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Overview of Assessment/Placement
Tests
English/English Skills/
ESL/Mathematics
Authors:
Shari Calderon, Assessment Office
and Gail Tennen, English Skills
The Initial Assessment Process
After completing a College
Application, students make an appointment or show up as standbys
for group assessments. Beginning with testing for Spring 2002,
English and math students will have a choice to test on a walk-in
basis in the Student Services Assessment Lab (SS-250) on computer.
Students who have never attended college before, or only while
attending high school, and who have a goal of degree or transfer
are required1 to assess prior to enrollment in any classes at
Santa Barbara City College. All students are required to assess
to classes that have a computer-controlled prerequisite. Computer-controlled
courses are English 60 through 111, Math 1 through 150, all
English-as-a-Second-Language courses, and Psychology 150.
Students who have successfully completed an equivalent
of English 110 at another college are given eligibility for
English 111. Students who have completed an equivalent math
prerequisite at another college with a grade of 'C', or better
are given eligibility for the appropriate math course at SBCC.
Various options to testing are also offered as follows:
English - English Advanced Placement
scores of 3, 4, 5; or 5 or higher on the International Baccalaureate
English Exam; Verbal SAT I or SAT II Writing scores of 660
(600 prior to May '95); CEEB Achievement Test score of 600,
or higher; proof of Subject A Exam passage at UC, or EPT Exam
passage at CSU; or a BA or BS Degree;
Mathematics -- Scores of 3, 4, or 5 on
the Mathematics-Calculus AB or BC Advanced Placement Exam;
a score of 3 or higher on the Statistics Advanced Placement
Exam; qualifying raw score report from an MDTP math test taken
at another college; or election to begin at the Math 1 (Basic
Math) level:
Psychology 150 - A transcript or grade
report that shows completion of intermediate algebra at another
college, or two years of high school algebra, with a grade
of 'C', or better.
English/ESL Testing and Placement
Assessing students take the CTEP (College Tests
for English Placement) in reading comprehension, grammar, and
syntax skills. They also write a 20-minute essay. Second language
students have the option of taking the CTEP, or SBCC's ESL test,
CELSA (English Language Skills Assessment), along with a 20-minute
essay.
English and ESL assessment both take approximately 2 hours.
The short answer sections are scored electronically. The writing
samples are holis-tically graded by English and English Skills
or ESL faculty, and these scores are entered onto the students'
scan forms.
1Students may defer Assessment for one semester. This procedure
is completed in counseling, and does not allow for math or English
enrollment. ESL students are required to test.
English placements are determined by computer
computation of multiple criteria of the students' probability
of success in each English course. The student is placed in
the highest level course for which he or she has the minimum
required probability of success. The criteria used for determining
placement vary for each class as each class has its own equation.
They include items such as high school GPA, number of years
of high school English, and number of units planned.
For English, students receive two placements
-- one in reading and one in writing. Students receive a letter
with their placement results and a description of classes.
| LEVEL |
READING |
WRITING |
| 01 |
ESL |
ESL |
| 02 |
ENG 60 |
ENG 65 |
| 03 |
ENG 70 |
ENG 80 |
| 04 |
ENG 103 |
ENG 100 |
| 05 |
ENG 110 (Reading
level satisfied) |
| 06 |
XXXXXXX |
ENG 111 |
English-as-a-Second-Language placements
are determined by a computation of raw score, augumented
with the designated response to the multiple criteria question
of number years of education in the native country. ESL
testers receive placements in Grammar, Reading and Writing.
They are placed in Levels 1-5, with 5 being the highest
level. Students receive their placement letter at their
Orientation session.
| Level |
Reading |
Writing |
Grammar |
| 1 |
ESL 112 |
ESL 111 |
ESL 110 |
| 2 |
ESL 116 |
ESL 115 |
ESL 114 |
| 3 |
ESL 120 |
ESL 119 |
ESL 118 |
| 4 |
ESL 124 |
ESL 123 |
ESL 122 |
| 5 |
ESL 130 |
ESL 134 |
ESL 131 |
On the first day of class
in all reading, composition and ESL classes, students are
re-tested for both diagnostic and placement purposes. In reading
classes, students are given another reading test. In composition
classes, students are asked to write an essay. If the instructor
feels that a student is placed in a level too low for him
or her, the instructor refers that situation to the Direc-tor
of Assessment. For writing classes, the Director of Assessment
also reads the in-class essay and scores it according to the
rubric. The student's placement is recomputed, using the multiple
criteria collected at testing, to determine if the student
should be moved up to a higher level. We never move students
to a lower level.
Moving to the Next Level at
the End of the Semester - English and ESL
Composition classes
Composition classes from ESL Level 4 through
English 100 use student port-folios to determine if a student
is eligible to move to the next level. Students write a minimum
of five or six essays (depending on the course) and take a
timed departmental writing exam. At the end of the semester,
students select three of these essays (which must include
rough drafts, revisions, and a final draft) to be part of
their portfolio along with the timed departmental essay. These
portfolios are then read and scored holisti-cally by other
English or ESL instructors.
Reading Classes
Reading classes from ESL Level 5 through English 103 use
a departmental reading exam. The exam is put together by
the faculty. It consists of a read-ing selection (which
students have 2 days to read) and essay questions. The exams
are then read and scored holistically by other English or
ESL instructors.
"A" Rosters
For English 60, 65, 70, 80 and 100, we have
special arrangements for students who successfully complete
all the course requirements but are not ready to progress
to the next level of reading or writing. These students are
"reassigned" to a parallel section of their class
called the "A" section. They then may receive credit
for the class without establishing eligibility for the next
level. This process allows us to avoid giving a hard-working
successful student a grade of No Credit. Students who receive
'CR' in Eng 60 through 100 are automatically advanced to the
next higher like course (reading to reading, writing to writing).
Students may be advanced more than one level from English
60, 65, 70 and 80. These "double-jumps" are reported
to Assessment Office staff, who enter the new eligibility
by hand.
In ESL classes, students with a grade of 'C',
or better have earned eligibility for the next higher course
in the sequence. Grammar leads to Grammar, Reading to Reading,
etc. The next course level in the sequence after 5 for ESL
students is English 70 for reading and English 80 for writing.
Mathematics Testing and Placement
Assessing students take the MDTP (Mathematics
Diagnostic Testing Project) exam. MDTP offers four levels
of math tests, Algebra Readiness, Elementary Algebra, Intermediate
Algebra, and Pre-calculus. Students select the appropriate
level test, based on their math background, success in the
last course, as well as how long ago they completed their
last math class, and how much review they did for the test.
MDTP math tests listed above are referred to
as Test #1, #2, #3, and #4 at Santa Barbara City College.
Tests #1-3 are 45-minute exams, and the testing process takes
about 1 hour to complete. Test #4 is a 90-minute exam, and
most students taking this test spend about 2 hours at assessment.
The tests are set up in a multiple-choice format, and are
scored electronically in the Assessment Office.
Math placements are determined by computer computation
of multiple criteria of the students' probability of success
in each math class. The student is placed in the highest level
class for which he or she has the minimum required probability
of receiving a 'C', or better. Multiple criteria used to recommend
placement into math courses includes answers to the following
questions: High school GPA, grade in the last math class,
length of time since last math, and highest level math completed.
Math Re-testing
Students in math classes are not re-tested on
the first day of class, but are allowed to request a re-take
test during regularly scheduled test dates. Assessment staff
provides such students with a special re-take appointment
ticket, and a diagnostic letter to aid in the study process.
Extensive study packets are available on sale for about $1.00,
and students are advised to take advantage of that source,
as well. Re-takes taken without permission do not count.
Moving to the Next Level
at the End of the Semester - Mathematics
In mathematics, students are advanced to the
next higher course, providing they earn a 'C', or better in
their current course. Not all math courses lead to a higher
level (see the flow chart on the following page).
All continuing students are allowed to
enroll in the next higher course for English ESL or Mathematics
during priority registration. The Assessment Office is responsible
for dropping students, who were not successful in their course,
once grades have been computed.
"Charting" Your Success in Math
at SBCC
YOU ARE ELIGIBLE to take those Mathematics
classes listed in your placement letter, based on Assessment.
It is most important that you consult with a counselor to
make certain you select a course/courses appropriate to your
goals. (Note: The flow chart below
is updated/modified annually. Contact Santa Barbara City College's
Counseling Center or Assessment Office for up-to-date information.)
Courses by Title
Math 1 - Basic Mathematics Math 130
- Calculus/Bus., Biol., Soc. Sci.
Math 4 - Pre-Algebra Math 131 - Calculus/Bus., Biol., Soc.
Sci.
Math 100 - Elementary Algebra Math 137 - Pre-calculus I/College
Algebra
Math 107 - Intermediate Algebra & Functions
Psych 150 - Statistics/Behavioral Sci Math 138 - Pre-calculus
II/College Algebra
*Math 117 - Elementary Statistics & Trigonometry
* Math 120 - College Algebra Math 150 - Calculus/w Anal.
Geometry I
*IMPORTANT NOTE: Completion of Math 117
and/or Psych 150 does NOT result in eligibility for Math
130 or 137.
Assessment Committees
College Assessment Committee
This is a subcommittee of the Matriculation Committee. It
consists of representatives from English, English Skills,
ESL, Math, Assessment, DSPS, EOPS, Counseling, Admissions,
and Academic Affairs.
English/English Skills Assessment
Committee
This committee consists of the chairs of English and English
Skills, the director of composition, the director of assessment
(English), and at least one other faculty member.
Assessment Statistics
We keep track of how our students are placing through the
assessment process. An example of the distribution of scores
follows:
MATHEMATICS
| PLACEMENT |
SUM/FALL 1998 |
SUM/FALL 1999 |
SUM/FALL 2000 |
| Math 107 and above |
33% |
32% |
36% |
| Math 100 and below |
53% |
53% |
47% |
| Undetermined |
14% |
15% |
17% |
WRITING
| PLACEMENT |
SUM/FALL 1998 |
SUM/FALL 1999 |
SUM/FALL 2000 |
| English 110 |
37% |
42% |
32% |
| English 100 |
40% |
32% |
37% |
| English 80 and below |
22% |
26% |
30% |
| Undetermined |
0% |
0% |
0% |
READING
| PLACEMENT |
SUM/FALL 1998 |
SUM/FALL 1999 |
SUM/FALL 2000 |
| English 103 or Satisfied |
72% |
74% |
68% |
| English 70 and below |
27% |
26% |
31% |
ENGLISH AS A SECOND LANGUAGE
| PLACEMENT |
SUM/FALL 1998 |
SUM/FALL 1999 |
SUM/FALL 2000 |
| Grammar level 3 and above |
|
31% |
47% |
| Grammar level 1 or 2 |
|
68% |
53% |
| Reading level 3 and above |
46% |
35% |
49% |
| Reading level 1 or 2 |
52% |
64% |
51% |
| Writing level 3 and above |
46% |
33% |
43% |
| Writing level 1 or 2 |
52% |
67% |
56% |
| Undetermined |
0% |
0% |
0% |
Meeting Statewide Requirements
The Chancellor's Office and the Ed Code
have several requirements relating to Assessment. A lot of
time and energy are spent complying with these:
-
Validation of test
instruments: Each instrument (test or writing sample)
must be approved for use by the Chancellor's Office. (They
have contracted with the University of Kansas to develop
and regulate testing.) This is an onerous task for all
colleges. We currently have full approval for all test
instruments we are currently using. We have approval for
use of the computerized version of the CTEP, and MDTP.
Approval is good for 6 years.
-
Validation of placement
scheme: Students may not be placed solely on test results.
Multiple measures must be used.
-
Monitoring disproportionate
impact: We need to keep track of how our placement scheme
impacts groups by gender, ethnicity, age, and disability.
Major Assessment Goals & Concerns
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Maintaining faculty control
over placement processes, test selection and criteria
-
Monitoring the placement process
to ensure it meets student and curricular needs
-
Complying with statewide regulations
-
Staying up to date with assessment
research and innovations
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Maintaining a writing sample
as part of the English and ESL assessment process
-
Investigating accepting additional
classes from other colleges
-
Providing alternative assessment
procedures (a computerized testing lab)
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