Overall Placement Score and Diagnostics in one test

ACCUPLACER Subject Assessments

ACCUPLACER Tests

General Tests• Reading Comprehension• Sentence Skills • Arithmetic • Elementary Algebra• College Level Math• WritePlacer Plus• Computer Skills

Placement• “Local” Tests

ESL Suite• Reading Skills• Sentence Meaning• Language Usage• Listening• WritePlacer ESL

Diagnostics• Reading Comprehension• Sentence Skills• Arithmetic• Elementary Algebra

(20)

(20)

(17)

(12)

(20)

(20)

(20)

(20)

(20)

(40)

(40)

(40)

(40)

(30/70)

Computer Adaptive Testing

Decreased Difficulty

Typical Pattern of Student Responses

Increased Difficulty

Middle Difficulty

Score is calculated and the next best item is selected based on:

• Difficulty• Content• Test Specifications

Definitions

Placement TestsThe primary function of Placement Tests are to assist with determining if students are prepared for a college-level course or if they would benefit from a developmental course.

Diagnostic TestsUsed to “drill down” to see students strengths and weaknesses in reading, writing, and mathematics specific content areas. Provides HS with detailed assessment of students skills.

Branching Profile: No Conditions

Reading Comprehension

SentenceSkills

Elementary Algebra

*Branching Profile = Which tests will be administered to students, under what conditions

Branching Profile: Background Questions

YES

Have you evertaken an

algebra course?

ArithmeticElementary

Algebra

NO

Branching Profiles: Test Scores

Elementary Algebra

College Level Math

Arithmetic

Placement

Placement

Placement

91-120

70-90

20-69

20-59 Diagnostic Testing

Placement

Placement

MyFoundations Lab

Retest ACCUPLACER

Branching Profile: Test Scores & Background Questions

Low scoreReading

Comprehension(native)

+

“No” to any

1.Is English the first language you learned?

2.Is English the language most often spoken in your home?

3.Have you had at least 8 years of formal education in the US?

ESL Reading Skills+

Sentence Skills (native)

ESL Language Usage

HighScores

LowScores

ESL Listening

Placement

Placement

Questions??

Diagnostic Details

Purpose for ACCUPLACER Diagnostics

■ Provide institutions with detailed assessment of a test taker’s skills in English & mathematics

■ Tests can be administered as a follow-up or before the ACCUPLACER placement tests

■ Diagnostics provide additional proficiency analysis

ACCUPLACER Diagnostic Test Summary

Tests: Reading Comprehension, Sentence Skills, Arithmetic, and Elementary Algebra

Items: 40 items per test — broken into 5 domains of 8 items eachAdministered consecutively

Time: Untimed (designed for less than 1 hour)

Design: Computer Adaptive

Results: Diagnostic analysis will be assigned according to attributes withinEach subject

Functionality: Integrated into the ACCUPLACER suite of tests; set up just like abranching profile

Individual Score Report Scores

Domain scores range from 1 to 15.

Category scores

Needs Improvement (1-4)

Limited Proficiency (5-9)

Proficient (10-15)

Standard Error of Measure (SEM)

SEM’s can be reported for each domain, or they may be turned off in Test Settings.

Proficiency Statements

See the ACCUPLACER Program Manual for complete list of proficiency statements for each diagnostic test.

Diagnostic Test Summary Reports

Diagnostic Test Score Roster Report

Diagnostic Test Score Roster Report (Elm Algebra)

First Name Test Date EA - Real Numbers

EA - Linear Equat

EA - Quad. Exp. & Equat.

EA - Alg. Exp. & Equat.

EA - Word Prob

Simon 10/13/2010 5 3 4 1 4alexjander 11/10/2010 4 4 4 10 1Ayan 10/13/2010 3 4 4 3 1Terrace 10/13/2010 5 4 3 1 1Andrew 10/13/2010 11 9 4 1 12Catherine 10/13/2010 4 6 4 4 4Samuel 10/13/2010 6 5 3 4 11Anna 10/13/2010 10 3 1 4 10Soly 10/13/2010 9 4 6 1 6Nathaniel 10/13/2010 4 8 3 3 1Karlee 10/13/2010 9 10 4 6 7Bee 10/13/2010 4 2 4 4 5Jordan 10/18/2010 4 9 3 6 11thien 10/18/2010 4 4 7 4 3Derek 10/13/2010 8 10 3 3 8Andrai 10/18/2010 2 3 1 4 10Michael 10/13/2010 10 5 3 4 4

ACCUPLACER/MyFoundationsLab Learning Path

Students enter the remediation tool. Click on the Learning Path.

Students will see a personalized Learning Path that shows where they need extra practice.

COLLEGE READINESS

Because competitive, global work environments require more of our students to succeed in college in order to compete.  

Why is college readiness important?

Studies have shown that about one in five students who enter high school will earn a college degree.

http://advocacy.collegeboard.org

“The Complexity of College and Career Readiness”

“Unfortunately, we’ve got a real complex situation, something that’s been building for 200 years in the U.S., because we never designed our educational system to prepare everyone for post-secondary education.

We have purposely and consciously disconnected our educational systems at every level,…as the economy has changed, our social needs have changed and the structure of our society has changed, we need an aligned, connected system that creates the opportunity for all students to receive an education that enables them, if they choose to do so, to continue learning beyond high school.

That’s the heart of my definition, that’s the heart of the policy issue, and that’s the heart of the problem at the same time.”

Dr. David Conley, CEO, Educational Policy Improvement Center (EPIC)

College & Career Readiness Symposium, April 24, 2012, Washington, DC

College-Readiness Benchmark ScoresSAT Benchmarks ACT Benchmarks

Critical Reading = 500 Reading = 21Math = 500 Math = 22Writing = 500 English Composition = 18

Composite = 1500

Science = 24

Composite = 21

1500 composite score = 65% chance of earning a 2.67 GPA or higher during first year of college w/higher chance of graduating from college.

Benchmark scores = minimum scores needed to indicate 50% chance of obtaining a B or higher or 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses.

Dr. David Conley’s – 4 Keys to College & Career Readiness

• Basic knowledge & skills, writing, algebraic

concepts, key foundational content, “big ideas” from core

subjects

• Self-monitoring, study skills, time management, awareness of own level of mastery, selection of learning strategies

• Problem solving, inquisitiveness, precision

& accuracy, interpretation,

reasoning , intellectual openness

• ‘College knowledge’ understanding college admissions, college culture, tuition, financial aid, college-level academic expectations

Contextual Skills &

Awareness

Key Cognitive Strategies

Key Content

Knowledge

Academic Behaviors

Educational Policy Improvement Center/EPIC 2012 www.epiconline.org

College-Ready

Your score is at or above the state average for college-level courses. Continuing to take challenging classes in your senior year will prepare you for the rigor of college-level courses.

On Target Your score is within reach of the state average for college-level courses. Staying on your current path may yield placement into college-level classes. Plan to make the most of your senior year by taking a full schedule of challenging classes.

See Your Counselor

Your score is below the state average for college-level courses. Staying on your current path may yield placement into non-credit developmental (remedial) courses. Plan to make the most of your senior year by taking a full schedule of more challenging classes to help prepare you for college-level work.

PLANNING FOR

ACCUPLACER

IA

Demo Site

SiteA

SiteB

SiteC

SiteD

SiteD

ACCUPLACER System Structure

Transition to Higher Education

• Conserves Higher Education Resources.

• Strengthens connection between K12 and Higher Education.

• Provides opportunity to decrease remediation for students.

• Establishes consistent expectations and definition of college readiness.

Four Permission Levels

Institution Administrator

Site Manager

Proctor

Reporter

Role of Institutional Administrator

Setting up Testing Sites

Creating Users

Review tests with faculty

Create Branching Profile (tests to be administered)

Create Reports

Monitor Test Units

Role of Site Manager

Create and manage pre-registration system

Create additional Proctors

Create custom messages/directions

Create reports

Role of Proctor

Set up computers on test day

Check in Students on test day

Distribute Vouchers

Monitor testing sessions

Timeline for Implementation

Discussion

TRAININGand

RESOURCES

Training and Professional Development

■ Workshops at which ACCUPLACER Managers and Consultants will provide training and assistance in set up and implementation of testing sites.

■ Webinar training and support as needed.■ Online, self-paced training demonstration■ Knowledge Base – series of FAQ’s.■ Program Manual which provides detail descriptions of

exams, policies and procedures.■ User’s Guide which provides step-by-step instructions on

the multiple functionalities of ACCUPLACER.■ Sample questions and essays for students.

QUESTIONS

THANK YOU!

Brett MillerSenior Assessment Manager

ACCUPLACER ProgramThe College Board

bmiller@collegeboard.org

Deborah AndersonHigher Education Consultant

deb.anderson1952@gmail.com