DOCUMENT RESUME

ED 238 499 JC 840 030

TITLE Platform for Excellence: A Review and Projection ofBasic Skills, Developmental and Learning SupportEducation. Task Force Reports from the LearningAssistance Support System Project.

INSTITUTION Washington State Board for Community Coll. Education,Olympia.

SPONS AGENCY Fund for the Improvement of Postsecondary Education(ED), Washington, DC.

PUB DATE Apr 83NOTE 52p.PUB TYPE Reports Descriptive (141) -- Viewpoints (120) --

Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Basic Skills; *Developmental Studies Programs;

*Educational Policy; *Educational Testing; *ForeignStudents; Immigrants; Minimum Competencies;Postsecondary Education; *Program Administration;Refugees; Remedial Instruction; Statewide Planning;Student Placement; Student Problems; TestingPrograms

IDENTIFIERS *Washington

ABSTRACTPrepared by four state-appointed task forces, this

report recommends policies and procedures for basic skills educationin the State of Washington to assist local and statewide planning.Following introductory material on the mandate red members of thetask forces, Section I considers the organization and management ofdevelopmental programs, focusing on philosophy, management models,funding, services, and staff considerations. Section II identifiescurrent testing instruments used in the areas of college entry,writing, reading, math, English as a Second Language, and vocational'screening. In addition, this section summarizes comments on theeffectiveness of the various tests that were gathered during astatewide survey. Section III discusses the status of immigrant andrefugee education, reviewing the extent of the impact of immigrantand refugee students; the process of surveying faculty regardingthese students; faculty perceptions of problems, solutions, and unmetneeds; and a program model and recommendations for immigrant andrefugee education. Section IV presents eight public policyrecommendations designed to provide directions and objectives for the1980's, A list of academic competencies, as defined by the CollegeBoard, is appended. (LAL)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. ************************************************************************

US DEPARTMENT CIE EDUCATIONNATIONAL IPSTITUTE W EDUCATION

ErNtLATIONA hE SOURCES INFORMATIO?

CENTER 1E1110

The document NS been reproduced .fseemed both the won or orpamzete

egontheth

/(4)kirnOr changes have been me00 10 Immo,

reprodethan citable

Rents or view or opeucthsstaleri in Pesdathmeal do not omen*, represent othcelhripohtntr 04 were

Platform for ExcellenceA Review and Projection of Basic Skills,

Developmental and Learning Support Education

Task Force Reports FromThe Learning Assistance Support System Project

Washington State Community Colleges

Grant Project through the Fund for the Improvement of Post Secondary EducationSponsored by the State Board for Community College Education

April 1983

3

Background

The Learning Assistance Support System. a grant project through the Fund for theImprovement of Postsecondary Education sponsored by the State Board for Com-munity College Education. sought to review and clarify washington CommunityCollege programs in basic skill education.

Through four task force committees. local and systemwide activities were studiedBesides reviewing current operations the committees were charged with collect-ing instructional resources for dissemination between colleges and determiningpolicy recommendations that would assist local and statewide planning.

The report that follows is the accumulated account of the task force process.

Alan TorgersonProject Director

TheTask Force ProcessFor several years local and state directors for basicskills and develomental education services in Washington community colleges discussed the need for aStale Board for Community College Education supported project. In 1981a Learning Assistanc :SupportSystem iLASSi grant was awarded by the Fund forthe Improvement of Postsecondary Education. Theobjective was to provide immediate assistance to faculty members itnd administrators as well as reviewprojected needs in adult basic skills for the i 980s. I heformer mandate initiated network and communications activities. initiated staff development programsand established a resources collection and cliserninanon system. The latter mandated a projective studythrough formation of four task forces. The areas forstudy were organization and management. assessment, impact of immigrant and refugee students onmainstream education, and public policy.

These task force committees were asked to collect.study and recommend policies and procedures forbasic skills education that would assist local and statewide pianningd uring the 198os. The committees metnumerous times in order to determine parameters.define goals, design and evaluate surveys and writedraft reports. Each task force worked independentlywith the exception of the public policy group. They reviewed tne early conclusions from the several reports.

Formation of each task force was through invitation.Besides faculty and administrators from basic, skillsand developmental programs. deans of instruction.student services administrators. former students andcollege presidents were committee members. Chairpersons were selected because of their leadership inspecific areas Jim Bennett from 15elleue CommunityCollege as chair of the Organization and management

task force. initiated one of the first comprehensivebasic skills/developmental programs in the state'scommunity college system He currently is a doctoralcandidate in higher education administrationDr. Ellen Smith is an expert In reading assessmentand reading programs. She designed the reading labattlighline Community College and,is currently developing cu. ric Lila at Ft. Steilacoom Community CollegeBecause of her recent doctoral program. sit:" hasknowledge and expertise in testing programs JuliaGage established the Vocational English As a Second Language Program (VESU at Edmonds Community College. She is currently employed at TacomaCommunity House in a volunteer refugee training projest which assists volunteets statewide During t he fallof 1982 she was a zonsultant to South East Asian refugee camps under the 12. S State Dcpariment lutiyPikier is the c:irector of District 17 (Spokane} adultlearning program. The Bancroft Center. She is a pastpublic school beard member with knowledge onpolcy and political processes,

The task forces were given a mandate to produ«r adocument that would formalize recommendationsfor basic skillseciuc a lion and assist lot al as wet asstatewide, planning

The original title for the document was -A Frameworkfor Excellence." As meetings and discussions progressed it became evident that the 'framework' willbe in a continuou., alte ring state during this transforming period. Thus the title has em.mged as "A Platformfor Excellence." knowing that for basic skills educalion in the community t. stem, the informationcollet ted find pohc ies rec ornment WO will lead to review. revisions and reconceptualizations

Task Force MembershipOrganization and Management:

Chairperson. Jim 13ennett Bellevue Community CollegeMembers: Rachel Hidaka Seattle Central Community College

Pam Arsenault High line CoMmunity CollegeKen Hildebrant Fort Steilacoom Community CollegeGreg Golden Edmonds Community College

Assessment:Chairperson.

Members:

Ellen Smith

Steve WallFrank Edge

George DennisKen WhileVirginia LiebergesellKathy KeenanDon HughesMiidred 011eeTonia Clark

Highline Community CollegeFort Steilacoom Community CollegeFort Steilacoom Community CollegeCentralia CollegeFort Steilacoom Community CollegeLower Columbia CollegeEverett Community CollegeTacoma Community CollegeOlympic CollegeYakima Valley CollegeSeattle Central Community CollegeNorth Seattle Community College

Immigrant and Refugee ESLChairperson. Julia Gage Tacoma Community HouseMembers; Joyce Kruithof Edmonds Community College

Sandra Cross Everett Community ColligeRuth Paige North Seattle Community CollegeBetty Welch North Seattle Community CollegeDuong Dunning Seattle Central Community CollegeJack McGee Edmonds Community CollegeChau Nguyen Community MemberErnie Cadman Lower Columbia College

Public Policy:Chairperson. July Pikier Spokane District #17 nancrolt CenterMembers. Hilda Thompson Walla Walla Community College

Bill Agopsowicz Spokane Falls Community CollegeSpokane; District #17Cary

hIiiHseEtveresi Spokane Falls Community collegeBarb Bennett Spokane Community CollegeLynn West Spokane Community CollegeDick Petersen Wenatchee Valley CollegeJeff wagnaz Big Bend Community CollegeEldon Dietrich Walla walla Community College

Consultant .

Chair Pm tern. Alan Torgerbon LASS Project

AcknowledgementsThe produCttOn of this document would not have occurred without the assistance of a number ofother persons in addition to the aforementioned. Critical review and clarifying recommendations ofthe draft copy by Dr. Susan QuattrocioCchi. Everett Community College, Dr Patsy Cullaghan,Penni nsula Community College. and Dr. Gil Carbone. State Board for Community College Educatien.were Veatly appreciated. Kay Brandt and Lucy Sappenfield, liighline Community College. spenthours developing the format and typesetting material for final publication Virg Staiger and DickGordon. also at High line Community College, guided the design and appearance of the document

The quality, organization. content. design and printing of this document are the result Of efforts by WIenter professionals within the communiI9 college syStem in wasbingion stole

4$

Table of ContentsSection I Organization and Management ,- 1

Philosophy and Purpose 2What Makes a Sound Basic Skills Education Program ?.., 3Commitment and Funding 3Student-Faculty Ratios 3Services . 4Staffing and Faculty Selection and Training 4Advisory Committee 5Administrative Management Mode's , 5 -

Section li Assessment in Developmental Education Programs 6

Introduction 7College Entrance Placement Tests 8Writing and English Tests 10Reading Tests 13mathematics 18ESL (English as a Second Language) Tests 22Vocational Assessment Measures 24-Special Area' ASsessments 25Conclusions -.07

Recommendations. . -17

Data Collection Schedule -18

Section 111 immigrant and Refugee Education "33)

Extent of the Impact "30

Process it)Review of Survey Responses 0Survey Area I (Problems Prior to Entrance) '31

Survey Area II (Problems While Enrolled) 33Survey Area III (Problems After Comple ion) 33Program Model 33Recommendations 3

Section IV Public Policy Recommendtlons 31

Public Policy for Basic Skills Education 34;Conclusion 7

Appendix Academic Competencies 38

Academic Competencies as Defined by the College Board :if)

7

Section 1

Organization and Management

8

Section

Organization and ManagementOrg.mization and management of developmental programs have been the con,cern of over half of the community colleges in the state. New reporting structures.new areas of responsibility. altered philosophy statements and a reduced budgethave forced many thoughts about form and style of operations.This section reviews philosophy, management models, funding. services and staffconsiderations. it also presents "What Makes a Sound Developmental Model".

Organization and Management

philosophy and PurposeMedsker and Tillery in their book Breaking theAccess Barriers: A Profile of Two Year Collegessaid -As barriers to educational opportunities are,

Students in need of help will flood thecommunity college and greatly exacerbate thepresera problems of providing developmenral andremedial training" This has occurred!

One of the primary results of the open door Concept ofadmissions in the Washington community collegeshas been the growing number of students whoa() not()oust barely fulfill traditional entrance.requirementsThere arc. in fact, estimates which suggest thatbetween 35 and 50 percent of community collegesiudeals need basic skills required for college let eleducation No curren. evidence suggests that thistrend will soon change

Philosophicaliy it would appear that as educators wemust he guided by the concept that equal access andequal opportunity to learn are more than tangentially-related 1 has the premise underlying MK lettbfkli organizing and managing of basic skills and developme mal.eduration programs is concerned with boththe promotion and provision of greater educationalopportunity 4ind quality rather than 'nisi geiorg morestudents into college

.A strong case may he made forclai ming as inn 'cadentthose systems that admit these students and theneither fail. pass or frustrate them into withdrawalwithout seriously assisting them in identifying andmeeting their learning needstrn the othet h.' are aware that most commonay colleges in this state have fairly similar missionsant I that all ha ve similar goals Vet when the organizationalStruettire of our vane tis tneatl talons is examined.tremendous vananon becomes apparentFrom Seattle (*.cram] to Walla Walla our communitycolleges have initiated and implemented developmental/temet hat courses and programs for the actidemially disadvantaged We are all aware, however.and must continually he mindful iIh simply offenngcourses and programs will not necessarily solve theproblem The institution which really welcomes thesestudents muss clearly define us purpose to serve thispopulationMorpnel, letter and Lutike indicate that a cleardefinition Of ram ioSe is basi 14) educational programsand planning An organization Will find it difficult loaccomplish a purpose unless us policies andphilosophy support that purpose if CatiSing learningto occur in lh developMental stodeni admittedthrough the open door has heroine one of thepurnary goals of an inslittilant, then the Oolicles,proceduresand pinkisophy of that tismution must hecongrucntStrbSc ribing to Ilasline of thought lwoand a half yearsago. when Bellevue community College was tmalvzmg and reorganizing its developmental education

opportunities. services and instruc lion, the first taskwas to define for itself the general term "developmen-tal education lie committee charged with the responsibility of accomplishing this task adopted the foillowing definition. "A systematic prows:, of instruchernmatt services designed to bring students to thetrfullestpotential. included in the process are assessment.counseling. coursework and other support serinces."

This working definition was later clarified to include aUsing of populations of students who were (lc adeinirally defichent or disadvantaged boil potentially c atmbte ot learning skills or concepts taught in college programsThe Learning Assistance Support System Protect hasakiopieci the following as a definition IlevelopMentaleducation is a learning assistance support system foradult learners that gives attention to the fullest posstble improvement of ability through the accf ttisition. c tovelopment, rernedtation. maintenaric c- and 1 rerie%k ofpersonal learning skills

A norther clarification of developmental educationdefines three areas

I. The achievement of basic c mtnc tes el readmg, writing listening ciiid speaking fordents, and mathematicsThe preparation for entry into academic or roc.)tional progra Ms I hese include raising basit ethic ahumid skills in reading. %vrilitig, s andshah' skills will( I) :heel 'new(' casito needs that %% illunsure suer (isn't priorrruira e horn the beginning10 the end of training

.1 The assistance with °Warning basic skills andlearning nedS through dtukrri ir other er serviceswhich support formal academic or vocationalprograms

1s1 order for institutional and understanding 01community colleges the cask Force on organizationand alamagernerai sees a need !or 111Srattallig <1 publicrelations campaign I he process of sharing inform.)lion c annul be overemphasized No mailer how trim,sentanee an institutional poll( v waking c on)nilletimely and T.:levant information rcsgardaig c thingl inpolicy, enhancement of educational philosophy .111(1Shifts in emphasis and re source Ultimatum must beprovidedIt is also of great importance to share on an 'risottotiara! I)1S1S the voltliiiiv re suits of any opfnen0)1 prograM 44foris I his IS CSII :011% 1111O0r141111 duringthese days of severely dwindling rsourt es 10 beopen lor tic ninny c rilicssni and con( ern is as allporhint accolades that might be direr-fed rowan.(:eveloorrienial ()tiering:, Programs. 11 illey are lo hrfunded. 10111(1 LW` Iht,1Mil)g 01 learail1g nVe(1S.only for II(`VlOpr11/Plai ( Or( hag to WOgram dfinaion and purpose. btu also lot those s:.111and fac silty %vlio arc .1 part ol the sattlents* lives

2 10

If. in tact, the community college is a response to theneed to provide the common man with an educationwhich would otherwise be denied. then this state'sbasic skills and developmental education programsand opportunities must be an integral part of i his con-cept and need

What Makes a SoundBasic Skills Education Program?

Philo..ophyAn explicitly stated developmental education phi-losophy leading to policy positions for public un

-F..= derstanding.

Administration2 Understanding. commitment and support from

the chief executive officer of the rollege.a. Horizontal accessibility of all academic and voca

Donal programs by the designated developmentai education manager/coordinator/director.

4. Responsibility for Adult Basic Education {ABE},General Equivalency Degree (GEN. English as aSet and Language {Est..). high school completion.tutoring and other basic skills assistance for preentry or instructional support by the developmen-tal education manager/coordinator/director

Funding5 A student/faculty ratio of no more than 25 16. calegontal funding for the dev elopmental educa

tion prOgram.

Assessment7 A college entrance assessment system with spe-

cific basic skills diagnostic testing which screensstudents needing further basic skills education.

InstructionS A clear and explicit student attendance policy9 Flexible sell-paced learning opportunities that are

based on mastery of learning conceptso A plan for implementation of computer managed

computer assisted and t ()mower recortikeepingsystems.

I I A centralized location for basic skills. tiev elopmentaJ and learning support set'v ices whenever posseble.

Faculty12. A basic skills instructional faculty. who have diver

sifted backgrounds.I3.An active staff development plan which includes

the involvement of all academie and vocationl facults relatiN e to learning skills needs and teachingstrategies for nontraditional students.

Support SystemI 4- Direct and referral counselor assistance in assess

ment. crisis intervention. college/community re.sources and next step educational or employmcnt planning which recognizes both the cognitive and affective needs of students

15 Initiation of a college developmental education/learning support Advisory Council that encourages program evitiation. policy and goal directions. and the college's responsibility relative tomeeting learning needs of developmental siudents.

3

Commitment and FundingThe dependence of American society on its comm un.ity colleges* clearest in the college's basic skills lunetion Legislaints and other public members who holdthe purse strings in our nation are understandablytired of paying several limes over for the teaching ofreading, writing and computational skills. This knowledge should be acquired at the elementary and highschool levels. Nevertheless, there remain multitudesof people who reach adulthood without learningbasic literacy and computational skills during their primany and secondary years Society has two options ican continue to assist the nonliterate in skill (levelmem or It can toss them into the trash heap Co un-ity colleges are institutions of last resort for m y inchviduals and the services must be maintai d.

Support must also be expressed for a use relationship with high schools. Establishnte I of proficiencyexams prior to graduation will b in to solve pro!)lems for our younger citizens. howe% er. there w mainsa great backlog of adults w1-.4,0 bust improve 'heir skilldeficiencies. These individpals will need edut (atonalbasic skills assistance through the 1980s

The state of Louislanalecently spent two years studying their needs in rernediql education They discovered that funds getldrated by developmental programswere not being reinvested back into the programs.Real institutional commitment to developmental etillcation was'not occurring State support and instautional commitment are clearest when enrollment rev-enues are reinvested into basic skills programs estabfished by soft money funding sources.

The Louisiana Task Force recommended thatfunding formula for developmental education beConsistent with lower division undergraduate studentsupport and that funds generated be spent on theprogram which produced the revenueThe point to emphasize is chat basic skills. dui)menial and learning assistant a etiut *Ititni be d toppriority bundling item There must be local financialsupport institutions simply cannot skin) the fundsgenerated by these programs for tither areas soliti investment will yieki increased retention and increasestudent enrollment for Succeeding quarter

Student.Faculty RatiosSmall class sizes contribute to a supportive learningenvifonment. an essential Lom/orint of any basil_skills education program I herefore. a is re( tan nit.' itied that developmental education courses in linglish.reading. mathematics and study skills he limited to 21students per class Each class should be 1110Viatializerl using the systems mode of instruction with oneInstructor and one paraprofessional aide Tutors andvolunteers may :Imo be used to hell) meet the tndividual needs of students In dl1 rases if is absolutely essential that the oblectives of the «ttirSe Ix' clearlyunderstood by the student A course syllabus provides required structure.

11

ServicesThe services provided by a developmental programshould include basic skills courses in writing, reading.speaking. listening, mathematics and study skills. Inaddition. th support components of an accessibletutorial program and counseling center is required toprovide comprehensiveness for students enteringthe Washington community college system withskills inadequate to succeed in an academic or voca-tional program.

Although developmental programs Will vary frominstitution to institution. the primary concerns of eachmust be that it meets the basic skills needs of thepopulation and that it be well coordinated with theinstitutional divisions which it supports

ObjectivesThe objectives of such a program arei To provide a comprehensive, structured program

to strengthen all basic skills necessary to succeedin college

2 To provide skills courses which maximize acade miC and vocational success through small groupinstruction and individualized assistance

3 To include the support services of counseling. tutOring and advising

Placement of StudentsA comprehensive. campus wide entrance placementtesting program is the primary tool for directing students to a skills program Such an Initial assessmentshould include an evaluation of students' English.reading and mathematics abilities In athlition, ounsclors and faculty should dead) coinMunicale thenecessity of courses so that uncierpreRared studentsare directed to these classes

The ProgramEnglish Instruction English skills courses shouldemphasize writing profit len( y Placement of St utlentsin the developmental English skills class should liebased upon the institution's placement tool Satisfactory completion should he required for the student 10progress to college level English courses

Mathema Iles I nstruct1 onDevelopmental mathe.matic. a course emphasizing basic mathematics concepts should be 'rased on the institution's placementtool and required of students who plan to enter a program which contains mathematics or science in itsrequired curriculum Satisfactory completion of deve-lopmental mathematics should be required for thestudent to advance to College level mathematicscourses

Academic Study Skills instructionThis basicskills course is designed to help students develop thenecessary study skills to succeed in college Thiscategory shoal I also Inc lude college orientation, career information. value., t larifst abort and an emphasison goal setting <milder ision ma Rh ig

I

Reading Instructionllevelpmental reading shouldbe required of all students who are enrolled in developmental English or who fail to achieve a level ofreading proficiency deemed appropriate on an acceptable reading assessment toolAc ademic CompetenciesBasic competency attainrnent should be the raison de entry" of all basicskill tcoursework T he competencies to whir. h an allegiarh.e is subscribed is presented in the Appendix(page-27)Advising and Cou nseling Each student should beassigned an academic advisory and should be required tp plan her/ his acade mic program in conjuncnon with t his advisor in addition, each student shouldhave access to a counseling center staffed to provideindividual or group counseling

Counselors may aid students by reviewing goals.`Commitments or attitudes while encouraging sludents to make their own decisions.

Tutorial ServicesA tutorial program provides assistance for the students enrolled in the developmentalstudies courses but also becomes a supplement forstudents in any class though individual or smallgroup assistance. utonal programs may employ student or peer tutors, qualified volunteer tutors, Or 'Profcssional tutors. The tutoring coordinator should beresponsible to each academic department 10 sec thatfaculty take an active role in selec Hon and supervisionof tutors Tutor !raining, be it formal or informal. shraildbe the responsibility of the tutorial coordinator.

Students Whcii sluttentsate placed to or ie or moltof !hi skills classes at writing 10 the entrance assessitivnt, it is rec omnientled that regular c ()liege lin elcoursework be delayed and a re evaluation of skillsbe made before enrollment in regular college classes

Student involvement is essential to basic skills anddevelopmental education instructors Should followup on student absences to ent mirage students toreturn to class. Although laboratory courses may beopen entry/open exit, it is emphasized that structuretS Still t riot al Mandatory (McAdam e iii laboratorycourses .s recommendedThe grading system used for developmcnial coursesshould be consistent with the grading policy ol theinstitution Student evaluations should be requestedso that programming and instruction can evolve tomeet changing student needs Because studentstransfer to oilier institutions. H is also recommendedthat institutions develop a uniform system forrecognizing the completion of exit criteria

Staff and Faculty Selectionand Training

(.t kiiiN Noe( lir man(' training is c ritic al to thebutt ess of any basic skills eil tic anon program I-or offecti e programs only instructors and support staffwho are committed lo this area of education shouldbe allom ed to leach rind assist in the program Ear h institution should select instructional staff based ontheir own philosophy of baste skills and developmen!al education

4 12

Selection criteria for all program directors, instructors,aides. tutors and clerks should be clearly establishedParaprofessional aides should be compensated according to the state civil service classifications Formost developmental programs paid teaching aidesshould be classed as instructional technicians Tutorsshould also ')e adequately compensated througheither salaries, or academic Credit.

Since many college teachers lack professional train-ing and experience in developmental education.ongoing training for faculty is very important. Thetraining program should be well planned and shouldutilize. whenever possible, institutional a nd statewideresources.

A well developed staff/ faculty training programshould include:I . strong administrative support tor well trained deve

lopmental education faculty and staff.J. Activities and practices that are consistent with the

institution's philosophy of basic skills education.3. A director or coordinator who works with an advi

sory group to provide leadership.4. A wide variety of activities:

A. Orientation sessions for the institution's entire fa.culty In order to inform the in and capture their Interest.

B workshops held regularly for faculty. aides andtutors who work with developmental students.

C. Team visits to other institutions to review exermplary programs.

D Grants for staff to develop special projectsE Travel to meetings conferences and conven

lions.F. A professional development plan for each staff

and facility member.5 Appropriate in,entives and rewards.6 Adequate funding.7. Involvement with the institution's overall program

evaluation.8. Evaluation of training as part of overall program

evaluation..st developmental program should be administeredby a director who will manage and supervise theoperation as well as coordinate the variouscomponents and who reports to the academic dean.Additionally a lead instructor/coordinator for eachacademic area treading. writing. math) should repoilto the appropriate college divisionFinally. the State Board for Community Collegesshould provide a Slate Coordinator to assist collegesand faculty in their staff development needs.

Advisory Com minceA basic skills. developmental a nd learning assistanceeducation advisory committee from the academicanti vocational divisions as well as student supportservices should be established on each campus. Thiscommittee should review Ca mpus policies. procedures and impacts on these educational programsThe committee is responsible for encouraging thewhole college to recognize that this educational service IS the "hybrid`' of the college in that it functions asan academic and 4tucient serviceoriented unit. It is avet ' link to all programs

5

Administrative/Management ModelsSimilar to the realization that there is no one most upprepriate teaching methodology or learning style isthe reality that there is no one most appropriate way toorganize and manage a developmental educationprogram. Appropriateness is at best situational and ata minimum circumstantial, in reviewing a number ofprograms throughout the state this task force wasimpressed with the variety of models and managementfrorganization systems serving as the basis forthese models.

Every institution is different. utilizing a variety ofmethods to accomplish its goals. There are differentadministrative structures and decision-making appa-rati. varying levelsof commitment to different learningissues. differences in program mix. and, most import-antly. differences in addressing the conce pt of servingdevelopmental students.After considerable brainstorming and discussion theTask Force on Organization and Management feelsthat in spite of the aforementioned differences. Mereare a number of concepts that underlie what wewould consider successful programs. On page 3What Makes a Sou nd Developmental EducationProgram? lists t5 items. These ideas should be con-sidered whether the basicskilisprogram is itself a elivi.Mon. a Program in a single division. or a program thatoperates interdisCiplinarily across two or more divislons.

11 is our firm belief that no successful program canexist without a serious consideration of a majority ofthe reviewed concepts in this section. These are theprerequisites that undergird any basic skills and dove.Iopmental learning assistance organizational

heme. Organizational plans are important and aresimply ways in which these concepts can fit into therealities of our various institutional reporting relation-ships.

References"Academic Competencies as Defined ih New Projector College Board". The Chronicle of HigherEd (Ica lion. September 30, 1981

Medsker. 1. & Tillery. D. Breaking the AccessBarriers:A Profile of Two-Year Colleges New YorkMcGra wHill. 1971.

Morphet. E.L., Jesser. D. & Ludke. AP . Planning andProviding for Excellence In Education New York.Citation Press. 1972

13

Section II

Assessment InDevelopmental Education

Programs

14

Assessment InDevelopmental Education

ProgramsAssessment and .diagnostic activities exist on every community college campusThis sectimidentIfies current testing instruments in the areas of college entry, writing, rekling, math, ESL and vocational screening. Comments on the effectivenessof the various tests were solicited through a survey with the results being includedin the paper.Conclusions and recommendations focus on the need for coordination, resources.policy 'a nd.evaluation.

.

o

/5

Assessment

IntroductionIn these (lays of accountability, assessment plays animportant role in new students' eotica lion II is con).monpiace for the Washington contmundy colleges touse assr'ssmni measures for placing students intovarious levels of writing and computational classes.Diognostic lltedSltreb ale used to further identify sloe

tient ierit realialg %.% ruing and mathematicsstudents benefit because their class selections aprOX1111.0t their level 01 t dp0hIlity I his promotes a

learning environment and strategy which enhancesthe potential for success

This review of assessment and diagnostic measuresin the community college system exposes the interest, variety and concern held by administrators andfaculty Every college has designated assessment inStrlileht$ for determining both class placementlevels and educational deficiencies.Data for reviewing assessment was obtained throughsurvey Areas reviewed included college entry. readmg, writing. mathematics. ESL, several vocational programs and an "other" category which focused onstudy skills. spelling. vocabulary and readiness totake GED testsIn each fird an analysis of responses is presented. Itshould be noted that some measures are listed inmore than one section 1,,cause one college may usei he ic sung instrument for entrance while another mayuse it for specific diagnosis.

Last of all. the information in the descriptive char is isbased only on is ose responses from the survey form.The cross reference matrix contains a more comprehenswe lisaag of tests. I liscrepancy exists becausesome colleges dal not respond to the initial surveysent in November. 1082 The survey developed themore complete descriptive charts with the cornmeats rotating 10 the purpose of the test, who the testis tor and cis effectiveness

Lim 161 IonsEven though the Task Force on Assess Men, titterrIpted to obtain comprehensive information, thedata is limited 10 those colleges that participated andhawed by the amount of information provided byeach college. Some community colleges respondedwith detailed intormation while others provided onlysketchy reviews Some departments or divisionswithin o college provided more a 'formation than oIhers Therefore, the conclusions and recommendaHans will be limited to a reviev of the information obtamed

This section is also limited by Its intent. Because thesurvey sought inform anon only on entry. diagnostic1100 vocational assessment resources. several important assessment areas will not be mentioned Personality invntones (is well as assessment of learningstyles Me skills aria careers are not included Testingfor Waive and course credit equivalencies are not

et,

7

addressed. Although ESL ABE. GE[) and high schoolcompletion tests are mentioned by some colleges.this report does not give an accurate review of testingdone in these areas. Moreover. information is not pro.vicied on academic or classroom testing proceduresused in Washington community colleges.

Finally information on comprehensive and completeassessment strategies is not available. The questionwas asked but this vital information did not surfacethrough the information collection technique.

16

College Entrance Placement TestsSeventeen corn mumty colleges indicated that general entry placement tests are used to assess studentacademic skills. Ten colleges reported Iwo or more tests arc e%aluated for placing inili%iduals in English.mathematics and reading courses.

A listing of tests include

Entry Testwashingion Pre College TestComparative Guidance and Placement

TestSelf-Assessment InstrumentsScholastic Aptitude TestAmerican College TestGeneral Aptitude Test clatteryClark college Placement

CommunityColleges

14

6062

Nine colleges provide statements of test effectiveness Their statements range from very effective toquestionable. However, the tests generally appear tobe meeting the intended purposes,

Review of Entry Placement TestsCollege Test Purpose and/or Population Effectiveness

Bc.lei,ue Corriparalite Guidance and Placement Assess all new students entering teat ling lab Oh cur gross placementOften gives unrealistic"parallel" WOWS in readinganti cornpreitemanti

Centralia Washington Pre CoIlege

Comparathe Guiclarn c and Placement

Scholastic Aptitude Test

American College Test

Placement of new studentS in Englishmath, reading

Plat ement of nett Students in EngloSti.Math, reading

Placement of new Students in English,math, readingPlaceMent of new students inreading and writing

An indicator of Sin( esSEffective for placement

Good to sort Out those whoneed developmental courses

Good to son out those whoneed develOpmentni course s

Good to son out those whoneed deeelomenral Courses

Ft Stellacoom Comparatot e Guidance and Placement Assesses nett students for reading titid writing gut:stimuli rieOly mpia Technical Comparative Guidance and Placement All new students for placement in math Cr%y eilec ticcSkagit Valley ' oninitintly College Assessment

ProgramPlacemeto uf all AA, Elm traffics. nursing.office occupations civil tech, and humanset .tices students in Math. linglISIt and leaning

Too earls to tell

.

SpokaneCommunity

General Aptitude Test itattery Given to post -high students Good for some Others don 0follow suggestions 1PrognableWill Stop using test as it isbecoming more bureaticrattcLooking for coracihing else

Tacoma COMpdratlye Unt(14111C dtni Phil etnent

Washington Pre College

Self Assessment Measurement

Plat emeni in 1:,nglish tat.en 10 aS manySludentS as OnSSolge who regoSter

Placement in English Given It) as man%Mordents as posSitge who register

Nt orks wli ill 4 goilltal4 maulWith reading scores on NelsonDenny Test

Works well in 4 t plaint-anonwith reading scarce On NelsrrnDenny 1 est

- - - -- - - - - --- - -Walla had Comparata,e Guidance and Plat ment

.Plat einem of .utational shako its t rates *data iloogilosta emir

motion on r rimpreliensionskills

N Alma % <diet Community College AssessmentProgram

rat cot to all entering students hiltioulwashaigion Pre t r >liege se ores

Is a iii to program and ASellet liveness Well hede:ermined at the end of theyear r 1 on to

ti 17

.14.10,,1 ,,1

...Juni.%

a111

sN

a

NMIMEM

13111

IN

NalIII., N

MNInte4i 00,,,,,

.4..0:.e,11:1

ElEl."4,-.

... nos,Aafte.1 004ist

..,,m,:.:

Je4"4-D ,Ifittal.;

1 a

MEM

arilla_.

MIMIIII

ElERNE3

113

NNIIIIII

1310011.11111111JPOtimio

4,4141(004K)

alrimpv Aniox

CI10MEMEEMEE

111 NEEPkiltinio:1444101 III IIIIEll

MIEll

4thltittiID441111U.).-n9

111sixiseii. IA noi, INII III111

Os 0,klei WO> nos

namnii

cPuoutpu

1111

illa0ElNI

1111

NI

IN111MM

aMUM

1111

IIz t '.lake(

(wum oymptemolillilli

VorT)

""---

III

a011:11111111111III

.ill NINEM'

11111111111101111la..04.1.41.1.1114.11 u

to

.tO4ott..Lr%.5.1. ?_

aEc'

I.,

'I) ea>a. 0.S el4) Co

alE7-'

El

aCo

k"."

a SIRI

a==E.<Z +

E Si2t

v0Ix ...ci .

z S'u O.

,_?s eEll'Eal,34

N

Et'.

NM

C6E

,' 1

,g1

- rr.

...C0 fis t

.):4

0eCta.E

Writing and English TestsAll Cot unity colleges are using one or more of the 25 tests listed to assess new students minting skills. Hesulisfrom testing are used foi three purposes. for plae merit in appropriate i..ourses. for diagnostic analyst.s anti tor pre/post test evaluation The 4 pes of tests range from standardized corms (Cortiparati% t: Guidance and Placement)and writing samples to "inhouse" mastery tests

A listing of tests include:

CommunityWriting and English Tests CollegesWriting Sample /Inhouse"

Assessment Tools 21Comparative Guidance and

Placement gNelson Denny Reading Test aWashington Pre College Test aWide Range Achieveme 11 TeSt 5Rage English Grammar Test 3English 3200 3McGrawHill Basic Skills Writing

Test (B) 3Community College

Assessment Program 2College English Placement Test 2Cooperative English PlacementTest 2

individualized Englishset ./ 2Iowa Test Of Educational

Development *3 2Learning Our Language Book I

Mastery Test 1

Learning Our LanguagBook IITest

PreTest. Gold and Green la:yokRelevance of PatternsScholastic Aptitude TestTest of Adult Basic Education

(TARE)American College TestFollett and Company. Pre OpPreTesi: Help Yourself TeStbookRandom HouseTest for Standard Written EnglishLangan's Sentence Skills Diagnostic

Test

i

22,2i1

1

1

1

1

Seventeen colleges provide statements regardingtest effectiveness. Their statements ranged from "Stilla bit early to tell" to "great for individualized writingprogram. The comments on the effectiveness of theplethora of tests ranges from "questionable" to"excellent."

Review of Writing and English TestsCollege Test PUrpOSe and/or Population Effectiveness

Big Bend Nelson Denny Reading Rough placement instrument Into Englishclasses Give n to new acadeintc students

Oi as a rough placement1.1strument

Centralia Washington Pre college

CoMparatice Guidance and ridcnrieni

SchOlaStic Aptitude Test

Placement tit hew students into Lnglish classesi

mat ement of Lew Students into English (lasses

Placement of new students into Lngilsit 4 lasses

Lffechs in pia. trient 44 newStudenIS

Lffectw e in plat emc nt of newstudentsFilet live in plat ment of newstudents

Columbia nasi-t in House InStrument Identiatoltun of students weaknesses Personalprogram can then be designed

Great for inilo idualozeilwriting ;migrant

Distrit 1 1 7 Learning Our Langt ageBook I Mastery Test

Learntrig Our Language1300k Ii test

Pre and post test in basil v citing classes

Pre iestiotorn students

Great for idenlifOng whatStudents need to know at thebeginning of each quarter

Excellent for OBD readiness

Ft sieilacocm neievanee of Patterns

Comparative Guidance and Plat einem

Identifies Student progra ins in an indiidualizetiSelling

Plat es students who to intend to take EnglishClasses

Eric/ tits

Questionable

t ,roys uorout mcoraw11111 ildSIG venting Test ifir

Test of Adult Basic LW tication

Wining iiamplec

I 'lac Mien( tit bil4liefii:.11110 Lligiisii l Lust 10

lac entent of students into t lasses for pre/0051 leStfi

Inngioranie

Id( null. atom ol seinen( c palkits Is ell/r/Opildie 10 courselevels At i Mate for placementPt Coneg writing Less:sec itrale for devettiontental levelsof 1:,ngteli I tositi lest writingabilityt )i. At 4 orate and eac% loScore

in:

10

19

Review of Writing & English 'rests (continued)

itighime writing Skills 1 est nil house)

writing Sarni/lc

Iowa rest or Ldutational Development,Test 3 ICorrectness of expression)

Placement of students within P S writingcourses or writing lab

Placement of students within D S writingcourses or writing lab

Fur entry of new students into English 101

Still a bli early to tell butseems to be working well

Still a bit early to tell butseems lobe working wellGood for placement purposesto see if students arc ready forEnglish 101.

Lower ciiiunitaa c_oliege Ei tgitsli Phu, einem fest

College English Placement Test

'taste English Grammar

omen to all students enrolling on the compostdon 101 803 sequence

Given to ail students enrolling on the c,Jmposilion 101 103 sequence

Criterion referenced

OK Lngitsti Department doesplace students onto classes onbasis of writing competenceThey use this test for screening I

OK English Department doesplace students into Classes onbasis of writing competenceThey use this test for screeningVery effeelive identifies specifskill& deficit&

on nips. Teeth Pre test from English 3zo0

comparalive Guidance andPlacement Writing

Given to all cTveiopmental studies studentsfor determining English Class needs

Placement of students In DevelopMenfalEnglish

quite effective Also working owriting sample

Not eftectis e.

oiympic wide Range Achievement Test Level II Refers students to English department-limited

skagti s. alley (,ommunity Collegc AssessmentProgram

Placement of students into English classes too early 10 tell

Spokane CotnunIty Witting Sample

in House Usage Pre Test

Refers students to soiree) level of wiltingprogram ..

"-----__.Refers students in Coireci level 01 writingprogram

Very satisfactory -

very satisfactory

Spoken: Falls Lssay. holislically si coed on point scale omen to oil SlutleillS enrolled onwriting 101

Identifies weak writers verywell Needs to he ad ministired before students enroll in10t

Tacoma Washlgton Pie College rest

ComprilalPie crania:ICC and Placementlest

Plat es students in English courses

Places students in English courses

Works well within someSCOre% on Nelson Penny Reading Test

w orks well within somescores on Nelson Denny heading Test

ss c flaking s alit y ifirlivirlthrilLerl Erighsli Set J

Follett & C:onipany Pre GED

Pre test of Gold Book and Green Book

PinpultitS problem areas 01 English Piot CSstodents IMO English materials Used for AllaGED and 11S Completion students .

Plitiwillls Innineen arctic of hngltsh 'laces students into Rnglish materials Used for ABET, GEDand !IS Completion students

Pry and post test for placement. review and testtrig

Exertion 11-1 rirerIS 01 grammar

20

11

c

n a

Assessment Reference ChartWriting/English Tests

. k ,

..

A

- st.,

4 3

'5

E w

v.,

::;

.8

' m

a a

..g

4

. E

c*s'

_

I.

Xc2.

ea

tz Ji2a22 t:

Iowa lest of gdoettlionalDewt nt al

In missal111

.. no mi .Nelson DennyReading 111 1EnCilli IN IIIIIIWaShIngtonPre College El CM.on ma . sComgaelienswe ()tadanee & Placement al 11111 Namnu 11 1 . El awide RangeAchievement 14.1 1311110MilnarilinilliII II.BO III ti a NisinoElmiiKnglisli 33041 INAccecco...0y

con...,cment Program MIIIIII 1111111U11131111

Mimeo, leSt LearningOur I angnage

in EIM 1111111111MC Gras,3 IIIII Basickill Wraing 1 MIMINIE ES

IIIIIIWriting Sampleinnilliellala EMEIEMICI 111331:1anrel13el a

In llouSt MeastlreS IN 1 1 in 13 elrest for Adull liaSiCPrlitentlon II INCIMEMIIIIIMIIIIII1iliMI MIMI

EMMEN1InIn dividual lirbglhsh-4r.et ILIPollen and Companypre OP IIPre Tem Dold and(;h nook 111 OM' OECollegment

lege Eng:1511

Place 110 il . II IIIBMOC lingliSh(Ulf Mona, Thal IMEMMEMIIIIIIIMIMEPrelevance OfPortent., INME EMI= Millil.Scholagtt Annntod 111

UInn I

Pretest Ikeaomen TeIenk I BM 1 In EMI' eYni

American CollegeI em IMEMIlli 1311 1.11111txtnerative Pnglisli

PlAr ern-9U rem 0.11111111111111.311511lil1111nandOnt Mow MINN IN IIII II 1 nilW st

t, SntntQtd E1111111.11111111111111111111111I

Whoa" nook I I t est =Mini11111111 MIMI 1=minis r. iniLangan's sentence skills,,t,tat, ,,....t

Microfilmed FromBest Available Copy 21

Reading Twenty four programs report the use ofone or more of the 34 listed reading assessments.Effectiveness of the reading measurements varyaccording to the purposes for which they are used. ItShOuld he slated that it may be necessary to determine the reason for testing reading skills before aneffective and appropriate test is determined. Severalcolleges responded that a trial and error process maybe necessary before appropriate tests are discoveredfor specific needs.Breakdown of types and usage follows.Reading TestsNelson Denny Reading TestInformal Reading inventorieGED English Pre TestReading for understandingSlosson Oral Reading TestWide Range Achievement Testin -house TestNelson Reading TestStanford DiagnosticReading Progress ScaleScience Research AssociatesEnglish Reading Test for ESL

SpeakersMcGraw Hill Beading and study

SkillsTest of Adult Basic EducationCalifornia AchievementdimeDescriptive Test of Language

SkillsDyslexia Determination TestGales McOinifeSpecific Language Disabilities

TeStSRA Reading InventoryStanford BrownAvT Learning Systems in

Reading13ofel word OppositesCalifornia Reading Test Levels

1, 2 & 3Corrective Reading Program

Placement TeStsEnt. Reading Iyliciency Check

Community Colleges16i1886655545

3

3422

222

2

22

Reading Tests, Iowa Basic Skills

READReader's InventorySpache & TaylorSteck-vaughn MasteryWoodcockilvanoll internalRec'ing InventoryBrit ter informal

13

Community College#

The "Nelson Denny Reading Test" is being used for avariety of purposes. Most colleges use the test as arough placement tool to place students into readingclasses or programs. Its versatility allows the results tobe useful because the raw scores can be convertedinto grade equivalencies. stannies and percentiles. Italso may be used for limited diagnosis because itmeasures reading rate. reading comprehension andvocabulary. It should be mentIOned, however that thequestions are not coded into specific comprehensionareas. Forms E and P. however. do have an itemanalysis for vocabulary and comprehension but it istime consuming to identify the weak areas. Finally itmay be used for a pre and post-test since there areseveral forms available.

Summarizing, college reading staffs feel that thisinstrument is effeciive as a gross placementmeasurement.Even though 10 colleges use the Comparative Cuidance and Placement Test, there seems to be discontent. Its use to assess students coming into readinglabs and for placement into developmental and English classes is matched by statements that it -gives unrealistic parallel scores" and that it is "ineffective."

A mixed reaction is given to the "Reading for Under.-standing" measurement. Comments ranged from"OK for general placement" and "very effective" to "of-ten inaccurate:' it may be used fOr pre and post-testing.The "Wide Range Achievement TPsi" is used forseveral reasons: diagnosis program placement andassistance in identifying which level of theGaie&McGinlie to be given.

Other tests are used to assist in approximating readinglevels of students and are reported by individualcolleges to be successful

22

Review of Reading Tests

college Tests Purpose and/or Population EffectivenessBig Bend

.

Nelson Desin u. & 1)1

Reading for Understanding

Science Itesear Ch Associated

New students wanting to complete Englishrequirements

Placement NI lab materials ,

Pre and poSt test in reading courses

OK as a rough placement instrument

OK for general placementInaccurate !Or diagnosis

Very effective and reliableEasy to use

Belles ue Lomparam e tnildark e and Pim enicntTest Reading

Nelson Denny heading Test

Gages t,IcClnite

Informal Reading Inventory

Assesses new stioient into reading lab

'lockup 10 COP l're & post test and somediagnosis

Occasional pre & pest lest

Backup for COP for lower level students

Give unredlisue parallel store

very effective

, OK

very elle( Live

t entralia Nelson Denny (A, R, c. & to

Reading for Understanding

Science Research ASSOlated

All Students wishing io take reacting courses

Placement wiihin liFti and SRA Kits

Placement wir bin Rig! anti SRA kits

Serves our purpose well

elide Neb.rni Reading lest to & Bi

..,---'

Nelson Denny Reading le & Pi

Assess students enroleeti In develOpMenraleducation and ESL Classes

AsseSs SrucintS enrolled indevelopmental education and P.51.classes

OK for broad measures Morespecific assessment is donewith "OS Passages" and "100Passages"

OK for broad measures Morespecific assessment is donewith "800 Passages' and ' IGOPassages"

Columbia BaSia Nelson Linn) (A, is L & la Assesses Modems who are enrolled in readingand voc classes For pre and post leSts

OK for initial plat emetic inmalls

Omelet 4 17 Nelson Reading Test

Specific Language Disability TeSI

AsSess incoming ARE and GEE students onthose below 8 on CAW

Sports r.I) students

Excellent

OK but not riormeei

Ft Steilacoom A,'T Learning !A stems in Reading

Nelson Reading Test

Nelson penny Reading TeS1

C.OMparatiV fiord/int e and lIar e Men'teal Reading

I (riven to ils completion and LearningAssistance students

(liven to low ability students and some RSI.students

Assessment new students and refers Memto reading MN i English classes

Assessment new students and refers themto reading and 'Inglis!) classes

Excellent

Very effective

Loy.r c Womble' Nelson Penny 11.P, ii & f , I

Gates ie (r11)1(t. ii) L. I. I 521

SloSson Oral Irearling

wide Range At loevement 1 est

Silvaroli

John's Basic till

Stanford Plagruisric

Arisen lo ail snare:us taking to iposition sequenC & Shl(i(.11T$ referred by faculty ;

sell referred% use's for piac ing into readingcourses

Helps identify level of Oates NICOlini"

Helps Meunify levet of Gates mccurate

Doeignosue

Diagnomic

Imagnosuc

I Good for predicting w be) willhave trouble in normal collegecurriculum Norm referenced

Norm referenced of abtligl*Seellon not good Does notpromote V( IC Mill( an 4. Ontexi

OK

OK

OK

OK

O..

( 0,11).S 81411/(11 \ -on Deni itii

I csr of Adult 'loss Lekie mum

SIOSoil

Reading for t lit termant ling

CifiLe Readers illVell(fliVSyndic. 4111(1 1 aytor

M' Gnaw 11111 leasie Reading SystemWalling & Study Skills

(.1%. VII to ,Host all eirrering MUM nts for placement in rearing 4 nurses

Pled es sieuierirs in e lasses and pre anti peel1(%515

I 'MN/ 111 class for 1140 eillill

t sea in doss for plat emeni

t 'seri in class for placeMent

I MN, an c lass for pia( ',merit

i t se-I I lit e loss kg plaCernent

Ace unite' placement Orsinimerit Grad iyels correlate toreadabllin of tests t omext ofreading passages riot aprOpriate fore (41(1E4% ShacientS

At ( UMW LoI, I(fr Si tore 1,0%Stress Olt .111(1(.111S

OK - VanesOK VOW'S

OK -- Vanes

OK Varies

OK ones

"1423

Review of Reading Tests (continued)

Ilighilne Descriptive lest of Language skills(Form A)

Nelson Denny iC, D. E FO

Redoing for Understanding General 2,3)

An English Iteadtrig Test dor speakersof F.nglish as a Foreign Languagel

Siosson total Reading Tesit

Informal Reading Inventory tow' reading from Durrell Diagnostic Test)

Dyslexia Determination. Test

In house paragroph and 4 questionsI Inns Ma sell asSessment measure that

is available to students in advising.counseling and other campus offices 1

cilen ki new students who request li for placemem In reading courses (Counseling Cm. r administers I

Pre and post test In Textbook Reading courseand tab course (native speakers only;

Pre/ post tests and placement in ESL In programs in reading labPre/ post tests and placement in ESL In programs In reading lab

Used occasionally for fast assessment In readMg lab

Used as a quick measure of student's readinglevel In reading lab

Diagnostic purpose of remedial readingstudents

A fast measure for studenIS to see if they needa reading course or need further reading testing

OK as a gross measure ofreading skills Quite good forplacement

Very effective

Very effective

Very effective, no grad equiv atenet, but scores can be esOrnate(' In approx grade sevel.

OK, but Only for word recognilion

Great for (i trick assessmentand for Oral miscues

Jura gut it Looks promising fordiagnostic purposes On a I 1

basis in reading lab

OK but only for its purpose

Olympic Tech SRA

Reading for t mdersta Wing. 4SeIllOrl

COP Reading

Given to all studenis enrolled In reading andstudy skills

Given to all so idents enrolled in reading andstudy skillsPlacement of students in reading classes

Seems to work well as a quickmeasureSeems It wink well as a quit kMeasureNot effective r

Olympic wide Range Achievement Test Level ii

siosson (brat Heading)

corrective wading Program Placement Test

Stanford Brown Test

Given to new functional reading students forplacement within the program

()Wen to new functional reading Students forplacement within the program

(liven to new functional reading students forplacetnent Within the program

Given to reading and GED students (k00(1 comprehensionenston onthe( k

Skagit Valley Reading Progress scale dievere P0011cations)

Slic Reading Inventory

For placement of students In reading maierialSand programs

For placement in GED 1 Not used often because it Istimed Also does nal *give asaccrete information as Mask-Reading 1nveniow

spokaneCom triunity

',minor(' Diagnostic Reading lest IA. III tiw en to Learning Center students (mod 10 gel approximate reading level of students

Spokane Falls Reading Progress scale

Stanford Diagnostic

Nelson Denny

California At hitwement

All studentsentolling in ( ornationk awnsLearning Center

All students enrolling in communicationsLearning Cenier

-

1.St elicit( tat idenillyiog lowability readers

Vets, Ole( tive

Not effective

very electiveracoma Nelson Reading lest

Specific Language Disability Test

Assesses new ABET and GED students or Maebelow a on Sol.

10 spot LI) students

Excellent

OK but nth normedwalla Walla

I

siosson oral Reading I est

1-olleit Intormal Reading PlaCerilefli inventer/ ion*

Ratmn Adult MI iorcilt

Elm. Reading On ieney Check

COP

All entering reading and scud % skills students

biagnosik purposes and prey pus! it.....s

Diagnostic purpo .es and pre/pose toss

me/post tests

Gwen to vo( mama! studentSto see 11 they needa reading ( hiss

t )h ..rt. MICstions need rci.istun ro eliminate yes and noeniesnons

OK seems 10 miss main oleosquestions

Very offe( ewe lot comprehensit in t he( k

(awes some diagnosis

2415

Assessment Reference ChartReading Tests

a

:1

C

;E.

A

Q u

ea

f

8

'c

A

:6

clto

""

ecr.

a

e

''0

0

X

iea

(.,

4

$;°

1,1cf f

a

laB\c

0.

-a

c

a

>.I)

>li

4(0,.-.

ig.

8a

0)

g_x

c0

04.

r.-4-1

.i2t.i

4

c

3

C

S

,el

>-

ComprehensiveGuidance A Placemeni CI MI ECM 1 MCI \ NUMMI 1Nelson DennyReading TestReading forunderstanting

C101:11:10Da

MEMO1 11:111

11111111110001:1 11.1 CI1 II M EMI

informal ReadingInvemories 1:111011011111C1C11111 MCI III3 1 0 IScience ResearchAssociates 11.113 11 MI MOO 1111 EMMENAVT Learning Systemsin ReadingNelson ReadingTest

1111116111111111

11:1I ICIER=111 1 1 ill irin 1 Mina

1inDescriptionTest

Language Skill 1 CINI a II 1111 II IIVritrfsketrres,

indlimin EN inin on i inDyslexia DeterminationTest

Inn MO IIII 10Solosson OralReading Test Mil MIMI a am II CI III 1 MINIM

MIWide RangeAchievement Test Man IND IMMO NMStanford/Brown BE OEM II CI II Oil

11

Stanford Diagnostic 1111111011111111111C11 II 11 OMTesi for AdultBasic Educailon 1110illin111111101:1111ilill MI CIReading ProgressScale II 1 0 OCIMMIIIMME

CM 1

California Achieve mem NM II NMISpecific LanguageDisabilny Test a Num . ma.

1625

Assessment Reference ChartReading Tests (continued)

tv

az

tJ

.w

0

. ,e:

a

r.

t;

-

vt

i.4.; 9

..--

>4

ti

kP.

il'.0 4

Pi

4

I..

a0-

Ce ro a4

(Z

4:iL

C

2

U

-67

E

4%

0.

7.

3 3

g

3

>

2P:

MM. ReadingEfficiency check 1 MI II En MI II III1 .Iowa Basic Skills III IIOM 11111111 1 1 1 IIReader.; inventory

111111 13 .11111 . ImillicMcGraw Hill Reading& Study Skills 111:11 1 . 1111 MUM IM 11SRA Readinginventory 0 1 MINIM MI lin MEP . INSteck Vauhn Mowry 111 1 1 1n 1 IMII illGED EnglishPre Test 1 CI IIII . II il 0 13 ilI MICICIIEGates MeGinite 1 1111 Mill= 11

MOM 111111111Spathe & Taylor 1 MinIMMOOMNM

1Ooze 111 .1411ini Mill 11111Corrective Re mfing PK)gram Placement Test

i i loin IMMO InMUMIIIIin House Measures11 EMI KIM III NMa

lesWashingionPrc college 1MIMIMEIn 11

II=IIII MN

1 11II

CIIasHEMP

Britian infarmal 1 1 1111 16.11 Mil Im1111111111in

MICIIIMIMI

woodcock Silvanoll ingenial Reading inventory

II CIEMI 11111 11

MEMMaicalifornia Reading Testi evel 1 2 1

1111 .11 1tiotel wort' Opposites i MN III trl 1 1 1 MI

261 7

Mathematics TestsAmong the 25 colleges and districts reporting th are thtity different mathematics tests used for purposes of diagtiusls *old, or placement These tests are either doen to all entering college students or to developmental mathernatics students.

The tests Ind ud e

Math TestsIn house TestsWashington Pre College TestComparative Guidance and

PlacementOfficial GED Practice TestAmerican College TestScholastic Aptitude TestMlle Rd nge Achievement TestSteck-Vaughn TestMath Placement TestsTest of Adult Basic EducationBasic Skills in ArithmeticWorking with NumbersCooperative Math TestAlgebra

1,11,111

Spangler Arithmetic EssentialsPre Test

SteckVaughn Fundamentalsof Arithmetic

Science ResearchAssociate&Diagnosis

Arithmetic: i Essentials4VT Learning Systems

Diagnostic TestsBasic Skills With Whole

NumbersBasic FactsCommunity College

AssessmentCollege Board in ArithmeticIowa Basic Skills TestLankion BlythMath Association of AmericaMcGraw-Hill Math Testmetropolitan Achievement:slocinan SpradleyScience Research Associates

Probe M & LPCSP

CommunityColleges

120

97666S4443

2

2

2,

2

21

a

In the summary which follows the tests have beenrearranged according to their use followed by state-ments of their effectiVeness. The reporting college islisted. It is anticipated that this list may be an easy reference for individuals wishing to review unfamiliartesting materials.

General College Populatio-:Ma; hematics Tests

Very Effective Testson noose

T Learning Systems DiagnosisSic craw hill nasic Skills Muthcooperative Mathematics Algebra 1.11.111

c ()operative Guidance and PlacementApplied Arithmetic, Computation

CollegeBig RendFoe StollacoomGrays HarborHighil no

Olympia TechnicalStet k Vaughn Basic Essentials of math.

Parts land II District *17

18

Moderately Effective Tests CollegeMath Association of America Tests

Sk/IB. BA/IC. CR /lBBasic Skills Test, Form AWide Range Achievement Test

Level I, Level itCooperative Guidance and

Placement All Levels

Fort SieilacoomNorth Seattle

Olympic

Tacoma

Qualified Effective Tests Collegewashingion Pre College CentraliaCooperative Guidance and

Placement All LevelsScholastic Aptitude Teb.,American College TestIan kton MythArithmetic. The EssentialsCooperative Guidance and

Placement AppliedAtithmetic,Computation

Cooperative Guidance andPlacement Elementary

Algebra

CentraliaCentraliaCentraliaNorth SeattleOlympic Technical

Yakima valley

Yakima valley

Developmental Program Mathematics TestsUsed for Developmental Students Only

Very Effective TestsOfficial GED Practice Tests Math. Forms A. B

Hatch's Pre Test tin house)college Board in Arithmetic Arithmetic TestBasic Facts Test for Add. subtract, Multiply

and DivideWorking with Numbers Mastery Test I & lI

Metropolitan Achievement TestsBasic Skills Diagnostic TestSieck Vaughn Math Mastery Reviewwide Range Achievement TestIowa BaSIC Skills Test (Forms 5 a di

CollegeOlympic.SpokaneSpokane

Tacomawenalchee valleyWertalciev ValleyWhatcomYakima valleyYakima valleyYakima Valley

Moderately Effective Tests CollegeIn house Columbia BasinSleek vaughn Mastery 1 t-Zes (oto HarborTest of Adult Basic Educ alien cirays HarborNoonan Sdrathey Diagnostic Program

Computation SkillsCollege Board in Arithmetic FileM Aig

inter Aig SpokaneWorking With Numbers Test TacomaTest of Anon BaSit. Ethic aiiun i +Isom t *17

Steck Vaughn Pia( einem Sur%e) Onside i * 17

Olympic HA finical

Tests Having No Effective Rank Collegeshit Probe AIR MOW t, I acotnaPCSP Pre test flask Skills with wholeNumbers TacomaSRA I) agar's's IFortns A 01110

COMMtillity College Assessment PrOgrain Skagit vollt1

27

Review of Mathematics Tests

College Tests Purposes and/or Population Effectivenesstsig Bend In House Diagnostic anti Placement

TestPlacement In math classes and programs in lab very effective

centrislia washington ate cortege Test

CGP

Si. holds's' Aptitude Test

ACT

For placement an math classes in conjunctionwith previous math classes and grades

For placern cm in math classes In conjunctionwith previous math classes and grades

For placement in math classes in conjunctionwith previous math classes and grades

For placement in math classes In conjunctionwith previous math classes and grades

I Not perfect, but overall. OK

Not perfect but overarl. OK

Not perfect. but overall. OK

Not perfect, but overall. OK

Columbia eosin in House Test For placement in Dev Math classes. Works OK

PI Nteiiacoons At T Learning systems DiagnosticTest

Muth Placement I eats alath ASSOCof A mericai SK/ 113. BA/ 10. CR/ I II

All H5 students & referral students from accigInstructors

Given new students who Intend to lake math

Excellent Pthplontsstrengths/ weaknesses ofstudents.

Math (legs seems pleasedwith recommendations

Highline c.00perative slathemams Test. Algebra1. It. ltd

(...iy en students haying some algebra and wishto continue for placement ant° math classes

very effective Data takenOver years supportive.

North Seattle Basic Skills Test Form A

Lantecin/Blythlalso use WPC test scores II available)

All students who ward to take algebra

All students taking mathGood

OK

olympic Technical

Olympic

Noonan spradiey Drag/los& Programof Computation Skills

Pre test from Spanglers Arithmetic'The Essentials

COP siath and the Applied ArithmeticComputationwilAT Level I and Level ti

.0OffICIat Glib PraCtice Test Math.Form A. 13

' AN developmental moth students

Fur diagnosis

Ail entering students for place mnt in math

All funentnal math students Some OK))students

Check skill levels of GED students

Good Pinpoints week areasbut too long and not manystory problemsGood test but too tongPinpoints weaknesses

very effealve

Good for general placementpurposesvery effective

Skagit valley cothalually college Assessment Test Determine if incoming students need Devclasses

Too early to tell

Spokane Hatrit's Pretest lin house test

College BOOM leSl$ Arithmetic,Mem Algebra. int Algebra

AsseSS basic math/alcmensaty algebraSlUcienIS

Used In Learning Center no request ofcounselors/Instructors

very effective

OK Arithmetic test veryeffective

Tacoma COP

Basic Facts Test int addition.subtraction mutat/Raskin. claysionSRA Probe Pa & L

PCSP Tre tests

Basic Skills Tests with Whole Numbers

slIA Diagnosis ti:otm A or lil

wnrIong with Numbers Test

indicatOr of math knowledge of all fell timenew students

10 assess all A RIVGISD students

Diagnosis

Diagnosis

Diagicosis

Pre/ post lest per reeding level for placementof students In materials

AsseSS am, prep class

Good as partial indicator

Wry good it kept to fiveminute ming

OK

28

19

Review of Mathematics Tests (continued)

District ag 17 Steck vaughn Basic Essentialsof Math Part i

Basic Essentials Math Pan ii

Test of Adult Basic Education

SieckVaughri Placement Survey

Testing. math Placement for 1 %comingstudents

Post lest

Pre /pest placement of GED/ADE students.

Pre/post placement test for GED Students

ExCelleni

Very effective

OK

OK

Yakima valley Steek-Vaughn math Mastery Review

wRAT-1Math) wide RangeAchievement Test

Applied Arithmetic PlacementTem/COP

Computation pi-cement Test of COP

Elementary Algebra placementTest/CGP

iowa Basic Skills Test (Forms 5 a 6)

Diagnosis of ABE students

Diagnosis of ABE students

Placement for students not have hadmath In some time

Placement for students with noalgebra background

Placement of students with some algebra

Given to Men .iing ABE students.

Very effective c

very effective

Sui,,ective

OK for placement Excellentfor finding weak spots.

Directions difficult to follow

Good for placement in ourABE materials.

Grays Harbor McGraw Hill Basic Skills fdath Test

Test of Adult Bas_ ic Education

SteckVaughp Mastery Test

Working with Numbers. Fundamentalsof Arithmetic Series

Placement of siuderilS into math classes

Pre/post tett('

Placement of students into materials

.

Accurate predictor of successin various levels. Power test

OK Accurate and easy toscore

OK Fairly accurate

Wenatchee Valley Working with Numbers Mastery

Metropolliao Achievement Tests

Placement of students into materials

Diagnosis

Excellent for placement/folloup :e testingVery effective for pinpointingareas needing review.

whaicom Basic Skills Diagnostic Tcst I Given to pre college basic arithmetic students Quite useful

..

Assessment Reference ChartMathematics Tests

E 2 IIP I§;c

I is / 16

eGuSau k

g g 1

t

-74 ' _

C

5 ll4

to-

6.ea

6ua

Ere2 Z

E

3 3 &

-4 vii

CO

vii

3

4A

cl o 4-

.. d

3 3 ).-Washington Pre College

Comprehensive Geldonce ana Placement 61 11:1111111 II 11. CCM 1 1=11:111Cooperative Math Testdig I II IIIAVT Learning SystemsDiagnostic revScholastic Aptitude Test

111

American College Test

Math Placement Tests

Basle SkillsDiagnostic Test 111 a a140011011 Sp r 0 die y aLanklon Myth :4,

Spangler mimeticEssentials Pre Test In In El 1 a .1Official GED PracticeTest I ICommunity collegeAssessment Test ill a lCollege Board in

rtrimetir 1 MEM MI 1 II No IIlame rams

SHA Probe M a L ME 0 I I 11Working with Numbers MI MIMI Milian 11Steck Vaughn Tests aTest of Adult BaslePduratinnIowa Baste Skills Test I I IIMcGraw Hill Math aStech Vaughn Pundement:Os orithmetie II EMI 13 Ill 1 a NMI 1MetropolitanorhievementIn House Measures 9

ISRA Diagnosis

11 1111 1

9

II1IWide RangeowhieVelneni TPct

11 116

111

Math ASSoCiationof a meritaArthimeticThe rsisentinkPCS"'

Basic Skills Test

2I

30

ESL (English as a Second Language) TestsA variety of ksi. masurement arc u .,ed for placement, for diagnosis and for pre and post testing Fifteen measuremerits were identified in sixteen colleges.

I he most frequently used tests include the Test of Adult Basic Education (TABE). the Comprehensive English Language Test (CELT). the Michigan Test of English Language Proficiency and the English Reading Test for ESLSpeakers.

A breakdown of the types and usage follows:

ESL TestsMichigan Test of English ProficiencyEnglish Reading Test for ESL

SpeakersComprehensive English Language

Test (CELT)ESL Oral AssessmentNelson DennyStructure Test of English Language

(Si El..)I LLYONIn house Literacy TestsReading for Understanding

CommunityColleges

0

5

443

3222

Test for Adult Basic EducationDavisEnglish ProficiencyTOEFLWriling Sample

3I

I

1

1

The respondents to the survey indicated some dissa-tisfaction with the current ESL tests. They staled thatfinding "the ideal test" which provides sufficient Infor-mation for determining the levels of language proficiency is difficult. There is roof for improvement in ,the measurements.

Review of English as a Secon'd LanguageCol le e0 1 Tests_,Lirposes and/or Poulatl on Effectiveness

Big Bend Test of Adult Basic Education All incoming ESL Students Generally effective Easy toScore. Cumbersome to administer

Clark Nelson Denny Reading Test(Form E and Fl

Nelson Reading Test (Form E and Ft

Mace 251 students in Dew fiduc courses

Place ESL students in voc liduc courses

Good

Good

ad monds CELT Grommet SA tcomprehensiveEngi Lang Test)

STEL 4Structure Test of EnglishLnnguagei

10 assess Muse requesting !1St_ courses

Given to refugees only

Good Mr placement In ESLcoursesGood as gross measure to divide students into subgroups

rilgbline CELTWocabuiaryi

Michigan Test of English LanguageProficiencyReading for understanding (General)

English Reading Test for ESL Speakers

Pre/ post test In Dew voc courses. mostly Asianstudents. placement

SI. and Writing placement elasSes

Pre /post test of ESL students in basic reading

Pre/post test and placement of ESL students inreadinglab) materials

Good

OK Seems to work

Good

Exeellent Or malls identifieslion

Spokane English Reading Test for ESL. Speakers

I . 1

Placement of ESL students in all but vocationalprograms...., I Li q

Not too satisfactoryNo

Walla wail.(

,,

English Reading lestStructure Test of Eng Lang. Forms 1.2.Beg. Int Adv111von Oral Interview

P.I. Oral Assessment

Pie /post test for ESL acaci and voc students

Given to incoming ESL students who can read

Given ESL, students enrolled In vocational pngramslo dtertnine course level for itgl_ students

_

01(

instm 1 s IT anglish Proficiency rest (Toon iSI

English Proficiency Test 'Form Cl

English Reading Test

To assess bet. students on grammar

lore/ post test for grammar materials Mar ernent

Placement in reading materials

calod tor measuring gra no warskills (mb No grade equivatencyVry act th eVery effet tare

1.iltima Valley illvon Test for 1151. PlognosiS/ placement 01<

22 31

Assessment Reference ChartEnglish as a Second Language Tests

0tr a

Ti

V 0

r.a t.c0

Ti ..

ac0

RI RI

8 it i.2 o

r

g

o2tt

,Ersb

-a

4x

cI-

E 6

e

,5,

wa

cr

4g4

aa

a4

*

$

I.

d4 g

cg93i

4 6

.

gTe

g

>-

Test oftItlo cation

Adult Basic an 1 Mill ll 1Nelson Denny C1111011.11111111111111.11.011 . 111

111Comprehensive EnglishLanguage Test

MEM 11 KIND Eli= 111111111Structure Test ofEngiLsh ,,angoage 13 1 MI I DIMILLYON 1 MUM 111111111111111 III EMIR 13

111English Proficiency ill WM= MB 110 II MIMEO

DOMEDMichigan 'Cosi ofEnglish Proficiency MI 11111, a an DellialEnglish Reading Testfor ESL Speakers

MN II CI III 111 ii rNelson Reading Test 1 MI I . MC MOReading forlIndersiandIng OEM ill EMCEE 1 ZONE MINIMESL Oral Assessment 1 1 I 0 Minwriting Sample =MI li BEM i 0 i I MNTOEPL NMI 1111 NM ilDavis DION MI II 1 . II 1In House LiteracyTests

32

23

Vocational Assessment MeasureSOLdflidlcd cISSCSSITICt measures are used eXICIISI el), throughout the t orntntinay co:lege sy stem I low ever. their

form may be quite different from the assessment systems in basic skills areas Many vocational instructorsinterview pru.SpeLltv e students, bOdle programs use factoring systems which lake iri:o account previous workexperience as well as preparatory course% ork I he special testing information requested through theAssessment survey only brought IWO responses. Highline Community College indicated that it uses a number ofstandardized tests for the health occupations, priming. data processing and production illustration programsspoltane community college staled that they use tests for science classes, data puicessing and pre nursingplacement.A number of other community colleges do use tests fur appraising entry into specific vocational prograri is As ailexam pie, it is tinderstocd that the application and selection process for denial hygiene includes a dental by gieneaptitude test A tuttotv up to this reA iew should include a thorough search for additional vocational assessmentprocedures Al this rime no recommendations or conclusions can be made regarding specific vocational testingprograms.

The information from the iwo responding colleges is presented:

Assessment Reference ChartVocational Tests

I.C

S.

Z

-.1E..,

V t 42

g -E7 7 . ..,,

: ..

..g

,-.I4'4.,,,z.7.:,-k..0.

C i f. a.X X

. a &Z"'=

13mployee AptitudeSurvey linannnICIIII

111=MI DEMI1.11/11il. IIi1

iii1 I

11

Sehool anti conegeAbility TestCrawford Small PartsManual Dexterity

111111111111.1 1111311111.11111:11101W1

InnSchool and CollegeAbility Verbal and Math MIMIHIM Aptitude forProgrammers 111 MINCIIIIMEMilil11 1Differential Aptitude TeStOf Language Skills MI 1 11:11 II.13 MI

1 CIii

NMIII1II1 1c(smprehensive .,anee it Placement Test iBunn..r.i II 1iteviseti Now:ionsAptitude lestCaul Punch OperatorsAinig.1,. Test III 11 a s sin 1In Ilouse NleascireS 1111Differential Apttiuderem 11= . _in .

1111

Microfilmed FromBest Available Copy 24 33

"Special Area" AssessmentsASSUSSil IC111 nteusures were !lig! 'lighted by a number of colleges in spelling. study skills. vocabulary and generalaptitude

A listing of the measures reported and their use in the community colleges is given

Area Name CollegesSpelling Morphographic Spelling 2

Spelling Demons 4Spelling Survey 5WRAT Spelling

Study Stalk Study Skills Learning Skills ImprovementmcGrawHill Basic Study SkillsStudy Skills Survey 2

Other Keys to More Powerful vocabulary 2General Aptitude Battery 3General Education Performance IndexInformal Assessment 6

Undouotedly there are more special areas tests used in the community colleges that were not obtained throughthe current survey. As in the previous section. a follow up to !Ns review should include a thorough search forutiiiilional Spelling. study sluils.ocabulary and other assessment measures At this time no recommendations orconclusions can be made regarding special testing programs.

Other

Special Area Assessments TestsCollege Tests Purposes and /or Populations Effectiveness

spoke ne Falls (.earning Sktils Inventory to Self Assessmend

Used 10 recommend stud Y skills modules Excellent

OlYmptii Technic...1i McGraw Hill f3ask. skills System studySkills st

All students in study skills dasss Some Demons good Testnow 12 yrs old

Olympic MorPhographIc Spelling Placement Placement of students within spelling program Goodwalla walla General Education Performance index

(GEP11

SOFT Slosson Oral Heading Test

To determine G en students' readiness totake the exam

Given to AGE and GED stUdents

Good

Good for quick assessment

nig Bend speiling Demons (diagnostic tests andKeys to a More Powerful Vocabulary(Pre test)

For place mentin spelling and vocabularyclasses

Roth work very well

Lower Columbia Spelling Survey

Study Skills Survey .

Criterion 'defence('

Cflierlon referenced

Very effective, ideniffies skillsdeficitsVery effective. identifies skillsdeficits

wenat( lice volley informal Assessment To determine It students need help in consumerskills

34

25

Assessment Reference ChartSpecial Area Assessments

= 1 eixiN- " -0-

:f

14 a.0u

z

;

c

I . ie;.R4u.f.,,I c. g

g

I: I -

. .ag

C

r.

.k.4 E

..

:0

Learning SkillsImprnvement MI 11 11.1 . 1 CI I 1Morphoging raphicspell Mini 1 III 1 In ME .Spelling Demons aKeys to a MorePowerful vocabulary

:III I a I IMcGraw Hill BasicStudy Skills EMI MI UM 11 II MWashington Occupational information System a MD MID 1 MEI CIEI II a 1General AptitudeTest Battery IMMEIMMIE 11111 ail ll 111General EducationalPerformance index

1 1 II 1 II 1 114. 1Spelling Survey 11311 MCIII Nil 11 in 1Sstady Skills Survey

EI I 1 MEI . IIInfozrronl Asscsament 1 1 1 CI 1 CI 1 SI

1Career Placement !riventorviStrong Campbell II =191Cin III li MIMI 11 1 inCOPS

CHI MEI 1 11. Clni 1SDS 11 . Mill MI 1 ligli E 11Career Assistance1nveil Inn, II I II MI 1 MI IMI IIStrong Campbell 1 II MUM 0 11 MI= 111 11wide Range Achiev

ge 111111

mint Te st Spellin II 1 CI 1 OM II II 1

Microfilmed FromBest Available Copy 26 35

Conclusions'Tie placing of students in appropriatecourse levels ofreading, writing and mathematics, and identifyingstudy skills and career needs are acknowledged asnecessary roles for all community collegesThe preceding pages provide a current view of as-sessment activities. The listing of assessment mea-sures adds to the clective resources available andmay be used to compare local assessment systems

Six conclusions have been drawn from the presenteddata.

i Entry assessment is not uniform throughout thecommunity college system. However, programs forentry assessment are receiving renewed interest.

2. There IS nu single assessment measure that supfaced as the 'best' or *ideal' screening device. Ineach specific area several assessment measuresare used more than others. Selection seems to bebased upon the instructor's background. trainingand knowledge of available resources.

3. Statements relating to assessment effectivenessvary. Stated purposes and the populations in-volved in the - assessment are matched against alest. Questions are then asked: Coes it do what itwas supposed to do? Does it screen or place to thedegree instructors expect?

4 c a mpuswide coordination of assessment does notexist in the community college system. Differentareas within a college hold particular responsibill-ties. Campuswide directions for structuring, syste-matizing or utilizing assessment measures doesnot occur.

5. Response did not materialize regarding evaluationof local assessment measures and systems. At theslate level there is also no structure available forevaluation. ; he survey did not solicit policy state-ments relating to evaluation. Follow-up activities tothis report may determine policy positions whichlead to evaluation programs.

Reco mule ndation s

From the survey and review of the assessment, thefollowing recommendations are presented ftfrconsideration!1 In order to consolidate assessment policies, prat

!ices and especially interpretations within eachcommunity college. it is recommended that at leastone person or office be Identified on each campuswhich will be knowledgeable about or responsiblefor coordinating the college assessment system.It is recommended that coordination and improvemen' 01 assessment policies be promoted by the

27

chief executive officer as well as by administrativedeans in each community college.

3. It is recommended that in each college the purposes, objectives and policies in assessment prac-tices be determined. They should be clearly statedso that overassessment does not occur

4. It is recommended that assessment Instrumentsbe used solely for the purpose which they havebeen designed. Instructors should be encouragedto use BurOs Mental Measurements Yearbookbefore selecting an assessment instrument. ThisSource provides an evaluation by impartial review-ers. Manuals and specimen sets should be studiedbefore purchasing a particular test

S. College Instructors, counselors and advisors needstaff development workshop programs I) on newassessment instruments; 2) on revised forms of exIsting Instruments in current established programs:and 3) on current research results based on suc-cessful programs. A statewide newsletter would as-sist in achieving some continuity by reporting onnew assessment practices and strategies. Publishers of new assessment instruments should be encouraged to send information to each campus Forthese reasons it is recommended that a slate widesupport system for assessment be established atthe State Board for Community Colleges level

6. It is recommended that evaluation of assessmentinstruments and programs be implemented atleast every four years on each campus The "peerreview" system. initiated by Adult Basic EducationPrograms (ABE). is a reasonable approach toevaluation since it emphasizes sharing of alternalives and opportunities, it provides a learning ex-perience for both the staff being reviewed and forthe team of reviewers. Emphasis is on the clarification. support and suggestions for improved quality

7.111s recommended that a "council on assessment"be established which provides the community college system with a panel of representatives for reviewing statewide assessment programming Thiscouncil may be associated with State Board opera-tions or with the Instructional Commission.

&It is recommended that current assessment infor-mation within the community college system beavailable in the WADE BANK computerized resources system. An "assessment network" wouldthen be available to all college personnel.

9. It is recommended that research should be e i ()w-aged regarding the effectiveness of asset-Anentprograms.

10.11 is recommended that ESL assessment policy,practices and instruments be reviewed fur their reclsonableness and effectiveness.

36

Data Collection Schedule

DateMay. 1982

June July. 1982

July August. 1982

August/September. 1982

November. 1982

December/January. 1982-83

ActivityQuestionnaire distributed at WADE conference.

Letters and questionnaires sent to colleges notyet responding to questionnaire.Colleges not yet responding to questionnaireswere telephoned. Subsequently. questionnaireswere sent to these colleges again.

Letters and questionnaires sent to colleges notyet responding.

Crossleference chart sent to all colleges for anupdate of information supplied or not supplied byquestionnaire. (This was a chance for collegesthat had not yet responded to provide informationfor our project.)

Cross.reference data analyzed and developedMay. 1983 Report presented at the WADE Conference.

Section III

Immigrant and Refugee Education

38

Section III

Immigrant and Refugee EducationThe impact of immigiant and refugee students five years ago put pressure onEnglish as Second Language classes in many community colleges. Today theimpact is being felt in regular academic transfer and vocational training programsas these students seek further education.The charge given to the Task Force on Immigrant and Refugee Education was toprovide a statement of current conditions and a list of solutions.This section reviews:

Extent of the impactProcess of survey development and information gatheringReview of survey responses based on problems:solutions and unmet needsProgram modelRecommendations

29 39

Immigrant and Refugee Education

Extent of the ImpactWashington state. bc ause of its geographical iotation, has becom.! a center for immigrants and refugees to settle A few years ago most of these indlvictuals enrolled in the sun ivol and beginning ESLclasses offered by community colleges Now, howaver, limited English speaking students are takingcoursework all across the curriculum.Current data shows that the State has up to 35.000Southeast Asian refugees During the 198 I fall guarter. 2.1.11 individuals were enrolled in regular tuition-paying classes. During the 1982 fall quarter. 2050were in attendance From the course c.oding roster forthe same period, 741"- students were enrolled in ESLlasseS

c,arol Aiktnaii, in an article in "lifelong Learning. theAdult Yars," {April. 1982) stalc..s at "a growingproblem at «mmuirity colleges is the strain placedOn the developmental skills or remedial programs bystudents who come to the Una ed States as refugees."She continues b saying that the colleges face amajor problem in how to cope with the increasingnumbers of students from a variety of nationalitiesThis impact is certainly true at Seattle CentralCommunity College. with 3372 or nearly half of allrefugee and immigrant students in the state. It has upto 35 different languages spoken by students duringmost quarters

Not only are ESL programs strained to capacity inmost colleges but the impact is experienced now byinstructors in many general college academic andvocational classes Aikman says 'There is the stressand frustration enciured by the instructor who isconcerned about the student. but who frequently(toes not have the time to respond to the student'sprof rlem. iixen if h(she) had time, how could she (he)help a student who barely speaks English?'

with shrinking hinds being available to the corn munity college system. the range of available services hasdiminished Est_ classes available to limited Englishspeakers have concentrated on college credit areasStudents with low English proficiency have been relegated to fewer offerings of ABE and ESL classest hard( termed by either larger c lasses or waiting tests.I here lb antic paled to he Irate c flange during the nextseveral yearsThe community college that offers ESL classes forimmigrants and refugee students contracts with theDepartment of Social and Health Services for shortterm vocational training and some assistance in Jobsearch efforts There is a need to expand thesevocational training options in the colleges 11 isrectrgaized. hw.vever, that funding for i m migrants andrefugee training programs is only assured fornine month periods and is continually experiencingcutbacks Thus the need for training will continue withinconsistency remaining a large problem

30

ProcessDunng the spring of 1982 a Task Force was formedto identify current needs and problems fromcommunity colleges facing the impact of immigrant

,and refugee students In regular mainstream classes.It enlarged this main charge by seeking solutionsfrom faculty men'ziers who instruct these students inregular academic and vocational courses. It alsowanted to determine what problems or needs couldbe anitlepated during the next several years since thenumber of limited English speaking students will coniinue to increase.

A survey from was sent to each community college(see Appendix III). it requested opinions relating to 11problems students faced prior to entering theirclasses or training progra nis. 2) problems students encountered while enrolled in their classes or trainingprograms. and 3) problems limited English speakingstudents confronted upon completion of their courseor training programs.

A total of 57 surveys were returned from 16 c.c.Inipusesin Washington. Two thirds of the respondents were indevelopmental education departments or counseling services. Only one-third of the survey responsescame from faculty in academic and vocational departments such as Business. Psychology. Electronicsand Welding.

Review of Survey ResponsesAs expected. the highest concerti was for fat k ofadequate skills in English. both written and spoken.The respondents statements included commentssuch as. "barely adequate". "enormous needs"inadequate skills due to inexperience" and 'canhardly converse"A request for solutions that were currently being useddid Wong a variety of comments Several exampleswere we use much one-to-one lab contact and conversation with the Instructor' and encouraging students to spend as ti i<i ny I iours each day as possible inreading and writing labs".A request was made for comments on anticipatedproblems Examples of these wcfte "conversation InEnglish will continue to be a prohlem". "we needmore (developmental) speech classes": and "thereneeds to be more opportunities for students to repeatparts of classes rather than mice an entire class overagain"

40

Survey Area IProblems Prior to Entering

Courses or Programs

t Survey responses Identified the followingprObleMS:

inadequate ills in EnglishAll English skills are weakSpeaking skills need improvementlistening skills need impro,'ementWriting skills need improvementReading skids need improvementUnderstanding and following direct:0nsneed improvementBeing able to fill out forms needsimprovementInability to take tests in Englishinability to write lab reports

Inadequate skills In mathematics.No problemsSome problems in specific areas Canexample is statistics in psychology)Word problems and specific terminologycreak, difficulties

Number ofResponses

2918I I

4

inadequate study skills.inadequate English skillsLack efficient time management relating tostudy needsNote takingCritical thinking skillsTaking responsibility Of one's own learning Isneeded

Career directions and needsNo problemsLack of awareness exists for career choicesunrealistic goalsPoor seievaivailon abilitiescareer choices influenced by currentfinancial pressuresCareer choices arc influenced by the impactof cultural differencesSame difficulty in career choices asAmerican students

Cultural difcrcncesDifficulties In °claming to their new countryand its "system"No cultural problemsCultural differences existTendency to be "too shy" and lacking inassertivenessReflected in their English difficulties andstudy skillsNeed to verbally communicate more andproject their voiceswomen students uncomfortablepatacIpating in Classes with men studentsand men are uncomfortable with remnie asteachers

2

14

8

2

4

31

66

3

2

2

1

965

2

2

1

3I

Other problems that exist beforeimmigrant and refugee students entera course or -program

Gap bctwcn refugee and general ESLcourses and regular basic skills classesas weal as a gap into otherLinglishrelated areasEquipment damage by studentsIsolated from general American lifeDistracted by demands of ethnicorganizations on campusFaculty members complain aboutimmigrant and refugee students notbeing prepared, yet they do not seekadequate identification of their students'needs

722

1

2. Survey responses offered the followingsolutions:Number ofResponses

Referral to some kind of tutoring servicesand/or study skills classesAdvised to take more conversationclasses or experiencesAdvised to take more ESL. classesReferral to counseling programs.especially in career planning programsReferral to developmental/remedialcourses/labs for readin:: -Ind writingprogramsinstructors should handle educationalneeds on an individual basisInstructors need to plan to use differentkinds of teaching techniquesReferral to additional ABE classesReferral to math labsBilingua. assistanceinternalional club activitiesPersonal assistance by InsiruCiors

26

IA1.3

12

10

8

6432

3. Survey responses identified the following an-ticipated problems:

ESL classes must badge the gapbciween ES1. and the regu at academicand vocational programsi.ack of adequate funding will continue.diminished financial aid for studentsand RSL program supportContinuing siudent failure andfrusirationNeed for emphasis on two way cuituraiawareness supportThe continaing lack of availableemployment

41

Number ofResponses

26

12

7

7

3

Survey Area 11Faculty meMbetS next identified probler%s while suecienis were enrolled in classes.

90% lndiCated a problem In English proficiency.40% stated students had inadequatecareerawa-reneSS.

Number ofinadequate basic skills Responses

Continuing need for English languagetraining 9No problems 5More basic skills 3Assistance with abstraction andconceptualization neededAssistance will; spelling (orthography)Referrals needed to appropriate ciasse,

Excessive time commitments interferewith similes:

Does not seem to interfere withclassworkA problem with at least half of allrefugee studentschild vain!liandled on a case by case basisCuts in-student benefits creates morenets(' for employment, which lessensdui time for studyMore time must be spent on classpreparationChiSses meet too often for students whomust work

Lac k of availability of support services:Lack of counselor supportLack of a bonalule program or systemfor services with sensitivity andtindevaanding throughout the collegeLack 01 English skills assistance orbilingual help within counseling servicesNo problemMenial health assulanceFinancial aid assistancespecial Services programs need toprovide aSSISta neeLimited Finglish speaking students don'tuse available servicesServices used as needed by studentstutoring assistance- needed at thebeginning of course work for limitedEnglish speaking studentsMore assistance nCeded for Studentsattending evening classes

Other needs fo tin migrant and refugeestudents who are enrolled in regularcollege classes:

Medical iuld nuintionak uSsiSittnce isneededFinancial support with ~tightly IS needled

5

322

2

Number ofResponses

4

4

3322

22

32

Students need to have a betterunderstanding of the overall collegesystemInstructors need to make sureassignments are clearl understoodAn advocate is neede t assist eachstudent to get through ie red tape ofthe college.

4 Faculty need to recognize the tensionstudents lace in seeking a fouryearckliiree as opposed to getting animmediate Jobsome students not celle,;e orientedInsufficient funds for education and theycannot use ESL courses for humanitiescredits which create some hardshipsThe necessity of pan lime workinterfered with a students time forlearningNeed for preparing students to entertechnical training programs

Another suggestion was that bilingual help be availa-ble through the colleges' International Club program.

improved tutoring systems eitherthrough college tuionng programs or asa part of the regular class activityStudents must develop flexibility if theywish to attend collegeCurrent students should act astranslators for new students as the needarises. Students might be hired underwork-study financial aids assistance foribis activityGreater use of basic skills programsincluding writing labs, math labs andstudy skills course:.Student should understand that course:,may have to be repeated and that this isacceptableMore individual conferences betweenstudents and fact.ity are neededThe sharing of lecture notes should bepromoted and viewed as acceptableStudents should be encouraged to seekexperiences that allow for greaterenculturationCounseling should be a referral sourcewith more group advising and newimmigrant and refugee students beinginvolved in orientation sessionsCommunity as well as college referral`resources should be used informalattempts to link up refugee studentswith appropriate agencies andvolunteers on and off campuses shouldbe encouraged

42

Number ofResponses

5

6

4

3

2

Survey Area HIProblems After Completion of Coursework

or ProgramJob search activities:

interviewing techniques need improvementLow speaking skills hinder communicationLack of understanding of employment proceduresPacing of-prejudiced employersLack assertiveness in applying for jobs.

Need for additional education:most dc not continue futther education at this timeContinued language develoment is needed

Other needs:Need realistic approaches to career potential andpossibilitiesNeed more orientation to employers andemployment pr:educesFollowup studio -hould be carried outNeed tor more education for the communityregarding acceptance of limited English speakingpopulation

Suggested solutions:use the referral services of the Department ofEmployment SecurityEncourage the use of community sponsors forassistanceEncourage career planning while in college coursesuse the campus placement office and resourcesHave Special Services (u.S. Office of Education)programs on campuses that have immigrant andrefugee students

Several comments regarding anticipatedproblems after educational experiences havetaken place in comMUnity colleges:

identify the number of former students placed inemployment positions as well as the number whoare unable to find jobs because of their lack of basicskills. especially in EnglishHave )ob placem,ent and croscultural advisingassistance on a permanent basis in the communitycollegesRecogni7e the impact on students' mental healthand culiural adjustmentProvide ongoing financial support and careerawareness to promote continuing educationalactivities.

Almost all the unmet and aniticipated problems stemfrom the lack of funding. However. a short list of otherconcerns are. I 1 child care assistance. 2) mote supportservtces provirfingiklividuals help with personal proble ms available in a flexible manner, and Mob place-ment and job skills assessmentThe question is Where do funds come from? A closercooperation between all servicing agencies wouldmake more efficient use of available funds Fundinglevels are currently inadequate, but higher levels offunding night be better administered by an umbrellaorganization that will offer comprehensive servicessuch as child care. menial health, job assessment andplacement. and haw English skills assistance. Thecommunity college seems like the logical agency/educational institution to provkie this comprehensiveservice.

33

Program ModelThe following gems are suggested as a model for theeducational needs of limited Englizh speaking stu.dents;

Counseling and Advisement Services:Assign a faculty member or counselor as the ad.vocate for limited English speaking students.Refer all students enrolling for the first time inclasses beyond ESL to a testing/diagnostic pro.gram. Identify levels of proficiency needed for sue.cessful class performance. The diagnosis shouldreview necessary speaking and listening skills.

Continuity of Instructional Progression:Provide secp..enced classes sostudents do not en.counter gaps between ESL courses. betweenESL and ABE courses.and between A BE and coilege preparatory courses.

Support Services:Provide class enrollment assistance

Provide a designated advocacy individual.Provide tutoring assistance.

Provide job search assistance and planning.

Program Exit or Completion:Provide a followp with students to determine effectiveness of instruction and training. Contactshould be made with employers as well as students.Inform students of availability of further educational services.

Community Colleges with current immigrant and re-fugee programs that may provide other models orassistance are:

Everett Community CollegeBilingual Vocational ESL Training program inareas of: Welding. Food Technology and ChoreServices.

Big Bend Community CollegeTutoring assistance through the Special ServicesFederal program

North Seattle Community CollegeEnglish as a Second Language PronunciationLabPeer Tutoring programAsian Club activities

Lower Columbia CollegeTRIO program for Disadvantaged studentsEducational Services peer helper program"Rap Groups" for conversation assistanceMinority advisorplanned activities

Edmonds Community Collegevocational ESL program for electronic technicianstudents.

43

RecommendationsThe following recommendations are presented forLontmuing the support for students with limited English abilities:

Recommendation 1:Build a funding system that includes categoricalfunding for services and classes. Institutions thatshould receive funding based 'n proportionatelylarger population enrollments.

Recommendation 2:A portion of community college fundingshould pro-vide services and classes to assist the limited English proficient population to enter regular collegeclasses These services should include enhancingbasic communication skills so students can enrollin college credit or certificated programs. Fundingshould also provide support services to these Students during their training period and in next-stepeducational or employment planning.

Recommendation 3:Increase the linkage with community organize.lions in order to develop a comprehensive servicesdelivery system. This system should include as-

' sesstnent activities. child care support and counseling assistance for mental health pfoblems. Jointcommunity college/community agency opera-tions will stretch both funding support and communication networks in each community for limitedgnglish proficient students.

34

Recommendation 4:Encourage interdepartmental communication ineach community college in order to clarify instruc ..tional sta ndards for each training program and academic course. (North Seattle Community Collegehas a model that may be used by other colleges.)

Recommendation 5:Counseling assistance for limited English proficientstudents must be strengthened. Specially assignedcounselors should receive training regarding theneeds of students. institutional policy should be estabiished so referral routes are clear both for 'sumotors and students requiring counseling assistance.Faculty advocates and counselors should be assigned to each immigrant and refugee student.

Recommendation 6:A faculty advisory committee should be estab-lished for assisting with policy development, withcollege network systems. and with ethnic Com-munity linkage

44

Section IV

Pulpc Policy Recommendations

45

.

-......

Section IV

Public Policy RecommendationsPublic policy for basic skills education is necessary for determining directions andobjectives for the 1980s.This section presents eight public policy recommendations.

4635

Public Policy For Basic Skills Education

Bask shills click anon has a high priority in Washingtoll ',tale t °lieges The instrutitonal programs ac ailablc- {irucuit students will the educaoKaial tools iu c essat to skit t esstuliN t theiro hoseii gic <oh itiii t.oc ationalitc link al trainingatiti bet 01111' otturthuitrig members in the t (minim

1 hue areilS must be considered:I I he ac hievement oI basic skills in reading. writing.

mathematic ti. listening and speaking (for ESL stu-dent:41,

2 1 he achievement 01 competencies necesary forentry unto academic or vocational programs. and

tie assistant e with ongoing skills support throughnag (titig and other educational services All threeareas ( titian«e the prospect of success in coursett orb 1,, raising skills levels in verbal, mathematics.reasoning and study techniques

In artier to maintain qualiq and excellence. the followmg poll ies ate recommendedPolk y 1.1i is re( nn mended that eat h communitycollege provide a comprehensive basic skillseducation curriculum through an identified pro-gram.Rationale It is generally accepted that up to 3s% of theadult population is not ecitici atonally functional or employable in the urreni transforming society. Highunemployment Is 10(1.11( ied through the 19130S even'bough lobs will go untitled Many of these jobs will re-quire high level cornpteM leS in technological fieldsAn aggressive basic skills program must be availabletitri nigh communit s colleges. must be accessible durmg antes t onsponding to adult schedules. must bet 'en lichc risi% eh> design. and must have continuityfrom one lc% ci to the next This program creates thelink bei , een binned or (mutated skills for the educoumiak' disadvantaged adult and new levels of enmpoen(' v which increase opportunities leading to ern.I)lovinentPolk y 2, It is recommended that assessment pro-cedures be established in each community col-lege ensuring students, instructors, counselorsark' advisors opportunities to identify basiclearning skills.Rationale A c omprehenswe.campuswide entranceand plat einem testing program is necessary for di

ting students in appropriate basic skills resourcessuch an ants.il assessment should includean evahiaHon of sun lents' abilities in writing. reading, munetitan( s. lisiening and speaking {for HSI. snide( andstud% le( lingules

Polk :t. It is recommended that selection oftae ult)- and staff he given to candidates who demonstrate a commitment to basic skills educa-tion as an Integral feature of teachl ng a mi learningon all disc Manes. Support for this commitment

nines Irom providing and en«niraging continu-ous professional development at both the localand statewide levels.

313

Rationale An expenc oncerned fact;hy and swifts re(wired if bask, skills instruction is to be continuouslySoto essful. Rapid growth in curriculum and otherareas. including computer technologN. requires a network for professional training and sharing The Washington Association for Developmental Education hasbeen organized to provide professional conferencesand workshops.Additionally, peer review programs aid improvementin curriculum and instruction, and special interestmeetings and presentations provide oppoi 'unities forresources sharing Together these in service professional growth programs assist fac ulty and staff in u pgradmg their skills and understandingPolicy 4. Because we are In a Changing environmem. it is recommended that an ac ountable sys-tem be established to ensure that program Objec-tives are being met.Rat lonale. Accountability is required in the delivery ofbasic skills education during the 1980s. Becausechange is a constant in educational planning, evalualion must lead to continuous modification of basicskills programs in response to demonstrated need Itis recommended that no less than every four years areview be initiated in each college leading to programreduction or to appropriate support as times and condamns determine need.

Policy 5. It Is recommended that communicationexist between comMunitycolleges and local pub-lic school systems relating to basic skills comm..tencies of students.Rationale, 1 here MUM be continuous collaborationwith public, school personnel relating to progress andimprovement in basic skills cotnpetencies of students Reduction of learningdefk lent ls the goal ofeducational systems in planning fora high tec !motogy societyPolicy 6. It is recommended that basic skills pro.grams and college support services collaboratein providing assistance to students enrolled inbasic skills improvement ourses.Rationale There must be close ties with student scrvices support systems in each college Counselor support for assistance in college entry assessment. crisisintervention. college/community referals and nextstep educational or employment planning is essnential for students in basic skills program This supportgives recognition to both the «igrative and affix-tit cneeds of students.

Polley 7. It is recommended that resources for Instruction, assessment and staff development inbask skills ed actin on be orga rilied and Managedthrough a system that ensures the best qualitypossible for instruction and programs.Rationale High quaint' bask skills programs aredependent upon a system for sharing instructionalresources The continuation of the wAta: BANK

47

instructional resources service for collection anti dibse min.:loon of t unit ulum materials and other relateditems is essential for providing all colleges with current knowledge relating to the basic skills program ata reasonable cost The goal of the WADE BANK ser-vice is to raise the quality of instruction in each college.

Secondly. the establishment of a grant program with525.000 annually for curriculum and program impro-vement is essential for enriching the instructional sys-tem and meeting the challenge of upgrading basicskills educational services. Small grants between$200 and S 800 will allow each college several curriculum improvement projeos to be developed eachyear.

Together these two programs will enable teachingactivities to be improved and shared.Policy 8 Formula funding should provide a sof-ling ratio no higher than 25:1 with the same mix offull and part time faculty as currently exists.Rationale The t9e2 student to faculty ratio in basicskills was 34.1 for the corn mu nity college syste m. This

37

was a .ise from a ratio of 29.1 in 1981. A recommended rate of 25.1 will provide educational asstsLance to the estimated 35% of adults who are functionally illiterate or ptcpared to face a world requiringcompetencies in reading, writing and computationalskills. In 1981 the state of LouiSlana found t his level ofsupport to be necessary bra higher retention rate a nda reduction in the impact of declining first-time enroll-ments. included are costs associated with regular in-struction and In support of counseling, advising andother nextstep planning activities.Last of ail. this funding level should be reviewedbiennially with the intention of reducing support asbasic skills needs in our communities decline.

ConclusionPublic policy statements provide opportunity forshared and strategic visions for basic skills educationto be aired Policy. once determined, becomes thestructural framework necessary for program planningleading to implementation and evaluation. The objec-tive is quality education for students.

48

Academic CompetenciesAs Defined By The College Board

0

49

Academic CompetenciesI

As Defined By The College Boardi

,

(The Chronicle of Higher Education:September 30, 1981)1

1

I1

/1

1

I

I

1,

e

,

1i

r,

1

1

Appendix i

!

/

38

,

I

50

Academic CompetenciesAs Defined By The College Board(The Chronicle of Higher' 3WatiOrt:

Se tember 30. 1981)

Follow are the definitions of ticadenlic competenLK'S abilities students need to do college workprepared in the lust phase of the college Board's 'Proiect Equality"

Reading CompetenciesThe ability to identify and comprehend the mainand subordinate ideas in n written work and tosummarize the ideas of one's own words.i he ability to ret °gnu( different purposes andmethods of w Ming. to identify a writer's point ofview and time. and to interpret a writer's meaning.inferentially as well as literallyThe ability to separate one s personal opinions andassumptions from a writer'sI he ability to vary one s reading speed and method(survey, skim, review. question and master)accordmg to the ty pc 01 material and one s purpose (orreading1 he ability to use the leatures of books and other reference materials, such as table of contents. prelac e, introduction. titles and subtitles, index. glossaw. clop' ..um and bibliography

The ability to define unfamiliar words by decoding.using contextual clues, or by using a dictionary

Writing CompetenciesThe ability to conceive ideas about a topic for the

purpose of writingI he ability to organize, select and relate ideas andto outline and develop them in coherent paragraphs.The .ability to w me :standard English sentenceswith t orreci sentence structure. s erb forms, puntturmoil. capitalization. possessives, plural formsanti other matters 01 met halms. word t. twice andspellingI he ability to ary ones writing sty le, includingvocabulary and sentence .structure for differentreaders and purposes.

The ability to im prove one's ow n writing by restruct ohm ting errors anti rewriting.

The ability to gather information from primary andsecondary SoureeS; to write a report using thisresearch. accurately, and to Cite sources properly

Speaking and Listening Competenciesirrhe ability to engage Crain-111y and constructively inthe exchange of ideas, parneularly during classdiscussions and conferences with instructors

The ability to answer and ask questions coherentlyand concisely. and to follow spoken instructions.

The ability to identify and comprehend the mainanti subordinate ideas in lectures and discussionsam, to ((ort accurately what others have said

3.9

The aoility to conceive and develop ideas about atopic for the purpose of spealang to a group, tochoose and organize related ideas, to present themclearly in Standard English, and to evaluate similarpresentations by others.

The ability to vary one's use of spoken language tosuit different situations

Mathematical Compet3nciesThe ability to perform, with reasonable accuracy.

the computations of addition. subtraction.multiplication and division using natural numbers.fractions, decimals and integers,

l-he ability to use effectively the mathematics of.integers, fractions and decimals, ratios, proportionsand percentages. roots and powers. algebra.geometry.

The ability to make estimates and approximations.and to judge the reasonableness of a result.

*a he ability to formulate and solve a problem inmathematical terms

The ability to select and use appropriate approaches and tools in solving problems (mentalcomputation, trial and error, paper and penciltechniques. calculator and computer.)

The ability to use elementary concepts of probabil,ityand statistics.

Reasoning CompetenciesThe ability to identify and formulate problems as

well as the ability to propose and evaluate ways tosolve them.

The ability to recognize and use inductive anddeductive reasoning. and to recognize fallacies inreasoning

The ability to draw reasonable conclusions from information found in various sources. whether writ-ten, spoken. tabular, or graphic. and to defend one'sConclusions rationally.

The ability to comprehend. develop and use conceots and generalizations.

Me abillly 10 diStingU1511 between kit t and opinion

51

Studying CompetenciesThiSset of abilities is different in kind from those whichprecede it They are set forth here because theyconstiiute the key abilities in learning now to learn.Successful study skills are necessary for acquiring theother five competencies as well as for achieving thedesired outcomes Students are unlikely to beefficient in any part of !heir work without themOne further difference must be expressed. Activitiesrelated to acquiring the basic studying competencieswill fail unless students bear in mind the role of theirattitude in the learning process. That attitude shouldencompass a sense of personal responsibility forone's own progress. a desire to make full use of theteacher as a resource and a willingness to conductthemselves in ways that make learning possible fortheir classmates as well as themselves.The ability lo sei study goals and priorities consistent with stated course objectives and one's ownprogress. to establish surroundings and habits conducive to learning independently or with othersand to follow a schedule that accounts for bothshort and longterm projects.

52

40

The ability to locate and use resources external tothe classroom (for example. libraries. computers.interviews and direct observation) and toincorporate knowledge from such sources into thelearning process.

The ability to develop and use general and special-ized vocabularies. and to use them for reading. writ.ins. speaking. listening, computing and studying.

The ability to understand and follow customaryinstructions for academic work in order to recall.comprehend. analyze. summarize and report themain ideas from reading. lectures and otheracademic experiences and synthesize knowledgeand apply It to new situations.

The ability to prepare for various types ofexaminations and to devise strategies for pacing.attempting or omitting questions. thinking. writingand editing according to the type of examination. tosatisfy other assessments of learning in meetingcourse objectives such as laboratory performance.class participating. simulation and products ofstudents' evaluation.

eThe ability to accept constructive criticism andlearn from it.

=4) CLEARINGHOUSE FORJUNIOR COLLEGES

UNIVERSITY OF CALIFORNIA

FEB 1 7 1984

8118 MathSciences BuildingLQs Angeles, California 90024