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Vendor Name : College-Board
Exam Code : ACCUPLACER
Exam Name : ACCUPLACER Computerized Placement Tests
Questions and Answers : 540 Q & A
Updated On : October 12, 2018
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College-Board ACCUPLACER Exam (ACCUPLACER Computerized Placement Tests) Detailed Information

Professional Development
We encourage you to attend our professional development sessions designed for faculty and testing professionals who want to learn more about ACCUPLACER® products, best practices and the testing system.
ACCUPLACER is hosting free Professional Development webcasts starting October 4, 2016.
Register today!
This professional development series is designed to provide information and support or new ACCUPLACER users. We recommend that you attend the first four sessions in the order presented to fully understand the ACCUPLACER platform, test content, and steps to implementation. The following sessions will be available:
Session 1 – ACCUPLACER Overview
Learn more about the ACCUPLACER program, test content, account setup options, and resources for student engagement and intervention, and use of ACCUPLACER for ATB testing.
Session 2 – Policy Development
Learn how to develop and design placement policies for your institution. Discussion will include the resources available to faculty, suggestions for developing cut scores, use of multiple measures beyond test scores, and the use of validity studies to understand results.
Session 3 – Account Setup
This session will review the setup required for an ACCUPLACER account including how to create new users, test setup, and placement setup. Various models of testing and placement will be discussed including how to use the diagnostic and data reporting tools to support intervention.
Session 4 – Reporting
Understand the various reports available within ACCUPLACER. Review the creation of custom reports, and cover options for data export from ACCUPLACER for use in your institution's student information system.
Stand Alone Sessions
Next-Generation ACCUPLACER
ACCUPLACER has been administered for over 30 years. During that time, we have been paying close attention to the research and evidence on what matters most for college and career readiness and success. Learn about our redesigned tests, Next-Generation ACCUPLACER, launching this fall.
Preregistration and Vouchers
The pre-registration and voucher system is designed for testing large groups of students. This session will review the process to preregister students for an ACCUPLACER test administration. Preregistration increases the accuracy of student demographics, decreases time needed to check in.
Multiple Measures
This session will discuss the various reports available within ACCUPLACER, review the creation of custom reports, and cover options for data exports from ACCUPLACER for use in student information systems.
Methods for Setting Cut Scores
This session presents methods for determining cut scores to place students into developmental education classes or college-level courses.
What is ACCUPLACER?
ACCUPLACER tests your knowledge in math, reading, and writing. Over 1,500 institutions administer ACCUPLACER tests as part of the enrollment process. These tests help identify your strengths and needs in each subject area. ACCUPLACER interactive online learning tools are available to help you sharpen your skills. The academic advisers and counselors at your college or technical school will use your ACCUPLACER test results along with information about your academic background, goals, and interests to help you take courses that match your skill level and give you the best opportunities for success.
How Does ACCUPLACER Work?
Thanks to ACCUPLACER’s online format, the test questions are based on your responses to each question you’ve already answered. Questions increase or decrease in difficulty depending on your answers as you work through the test. ACCUPLACER tests are untimed, so you can move at a comfortable pace. It’s important to give yourself enough time to do your best and complete the test because your results are the key factor in determining the courses you can take. Your results will be available immediately after you take the test. It’s a good idea to ask your academic adviser about your college’s or school’s testing policies and procedures. That way, you’re prepared and can plan accordingly.
Learn more about ACCUPLACER
How to Prepare for ACCUPLACER
You can prepare for ACCUPLACER by taking advantage of the study tools and resources offered. Use these tools to become familiar with the types and format of ACCUPLACER test questions. They can help you identify the academic areas where you may need a little help, and prepare to improve.
What is ACCUPLACER?
ACCUPLACER Tests
Prepare for ACCUPLACER
FAQs
Frequently Asked Questions
What is ACCUPLACER®?
Can I fail ACCUPLACER?
Are ACCUPLACER tests timed?
How do I make an appointment to take ACCUPLACER?
How many questions are on the ACCUPLACER test?
Are there study materials for the ACCUPLACER test?
Are there special disability accommodations for ACCUPLACER assessments?
What should I take to the testing center on test day?
Are all ACCUPLACER test questions multiple choice?
My college is located in another state. How can I take ACCUPLACER in my state?
1. What is ACCUPLACER?
ACCUPLACER is a comprehensive, integrated system of sophisticated computer-adaptive placement assessments, diagnostics, and remediation support designed to evaluate and strengthen students’ skills in reading, writing, and mathematics. Delivering results immediately and accurately, ACCUPLACER helps answer the challenges of accurate placement and remediation.
2. Can I fail ACCUPLACER?
No. No one passes or fails ACCUPLACER tests, but it’s important to complete the test using your best effort, so you and your college have an accurate measure of your academic skills.
3. Are ACCUPLACER Tests timed?
Multiple-choice ACCUPLACER tests are untimed, so you work at a pace that’s comfortable for you. The WritePlacer® test may be timed or untimed depending on your school's policies.
4. How do I make an appointment to take ACCUPLACER?
Typically, students make an appointment to take an ACCUPLACER test by contacting or visiting their college advising and counseling office. If you’re not close to your campus, contact the advising and counseling office to explore the testing alternatives that may be available to you.
5. How many questions are on the ACCUPLACER test?
The number of questions varies depending on which ACCUPLACER tests you take. There could be as few as 12 questions or as many as 40.
6. Are there study materials for the ACCUPLACER test?
There are free materials available including a comprehensive practice application and a PDF of sample questions, the ACCUPLACER Study Guide for Students.
7. Are there disability accommodations for ACCUPLACER assessments?
Yes. If you have a documented disability and need test accommodations, please contact your institution’s test center for information and details about making any needed arrangements.
8. What should I take to the test center on test day?
Take your photo ID and any special materials that your college may ask you to bring. Contact your institution’s test center for details as needed.
9. Are all ACCUPLACER test questions in a multiple-choice format?
All ACCUPLACER assessments use a familiar multiple-choice format with the exception of WritePlacer which is an essay assessment.
10. My college is located in another state. How can I take ACCUPLACER in my state?
Contact your institution’s test center to learn more about remote testing options. With the permission of both institutions, you may be able to take ACCUPLACER at a local college or have an authorized proctor oversee your test(s) at a secure facility.
You Can Prepare for ACCUPLACER®
It’s important that your ACCUPLACER scores accurately represent your skills and knowledge. ACCUPLACER offers tools and resources to help you prepare for the tests. Sharpening your academic skills by answering sample test questions in reading, writing, and math can lead you to improve and can help boost your confidence when you take the actual tests. This exercise is especially helpful if you’ve been away from school for more than a year.
The Official Web-Based Study App
This Web-based study app features practice tests in Arithmetic, Elementary Algebra, College-Level Math, Reading Comprehension, and Sentence Skills. It’s accessible from any Internet-capable computer, and it will help you become familiar with the content and format of the ACCUPLACER test questions.
“Learn as you go” tests provide you with explanation of the correct or incorrect responses.
Sample tests are authentic, so you’ll know ahead of time what your experience will be like on test day.
You can save your work and resume practicing at any time, so you’re in control of your time and schedule.
You can review your score history to see where you need to refresh your knowledge and where you have strengths.

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Test Code : ACCUPLACER
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Former ACT chief to oversee assessment in school Board | killexams.com Real Questions and Pass4sure dumps

Cynthia B. Schmeiser, the former president of the schooling division at ACT Inc., is becoming a member of the school Board as its new chief of assessment.

it is the announcement that's popping out of the school Board this morning. When she comes aboard April 15, Schmeiser will oversee the SAT, PSAT, and Accuplacer programs, and supervise the new york metropolis-primarily based company's research and look at various-construction work. The superior Placement program isn't under Schmeiser's purview, but she will be able to work carefully with those that manage it.

Schmeiser's wheelhouse is smack within the middle of new college Board President David Coleman's appropriate-precedence areas: aligning the SAT with the typical Core State standards and working to enrich success charges for traditionally underserved students in the SAT and advanced Placement classes.

despite the fact the ACT's Jim Patterson represented the Iowa metropolis, Iowa-primarily based corporation on the panels that drafted the normal requisites, Schmeiser was a key force in shaping the policy initiative early on, consulting frequently with the leaders of the agencies that spearheaded it—the countrywide Governors affiliation and the Council of Chief State schools Officers—in addition to with the standards' architects, including Coleman, who co-authored the English/language arts sections.

Schmeiser spent 38 years at ACT, the closing five heading up the education division, before retiring in 2011. In an interview about her imminent work at the school Board, she mentioned that she and Coleman desire the faculty Board's assessments to enhance education—"to model decent guide"—instead of serve simplest as indications of achievement at static features in time.

"as a result of education is an extended-time period technique, a continuous process, we should analyze evaluation as being within the provider of training, by taking a look at it as a coherent system, not as just a point in time, however throughout time, in the complete tutorial procedure," she observed.

a good equipment of assessment, Schmeiser noted, can be used "earlier, to notify the tutorial procedure." it would be able to offer well timed advice to ebook instruction, indicate no matter if college students are on track to being in a position for school, and permit them to remediate or support their areas of tutorial deficiency, she noted.

Does this mean the faculty Board wants to construct assessment systems that consist of formative and diagnostic assessments from the early grades on up, I requested? Schmeiser demurred on that one, asserting that she is simply starting her work. Would the school Board are looking for to construct a complete system of checks, just like the two federally funded state consortia are doing? (And like the ACT teamed up with Pearson to build?) Schmeiser spoke of only that both consortia are doing "severely vital work" that the college Board would "continue to aid."

modern announcement with the aid of the faculty Board is the latest in a string of adjustments which have taken form given that Coleman took the helm closing fall. the day before today, the organization introduced the appointment of Frank Ashley III as senior vice president of membership and higher schooling.

Late February brought the announcement that the education have faith's Amy Wilkins would come aboard as senior fellow for social justice. In December, the school Board announced that it had lured Stefanie Sanford from the bill & Melinda Gates groundwork to steer its coverage, advocacy, and govt-family members work. Sanford changed into principal to the philanthropy's aid of the ordinary requisites.

more details about Schmeiser and her appointment can be posted on the news web page of the college Board's web page after the announcement is formally made this morning.


Is CMS challenging ample? a look on the District through the problem Index | killexams.com Real Questions and Pass4sure dumps

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Twenty years in the past, at a crucial moment within the historical past of the Charlotte-Mecklenburg faculties, statistics analyst Mike Huggins wheeled a cart stacked with laptop printouts into the office of newly-arrived district superintendent Eric J. Smith.

It was long gone the standard 5 p.m. quitting time. The district became struggling with a reputedly endless federal desegregation lawsuit. other superintendents could have cringed at all these papers in the cart, however Smith cherished records and observed that Huggins changed into excited.

The analyst exceeded the tall, bespectacled, forty eight-year-old superintendent a really short stack of printouts that listed all minority college students in the district who have been enrolled in superior Placement, the college-degree application always reserved for only precise students. It became infrequent for black and Hispanic students devoid of school-proficient folks to take AP. What changed into so outstanding about the stack’s small size?

The reply to that query would spark startling increase in advanced studying in CMS that continues today. Huggins put his hand on a different stack of printouts, an awful lot larger. This, he observed, became the listing of all minority students in the district who have been not enrolled in AP however had PSAT scores indicating they have been able to address these complicated classes and exams.

Smith became delighted. He had discovered lengthy in the past, from his years as a science instructor and administrator in Florida, that many greater minority college students had the capabilities to do neatly in AP than had been ever encouraged to take it. however this changed into strong proof. Even the largest doubters of the hidden skills of impoverished babies could not deny the numbers that Huggins had compiled.

about the identical time Smith and Huggins had been making their discovery, i was completing a book about the American failure to problem usual and beneath-commonplace high college college students. I had spent 5 years on an prior booklet about Garfield high college in East los angeles. It had opened its AP lessons to every person and located that hundreds of Hispanic college students from low-revenue households might pass them and get school credit.

I had then moved to Westchester County, N.Y., and found — to my shock — that one of the crucial most affluent public colleges in the country also barred their common college students from AP. It changed into less difficult to take into account why Garfield had once achieved that, considering the fact that impoverished college students have been generally viewed as not capable for AP. but Garfield calculus academics Jaime Escalante and Ben Jimenez had proven even these students could blossom if given overtime and encouragement to learn.

These sudden results grew to be an obsession for me. I heard about Eric Smith’s work in Charlotte-Mecklenburg and different districts, in addition to other teachers’ successes in other ingredients of the nation.

I devised a way of detecting which faculties had been doing the top-rated job pleasurable the knowledge of previously unnoticed college students. I call it the problem Index and have used it for twenty years to bring together the Washington submit’s annual the us’s Most challenging excessive schools list. The index is a ratio for each excessive school: the variety of AP, foreign Baccalaureate or Cambridge assessments given divided by way of the number of seniors who graduated that 12 months from the school.

Charlotte-Mecklenburg’s results on the index are a fine example of what can also be performed in even a huge district with many deprived students. in response to 2017 information, 19 Charlotte-Mecklenburg high colleges qualify for inclusion on the problem Index listing via having at least as many AP, IB and Cambridge checks as they'd graduating seniors. Nineteen colleges is a really massive quantity for a district the size of CMS. This recognition is earned by simplest 12 p.c of U.S. faculties, such because the right-ranked groundwork constitution schools in Arizona and Mickey Leland faculty Prep in Houston, each of which have a robust variety of minority college students. the first six Charlotte-Mecklenburg excessive schools on the record are Ardrey Kell, Myers Park, providence, Hough, South Mecklenburg and East Mecklenburg. they all rank within the exact four % of high schools nationally, measured this way.

On the problem Index list, I also provide the fairness and excellence percent, the element of all graduating seniors who passed at least one AP, IB or Cambridge examine. The passing rate is important, however the records indicates that notwithstanding a pupil fails the exam, the experience of taking the course and test makes her or him more prone to graduate from college in 4 years or less.

Comparisons reveal that even Charlotte-Mecklenburg schools with a majority of low-revenue college students do very neatly on the list. Take for instance North Mecklenburg excessive, where 54 percent of the college students are low salary. It has a ratio of 1.ninety six on the challenge Index listing. In assessment, Hibriten high school in Caldwell County has a a bit lower percentage of low-revenue college students — 53 p.c — but a lots reduce challenge Index ratio of 0.668. It doesn't exploit difficult list.

Hopewell high in Charlotte-Mecklenburg is 50 % low profits and has a ratio of 1.665, lots greater than the 0.945 ratio at South Caldwell high, which is 46 p.c low profits. besides the fact that children, the Caldwell County colleges don't seem to be doing badly. South Caldwell’s index ratio is above ordinary, but they don’t come close to the Charlotte-Mecklenburg schools, where such an peculiar effort has been made to problem regular college students.

The optimum-rating Charlotte-Mecklenburg high faculties, Ardrey Kell at four.324 and Myers Park at four.263, even suit up well in evaluation to Charlotte private colleges comparable to Charlotte Latin (four.402) and Charlotte country Day (4.187).

The Charlotte-Mecklenburg consequences are the work of a large, well-coordinated crew of lecturers and administrators, now led by superintendent Clayton Wilcox, who are giving extra students an opportunity at rigorous coursework.

When Smith became superintendent two decades ago, he and his group of workers took the facts Huggins had developed and despatched letters to all folks with sons or daughters whose PSAT scores indicated the chance of success in AP. The parents have been advised to agenda counsel counselor appointments to sign up their infants within the college-stage lessons. Counselors had been inspired and trained to break through any purple tape in college students’ manner.

"We found that many high schools quite simply did not offer many of the AP courses even though that they had students that had the talents for achievement."

“We additionally reviewed what we referred to as ‘AP talents’ in each and every of our excessive schools and in comparison it to AP courses basically provided in every faculty,” Smith instructed me recently. “We found that many excessive faculties comfortably didn’t offer many of the AP courses despite the fact that they'd college students that had the expertise for success.”

these days, Charlotte-Mecklenburg educators continue to check all students for AP skills, something that only a few school districts do.

“We mechanically computer screen tenth- and 11th-grade students’ PSAT efficiency,” spoke of Latisha Hensley, a district reliable instrumental in that effort. “We complement that information monitoring with practices to increase our definition of AP skills to identify additional students that can be equipped or seeking extra challenge.”

Charlotte-Mecklenburg does not yet enable every scholar to take any AP or IB classes they need, although it comes shut. students still need to take prerequisite lessons, reminiscent of Chemistry 1 earlier than they take AP Chemistry, a school Board recommendation also, college students with out IB event who want to take IB-linked classes in center or high faculty have to first be admitted to IB magnet courses, which has a lottery and requires every pupil to study on grade degree and flow at least three IB lessons each 12 months. I don't think that makes feel for all college students. I feel these barriers damage students who would do enhanced if uncovered to enticing IB discipline depend, such as the application’s tons-praised theory of competencies route.

Charlotte-Mecklenburg does insist that every pupil in an AP, IB or Cambridge route take the lengthy, complicated exam on the conclusion of each path or — a astounding increase within the educating of those classes — a similar exam written and graded by means of their teachers.

the key difference between the three classes and commonplace high college courses is that the reliable AP, IB and Cambridge exams are written and graded by backyard experts. They don’t recognize the college students or their households and cannot be compelled to go effortless, as often occurs in excessive faculties.

An AP examination written and scored with the aid of a student’s trainer will not be blanketed from pressure to dumb it down, however during this case, it doesn’t matter. The teacher-written AP exam will now not affect grades. it might probably’t earn school credit. What it'll do, if the instructor-written check is as challenging as a real one, is provide the student a style of a college-stage exam, three hours of complex questions, many requiring essential considering. it is a beneficial contribution to their ability to handle college in coming years.

I even have spent 37 years staring at AP and IB courses in action. In a district corresponding to Charlotte-Mecklenburg, there is a real effort by way of teachers and college students to conquer these college-level exams. AP and IB had been as soon as considered as only for prosperous kids. but at CMS, ordinary college students — together with those whose folks in no way went to college — are welcomed in. In different an identical districts, I’ve viewed many traditional high faculty habits, like further credit to inflate grades and movies to fill time, start to vanish.

To establish and recruit more minority students for these advanced programs, CMS has partnered with Seattle-primarily based Equal chance faculties, a nonprofit established with the aid of Reid Saaris. Saaris is an lively younger educator I met 11 years in the past when he became instructing  IB in South Carolina. throughout the conclusion of the 2018 college yr, his corporation has collaborated with pretty much 450 faculties to determine about forty six,000 low-profits college students and college students of colour capable for more tutorial challenges via surveys and other potential.

"americans who say that low-profits babies, minority little ones cannot excel at awesome degrees are flat out incorrect. They simply haven't viewed the evidence."

Charlotte-Mecklenburg has additionally embraced advancement by the use of particular person determination (AVID), the biggest and i believe the surest-prepared college-readiness software in the country. Its founder, English instructor Mary Catherine Swanson, begun AVID in 1980 with a small category of low-earnings students being bussed into her suburban San Diego school.

AVID has produced probably the most unusual and advantageous approach to tutoring I have ever seen. Small businesses of students take turns being on the scorching seat. They let the other students within the neighborhood, with the tutor’s guidance, support them tackle a homework question that has them stumped. The student on the sizzling seat is asked main questions that force her or him to rethink the query and are available up with the answer.

there is an awful lot greater to AVID — lessons on how to take notes (some thing few of us ever bought in school), methods to arrange one’s time, and most importantly how to put together for AP or IB. “In our district, AVID is more than a software,” noted Hensley, who's the AVID district director/superior experiences expert. “it is a faculty-huge strategy focusing on guide, programs, leadership and tradition to prepare students for fulfillment in a global society.”

Over the route of his career, Smith, the previous CMS superintendent, grew to become what I name the Johnny Appleseed of college-degree excessive school lessons. This begun when he grew to become a predominant in Florida in 1982, six years earlier than the film “Stand and convey” made Garfield high faculty’s AP success famous. Smith persisted to plant crops of AP and IB classes as superintendent in Danville, Va., Newport information, Va., Charlotte-Mecklenburg and Anne Arundel County, Md.

In an interview with journalist Hedrick Smith of PBS in 2005, Eric Smith mirrored on his time in Charlotte-Mecklenburg.  “We discovered that the tempo of guideline—the pace wherein content material was being delivered—changed into distinct for the lower profits, internal-city areas and the suburban areas,” he observed. “individuals who say that low-salary infants, minority babies can’t excel at awesome levels are flat out incorrect. They simply haven’t viewed the facts.”

“Our problem become to aid,” he talked about. “The factor I did not do became guilty the trainer. I didn’t see it as a instructor problem. What we noticed turned into a critical workplace problem. It become an administrative difficulty from relevant office in Charlotte that didn’t assist the school room trainer in figuring out obviously what needed to gain knowledge of and at what level.”

Eric Smith grew to become senior vp for college readiness on the faculty Board in 2006 and education commissioner for the state of Florida in 2007. At 68, he serves now as a member of the board of trustees at AVID, which has taken its ordinary tutoring practices and other improvements to nearly 1 million college students in 47 states.

Like other educators main this flow, Charlotte-Mecklenburg lecturers are making their personal improvements. The capabilities for growth is at all times there, but as Smith and Huggins found in 1999, the most effective option to try this is to have faith in the potential of CMS lecturers, counselors and directors and let them know the district will give them the entire aid they deserve to elevate all students to a more robust level.   

Jay Mathews is an schooling columnist for The Washington post, his organisation for basically 50 years. he is the author of 9 books, together with five about excessive faculties. His 2009 publication "Work tough. Be great." about the birth and boom of the KIPP charter faculty community changed into a new York times greatest-seller. He created and supervises the annual problem Index rankings referred to as the usa's Most difficult high schools.

extra ON THE problem INDEX


This SAT Is Free | killexams.com Real Questions and Pass4sure dumps

TWIN FALLS • for prime school juniors, there’s an brought incentive to take the SAT this year: It’s free.

The Idaho State department of training is settling on up the tab for juniors to take the school entrance look at various all over a statewide April 18 testing date.

At Canyon Ridge excessive faculty, foremost Brady Dickinson observed he’s excited that each one students will have to take a college entrance test.

“It’s simply going to be more records for us to look at how kids did,” he talked about.

during the past, taking the test turned into just an option for college students, and colleges handiest saw effects from the small sampling of high-reaching students.

Now, a school entrance check like the SAT or ACT is a high college commencement requirement.

accepted during the state’s 2007 legislative session, it’s simply now going into effect with this 12 months’s junior category.

these days is the time limit for college students to register for SAT Day, that will take place right through a school day. up to now, about 80 percent of juniors statewide have signed up.

Dickinson spoke of all however five of Canyon Ridge high’s 260 juniors have registered.

faculty counselor and SAT web page coordinator Sarah Kostelecky said she worked with courses to convey juniors to school desktop labs to register.

“That was reasonably a manner to go through,” she stated.

college students can opt out of taking the SAT this month, however they’ll should pay to take a college entrance verify all over again. colleges are responsible for monitoring even if students have met the requirement.

Two assemblies Tuesday at Canyon Ridge excessive inspired college students to register for SAT Day.

4 “roadies” with Roadtrip Nation — a public television series and grassroots flow — are touring to high colleges across the state through a partnership with the school Board and ISDE.

The tour bus will additionally stop at Kimberly high school today and Minico high college in Rupert on Friday.

Carrie Friedman, director of software counsel for the college Board, pointed out one goal of the tour is to assist students understand why they may still take the SAT and put together for the future.

“It’s getting kids to think beyond high college,” she talked about.

students who don’t are looking to take the SAT have an extra state-funded alternative — the ACCUPLACER look at various. college students can take the test on-line through might also four.

The ACCUPLACER is an internet placement verify for college-stage classes. There’s additionally a version that measures the place college students are at with their academic potential.

the majority of students, although, are selecting the SAT this year.

Kimberly high school counselor Debbie Klug mentioned about 95 juniors have signed up for SAT Day at her school. only eight to 10 are taking a different test.

At Canyon Ridge high, college students have just a few greater alternatives. via a federal provide, they could additionally take the ACT for free of charge.

Dickinson noted many students have chosen to take both tests.

The SAT could be the verify of choice this 12 months in view that it’s free to college students, however hasn’t at all times been probably the most widespread option.

Dickinson mentioned only a number of students at Canyon Ridge high have opted to take that check in past years, in view that the ACT is more standard within the western U.S.

“It’s a brand new check for many of us,” he pointed out.


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As part of my research on remediation at community colleges in New Jersey I took the Accuplacer placement test in language arts and math required of all incoming degree-seeking students.

It’s been a long time since I took a standardized test, and I thought the experience would provide valuable insight into the remediation process. It did.

Since the great majority of students do not review for the test, neither did I.

“PEMDAS” the voice said over the phone. “Just remember PEMDAS.”

“I don’t,” I said to my daughter, who was gamely trying to reassure me that I would do fine on the Accuplacer test I was taking in two hours.

“Sure you do,” she said, far more confident of my math skills than I am. “It’s the order in which you do an equation – parentheses, exponents, multiplication, division, addition, subtraction.”

A tiny little spark flickered in the back of my brain: Please excuse my dear Aunt Sally. PEMDAS.  I used to know this. A loooong time ago. In high school.

Atlantic Cape Community College testing coordinator Chris Gamboa meets me at the testing center and reviews the test procedure. The essay is timed at one hour. I can take as long as I need on the rest of the test and can expect to spend two to three hours.

The entire test is online. The introduction offers optional tutorials on such basic skills as how to use a mouse and keyboard. I skim past them to the first task, the essay.

The assigned topic is privacy rights. A score of at least 6 out of 8 will automatically pass me to the math section. I want to experience the entire test, so I write a short, sloppy essay and up pops the rest of the language arts test. One section involves reading paragraphs and answering questions to determine reading comprehension. The next is editing 20 sentences. No problem for someone who writes for a living.

Next is math. There are two sections of 17 and 12 questions. The test is adaptive, so the questions I get are influenced by my answers.  

The arithmetic section covers fractions, percentages, nothing I can’t handle. But because each problem seems to address a different skill, it does get tiring. Calculators are not allowed unless the tiny calculator pops up on the computer screen. It’s unfamiliar and awkward to use, so I stick with scrap paper.

Finally the algebra test arrives. I’ve been testing for two hours, and frankly, could use a break. I forge ahead and at first it’s not too bad. The PEMDAS reminder helps.

I muddle along until the negative numbers arrive. I remember that at some point a negative number becomes positive, but I can’t remember when. The answer choices include both, so I resort to guessing.

The problems get more complex and I get a tension headache. I struggle to the end and the printer spits out my results.

My sloppy essay scored a 4, so even though I aced the rest of the language arts test, I am still placed in a remedial English class, albeit the higher level course.

I also do fine on the arithmetic test, but miss the passing score in algebra, which places me in the higher level remedial math course. Later, when I sit in on a remedial algebra class, I can easily see where I went wrong. A couple of review sessions probably would have refreshed my skills enough to make the Accuplacer passing score.

Since I have technically placed in two remedial courses, the printout also recommends I take the College Skills course, which offers practice in note-taking, text reading and writing papers.

My three remedial courses would cost about $1,200 at ACCC, and none would count toward an associate’s degree. For a $10 fee I could retake the Accuplacer, but must wait at least 30 days.


ACT Phases Out Compass Placement Tests | killexams.com real questions and Pass4sure dumps

ACT has announced it will phase out using its Compass placement tests, citing declining use and research questioning their predictive value. 

Officials from the Iowa City, Iowa-based testing company said 1.7 million students took the tests in 2014, down from 1.9 million in 2013, and 2.2 million in 2012. The decision to discontinue the test by Dec. 31, 2016, was based on an analysis of customer feedback, empirical evidence and postsecondary trends, according to Ed Colby, director of public relations for ACT.

"Our analysis indicates that current placement solutions such as ACT Compass are no longer helping our customers significantly improve student placement and retention," ACT said in a statement. "As a result of changing market conditions, the numbers of students taking ACT Compass have declined over the past few years. These decreases—in social impact and usage—made it necessary to sunset ACT Compass so we can allocate our resources toward new and more advanced solutions that better serve our mission and our customers."

Colby said in an email that the organization was in the process of evaluating alternatives to the Compass program, and that an update will be available to customers in the next several weeks.

When entering college students do not pass a placement test such as Compass or College Board's Accuplacer, and are placed in remedial courses, their chances of completing a degree plummet. Just 25 percent of students who take remedial courses finish a community college program or transfer to a four-year college. Nearly 70 percent of community college students are assigned remedial coursework, according to the Community College Research Center at Columbia University's Teachers College.

A growing body of research called into question the role of placement tests, which are used at all types of colleges, but are most concentrated at community colleges.

In 2012, two studies by the CCRC at Columbia University's Teachers College showed that a significant number students who took the Compass or Accuplacer were inaccurately placed into remedial classes. The studies suggest value in using multiple measures to place students in college-bearing courses, such as students' high school grade point average.

CCRC's Judith Scott-Clayton, who has researched the issue, said in a phone interview that she was surprised by what she calls ACT's "brave" decision to take the leap while there are still so many students taking these tests.

"There have been conversations for a few years about their use and whether they are being overused and whether there other measures that could be incorporated," she said. "I thought conversation was more headed towards whether there are other things we can incorporate into this process."

Scott-Clayton said some community colleges have begun experimenting with using high school GPA as an alternative measure for placement and CCRC is currently in the middle of a study that examines the impact of that approach.

ACT has offered a course-placement-assessment system for college since 1983. It first had a paper-and-pencil version called Asset and then rolled out the computerized Compass program in 1992.

 


New Studies Suggest That Placement Tests Don’t Make the Grade | killexams.com real questions and Pass4sure dumps

Susan Headden had an important article in the September/October issue of the Monthly running down the problem with community colleges’ high-stakes placement tests, which often wrongly assign students to remedial courses, costing them some very valuable time and money.

A good example is what happened to Monica Dekany, who enrolled at Golden West College in Huntington Beach, California in 2009:

All she had to do, the registrars told her after she paid her fee, was go down a hallway, pick a cubicle, sidle up to a computer terminal, and take a short test. The “Accuplacer,” as the test is called, was no big deal, they said—nothing she could have studied for. It was just so they could see where she was. Dekany took one test in math and another in English, and was “floored,” as she put it, to learn that she had scored at a level that would consign her to remedial classes, reviews of fundamental material for which she would receive no college credit. “It caught me totally off guard,” Dekany says. The other colleges had let her enroll directly in college-level English and literature classes, and as her transcripts clearly showed, she had passed them. But Golden West told her the test results were all that mattered.

Dekany dutifully enrolled in, and paid for, the remedial—or what colleges euphemistically call “developmental”—courses. She knew everything in the English course already; her daughter’s seventh-grade English class was more advanced. Her math course was similarly low level, but it was taught by a sympathetic professor who helped save her from further remedial work. The college had mandated that Dekany take a second remedial math class before being allowed to take Math 100 for college credit, but her professor thought the requirement made no sense—she was clearly ready for college work. So he arranged for her to take Math 100 at Cal State, Long Beach, where he happened to also teach, and there she got an A.

Dekany ended up thriving despite the obstacles thrown up by the Accuplacer, but many students, already throwing their lives into a bit of chaos by fitting in school with everything else, do not. And now two new studies out of Columbia’s Community College Research Center buttress the notion that these tests flawed. One found that “placement exams are more predictive of success in math than in English, and more predictive of who is likely to do well in college-level coursework than of who is likely to fail,” and suggested “[u]tilizing multiple measures to make placement decisions” rather than solely relying on placement tests. The other found that “placement tests do not yield strong predictions of how students will perform in college,” and also that these tests lead to rather frequent placement blunders:

The authors also calculate accuracy rates and four validity metrics for placement tests. They find high “severe” error rates using the placement test cutoffs. The severe error rate for English is 27 to 33 percent; i.e., three out of every ten students is severely misassigned. For math, the severe error rates are lower but still nontrivial. Using high school GPA instead of placement tests reduces the severe error rates by half across both English and math.

In this context, three our of ten is a lot.



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