Accuplacer Presentation October 9

Report
COLORADO
ACCUPLACER
OVERVIEW
Overview of Presentation
•
•
•
•
Introductions & Purpose
History of Colorado & Accuplacer
Overview of Accuplacer Program
Overview of Diagnostics & My
Foundations Lab
• Discussion on College Readiness
• Q&A
Colorado
and
ACCUPLACER
History
Accuplacer in Colorado
• 1998--Legislation passed to mandate placement and
assessment
• 1999-2000—Community colleges worked toward
implementation of legislation
• Accuplacer adopted as state wide assessment test
• Cut scores set by Math, English, Reading faculty
• Common Course numbering
• Fall 2000—Accuplacer implemented (a few CCCS
schools still using Compass)
• Fall 2002—All CCCS schools using Accuplacer
Culture of Innovation
1986 - DOS version introduced
1995 - Windows version
1999 - ACCUPLACER Online
2000 - WritePlacer Plus
2002 – ESL WritePlacer & Listening
2007 - New Platform Released 2.0
2009 – New Platform Released i3
2010 – New Diagnostic Tests and CSP
2012 – iPhone app Review Guide
2012 – MFL Learning Pathways
2013 – Customized Placement and
Diagnostic Exams for states
1.
ACCUPLACER is customer driven
2.
Dedicated to platform
development
ACCUPLACER is widely used in the US
Used in all 50 states
And in 19 countries
Institutions:
49% — 2 year
37% — 4 year
14% — High
schools
Strand Test
Development:
•Minnesota
•North Carolina
•Texas
•Indiana – Ivy Tech
State or system-wide ACCUPLACER use
ACCUPLACER General Features
 Internet based (no downloads required)
 Computer Adaptive – immediate results
 Multiple User Levels/Institutionally-Personalized
 Local control of welcome screen, report messages, and
student directions
 Customize tests to state standards, placement and
diagnostic in one assessment
 Standardized accessibility formats (online & paper/pencil)
 24/7 access with 99.75% platform reliability
Enhanced Features: Beyond the Basics
Diagnostics and Intervention
 Identify students strengths and weaknesses, assign individualized learning paths
Customized Assessments
 Ability to create exams customized to institutions/state standards
Configurable Branching Profiles
 Which tests will be given, under what conditions, background questions
Weighted Placement Rules
 Ability to incorporate demographic info with test scores for course placement
User Defined Fields
 Ability to add additional measurements to course placement
Computer Skills Placement(CSP)
 Assess students computer literacy skills
Local Test
 Add customizable test
Remote Proctoring (Pilot Phase)
Computer Skills Placement Test
Measures fundamental computer skills competency
Two versions:
• Internet and email
• Managing files
• Word Processing
• Basic concepts of computing
• Spreadsheets
• Databases
• Presentation skills
Overall Placement Score and Diagnostics in one test
ACCUPLACER
Subject Assessments
ACCUPLACER Tests
General Tests
•
•
•
•
•
•
•
Reading Comprehension (20)
Sentence Skills (20)
Arithmetic (17)
Elementary Algebra (12)
College Level Math (20)
WritePlacer Plus
Computer Skills
Placement (30/70)
• “Local” Tests
ESL Suite
•
•
•
•
•
Reading Skills (20)
Sentence Meaning (20)
Language Usage (20)
Listening (20)
WritePlacer ESL
Diagnostics
•
•
•
•
Reading Comprehension
Sentence Skills (40)
Arithmetic (40)
Elementary Algebra (40)
(40)
Computer Adaptive Testing
Typical Pattern of Student Responses
Increased
Difficulty
Middle
Difficulty
Decreased
Difficulty
Score is calculated and
the next best item is
selected based on:
•
Difficulty
•
Content
•
Test Specifications
Definitions
Placement Tests
The primary function of Placement Tests are to assist with determining if
students are prepared for a college-level course or if they would benefit from a
developmental course.
Diagnostic Tests
Used to “drill down” to see students strengths and weaknesses in reading,
writing, and mathematics specific content areas. Provides HS with detailed
assessment of students skills.
Branching Profile: No Conditions
Reading
Comprehension
Sentence
Skills
*Branching Profile =
Which tests will be administered to students, under what conditions
Elementary
Algebra
Branching Profile: Background Questions
Elementary
Algebra
Arithmetic
NO
YES
Have you ever
taken an
algebra course?
Branching Profiles: Test Scores
Placement
College Level
Math
Elementary
Algebra
70-90
Placement
Placement
Arithmetic
Placement
Placement
20-59
Diagnostic
Testing
My
Foundations Lab
Retest
ACCUPLACER
Branching Profile: Test Scores & Background Questions
Low score
Reading
Comprehension
(native)
Sentence Skills
(native)
Placement
+
High
Scores
“No” to any
ESL Reading Skills
1.Is English the first
language you
learned?
2.Is English the
language most
often spoken in
your home?
3.Have you had at
least 8 years of
formal education
in the US?
+
ESL Language
Usage
Low
Scores
ESL Listening
Placement
Questions??
Diagnostic
Details
Purpose for ACCUPLACER Diagnostics
■ Provide institutions with detailed
assessment of a test taker’s skills in
English & mathematics
■ Tests can be administered as a follow-up
or before the ACCUPLACER placement
tests
■ Diagnostics provide additional
proficiency analysis
ACCUPLACER Diagnostic Test Summary
Tests:
Reading Comprehension, Sentence Skills, Arithmetic, and
Elementary Algebra
Items:
40 items per test — broken into 5 domains of 8 items each
Administered consecutively
Time:
Untimed (designed for less than 1 hour)
Design:
Computer Adaptive
Results:
Diagnostic analysis will be assigned according to attributes within
Each subject
Functionality:
Integrated into the ACCUPLACER suite of tests; set up just like a
branching profile
Individual Score Report
Scores
Domain scores range from 1 to 15.
Category scores
 Needs Improvement (1-4)
 Limited Proficiency (5-9)
 Proficient (10-15)
Standard Error of Measure (SEM)
SEM’s can be reported for each
domain, or they may be turned off in
Test Settings.
Proficiency Statements
See the ACCUPLACER Program
Manual for complete list of
proficiency statements for each
diagnostic test.
Diagnostic Test Summary Reports
Diagnostic Test Score Roster Report
First Name
Simon
alexjander
Ayan
Terrace
Andrew
Catherine
Samuel
Anna
Soly
Nathaniel
Karlee
Bee
Jordan
thien
Derek
Andrai
Michael
Diagnostic Test Score Roster Report (Elm Algebra)
EA - Alg.
EA - Real EA - Linear EA - Quad.
Test Date
Exp. &
Numbers
Equat
Exp. & Equat.
Equat.
10/13/2010
5
3
4
1
11/10/2010
4
4
4
10
10/13/2010
3
4
4
3
10/13/2010
5
4
3
1
10/13/2010
11
9
4
1
10/13/2010
4
6
4
4
10/13/2010
6
5
3
4
10/13/2010
10
3
1
4
10/13/2010
9
4
6
1
10/13/2010
4
8
3
3
10/13/2010
9
10
4
6
10/13/2010
4
2
4
4
10/18/2010
4
9
3
6
10/18/2010
4
4
7
4
10/13/2010
8
10
3
3
10/18/2010
2
3
1
4
10/13/2010
10
5
3
4
EA - Word
Prob
4
1
1
1
12
4
11
10
6
1
7
5
11
3
8
10
4
ACCUPLACER/MyFoundationsLab
Learning Path
Students enter the remediation tool. Click on the Learning Path.
Students will see a personalized Learning Path that
shows where they need extra practice.
COLLEGE READINESS
Why is college readiness important?
Because competitive, global work environments require more of our students to succeed in
college in order to compete.
Studies have shown that about one in five students who enter high
school will earn a college degree.
http://advocacy.collegeboard.org
“The Complexity of College and Career Readiness”
“Unfortunately, we’ve got a real complex situation, something that’s been
building for 200 years in the U.S., because we never designed our educational system
to prepare everyone for post-secondary education.
We have purposely and consciously disconnected our educational systems
at every level,…as the economy has changed, our social needs have changed and the
structure of our society has changed, we need an aligned, connected system that
creates the opportunity for all students to receive an education that enables them, if
they choose to do so, to continue learning beyond high school.
That’s the heart of my definition, that’s the heart of the policy issue,
and that’s the heart of the problem at the same time.”
Dr. David Conley, CEO, Educational Policy Improvement Center (EPIC)
College & Career Readiness Symposium, April 24, 2012, Washington, DC
College-Readiness Benchmark Scores
SAT Benchmarks
ACT Benchmarks
Critical Reading = 500
Reading = 21
Math = 500
Math = 22
Writing = 500
English Composition = 18
Science = 24
Composite = 1500
Composite = 21
Benchmark scores = minimum scores needed to
1500 composite score = 65% chance of earning a 2.67
indicate 50% chance of obtaining a B or higher or 75%
GPA or higher during first year of college w/higher
chance of obtaining a C or higher in the corresponding
chance of graduating from college.
credit-bearing college courses.
Dr. David Conley’s – 4 Keys to College & Career Readiness
• ‘College knowledge’
• Problem solving,
inquisitiveness, precision
& accuracy,
interpretation, reasoning ,
intellectual openness
understanding college
admissions, college culture,
tuition, financial aid,
college-level academic
expectations
• Self-monitoring, study
skills, time management,
awareness of own level of
mastery, selection of
learning strategies
Contextual
Skills &
Awareness
Key
Cognitive
Strategies
Academic
Behaviors
Key
Content
Knowledge
Educational Policy
Improvement
Center/EPIC 2012
www.epiconline.org
• Basic knowledge & skills,
writing, algebraic
concepts, key
foundational content,
“big ideas” from core
subjects
College-Ready
Your score is at or above the state average for collegelevel courses. Continuing to take challenging classes in your senior
year will prepare you for the rigor of college-level courses.
On Target
Your score is within reach of the state average for
college-level courses. Staying on your current path may yield
placement into college-level classes. Plan to make the most of your
senior year by taking a full schedule of challenging classes.
See Your
Counselor
Your score is below the state average for college-level
courses. Staying on your current path may yield placement into
non-credit developmental (remedial) courses. Plan to make the
most of your senior year by taking a full schedule of more
challenging classes to help prepare you for college-level work.
PLANNING
FOR
ACCUPLACER
ACCUPLACER System Structure
IA
Demo
Site
Site
A
Site
B
Site
C
Site
D
Site
D
Transition to Higher Education
• Conserves Higher Education Resources.
• Strengthens connection between K12 and Higher Education.
• Provides opportunity to decrease remediation for students.
• Establishes consistent expectations and definition of college
readiness.
Four Permission Levels
Institution Administrator
Site Manager
Proctor
Reporter
Role of Institutional Administrator
Setting up Testing Sites
Creating Users
Review tests with faculty
Create Branching Profile
(tests to be administered)
Create Reports
Monitor Test Units
Role of Site Manager
Create and manage pre-registration system
Create additional Proctors
Create custom messages/directions
Create reports
Role of Proctor
Set up computers on test day
Check in Students on test day
Distribute Vouchers
Monitor testing sessions
Timeline for
Implementation
Discussion
TRAINING
and
RESOURCES
Training and Professional Development
■ Workshops at which ACCUPLACER Managers and
Consultants will provide training and assistance in set up
and implementation of testing sites.
■ Webinar training and support as needed.
■ Online, self-paced training demonstration
■ Knowledge Base – series of FAQ’s.
■ Program Manual which provides detail descriptions of
exams, policies and procedures.
■ User’s Guide which provides step-by-step instructions on
the multiple functionalities of ACCUPLACER.
■ Sample questions and essays for students.
QUESTIONS
THANK YOU!
Brett Miller
Senior Assessment Manager
ACCUPLACER Program
The College Board
[email protected]
Deborah Anderson
Higher Education Consultant
[email protected]

similar documents