Report

A Peach of A Test – The New ACCUPLACER® Diagnostics Presenters: Dr. Ron Gordon Gordon Associates Jonell Sanchez The College Board Dot McGinnes Santa Fe College, FL Goals and Objectives Increase number and percentage of students who are “college-ready” in math and language arts Increase diversity, number and percentage of high school graduates who: graduate from high school with a Standard Diploma, enroll in postsecondary education, earn a certificate or a degree at a community college or career center, enroll in and complete upper division programs How Can ACCUPLACER® Help? Administer ACCUPLACER® Placement tests to high school sophomores and juniors - students interested in attending college but not academically ready Administer ACCUPLACER® Diagnostics to students who fall below college-level cut-scores Assist high schools in remediating those students Why Diagnostics….. To serve a growing demand for solutions to the need for student remediation now provided by colleges. To provide an analysis of a student’s strengths and weaknesses in English and math so that targeted study can be prescribed. To provide support to high schools in remediating those students. To provide information for curriculum analysis. . How can a Diagnostic Test Help? Improve College Readiness Provide opportunities for remediation targeted to specific deficiencies prior to graduation Increase percentage of “Standard” Diplomas versus Certificates of Completion or Special Diplomas Improve passing rates on GED Identify deficiencies in remedial students at community college level Administer ACCUPLACER® Diagnostics to: students in the 11th grade who score below collegelevel on ACCUPLACER® Placement, students enrolled in academic intervention programs, i.e., excess prep attempts students who wish to prepare for placement tests, prepare or evaluate students for dual-enrollment courses, students in GEAR UP (Upward Bound, CAP) programs. students in ABE, GED, or ESL programs Item Development College Board Test Development staff developed about 992 new items 248 new items in each test Approximately 50 items written for each domain (5 domains per test) Every item was reviewed by three in-house content experts Testing process was reviewed thoroughly by 5 expert users to validate performance and stability. ACCUPLACER® Diagnostic Test Summary Tests: Reading Comprehension Sentence Skills Arithmetic 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 is assigned according to attributes within each subject Functionality: Integrated into the ACCUPLACER suite of tests ACCUPLACER® Reading Comprehension •Passage-Based Reading: Main Idea •Passage-Based Reading: Supporting Detail •Passage-Based Reading: Inference •Passage-Based Reading: Author's Purpose/Rhetorical Strategies •Sentence Relationships ACCUPLACER® Sentence Skills •Sentence Structure •Sentence Boundaries •Modifiers •Diction/Logic •Agreement ACCUPLACER® Arithmetic •Computation--fractions •Computation--decimal numbers •Problems involving percent •Estimation, ordering, & number sense •Word problems & applications ACCUPLACER® Elementary Algebra •Real Numbers •Linear equations, inequalities, and systems •Quadratic expressions & equations •Algebraic expressions & equations (other than linear and quadratic) •Word problems & applications How Do We Know it Works? • Five expert users provided test data for analysis. – Took each test 24 times, using a variety of answer schemes (all correct, all incorrect, all A answers, all B answers, etc. four times each.) – Attempted to “break it down” by using the system in branching profiles, adding background information, etc. It Works! • Pearson responded quickly to any flaws discovered, such as misspellings, bad punctuation, mismatched titles, etc. • The system functioned nearly perfectly right from the “git-go.” How to Use It • ACCUPLACER® Diagnostics is built into the standard ACCUPLACER® suite of tests. • Engage diagnostics from a stand-alone branching profile which only administers the Diagnostics • Use background information and regular test scores to branch to Diagnostics. Example • BGQ in a group administered only if a test score is below standards: “Some of your scores indicate that you could benefit from one or more diagnostic test(s) to help determine where your weaknesses are. Each diagnostic test could take up to an hour to complete. Would you like to take those diagnostic tests now? If not, you may wish to make an appointment to come back and take them at a later time.” Example--continued • If answer to BGQ is Yes, and if the score of Arithmetic is less than 70, administer Arithmetic Diagnostic. • If the answer to BGQ is Yes, and if the score of Elementary Algebra is less than 70, administer Algebra Diagnostic. Using The Results • Develop short-term remedial courses, open entry/open exit, to prepare students for placement at a higher level. • Guide students in career planning and major selection. • Get students ready for college-level work with only the remediation necessary, not full-term courses. SUCCESS!!! Our goal and yours is to help students achieve their academic and career goals. Questions – Comments?