Next-Generation ACCUPLACER - PowerPoint Presentation

Slide1

Next-Generation ACCUPLACER Overview

Keith Henry, ACCUPLACER OutreachSlide2

Current Suite of ACCUPLACER TestsDiagnostic TestsReading ComprehensionSentence Skills

Arithmetic

Elementary Algebra

ESL Placement TestsReading SkillsSentence MeaningLanguage UsageListeningWritePlacer ESL

“Core” Placement TestsReading ComprehensionSentence Skills Arithmetic Elementary AlgebraCollege-Level MathWritePlacer (Essay)Computer Skills PlacementSlide3

WHY are we redesigning ACCUPLACER?ACCUPLACER has been administered for over 30 years. We have been paying close attention to:research and evidence on what matters most for college and career readiness and success

curriculum trends

u

ser feedbackSlide4

Next-generation test specifications are:aligned to SAT Suite of Assessments: SAT, PSAT/NMSQT and PSAT 10, PSAT 8/9

aligned to national and state benchmarks; state college and career readiness standards; competencies; pathways

connected to instruction

developed following College Board’s guiding principlesHOW are we redesigning ACCUPLACER?Slide5

Our Guiding PrinciplesWe craft items that are:evidence based, focused on that which matters most

worth

doing

, reflective of best instructional practices and rewarding students’ deliberate practicemotivating and interesting, as engaging and relevant to students as possiblewritten

with the help of classroom teachers at the high school and postsecondary levelsreviewed by multiple independent experts active in the field of education for content and fairness issuesaccessible and fair to all studentsSlide6

Current and Next-Generation ACCUPLACER: Major Features ComparedCategories

Current ACCUPLACER

Next-Generation

ACCUPLACERTests

Reading Comprehension Sentence Skills ArithmeticElementary Algebra College-Level MathReadingWriting

Arithmetic

Quantitative Reasoning, Algebra, and Statistics

Advanced Algebra and Functions

Score Reporting

Scale ranges from 20-120

Scale ranges from 200-300Slide7

ACCUPLACER Reading TestSlide8

Reading: Major Features ComparedCategoriesCurrent Reading Test

Next-Generation Reading Test

Item Number and Format

20 Discrete questions (each question based on a short passage)

20 questions12 discrete questions—either single-sentence vocabulary or based on a short passage)8 Set-based questions—presented in two sets of fourSkills AssessedAbility to derive meaning from 4 main content categories:Main ideas Direct statements/Secondary ideas InferencesApplications

Ability to derive meaning from 4 main content categories:

Information and ideas

Rhetoric

Synthesis

Vocabulary

Text Type

Commissioned

Informational

Authentic

Informational

Literary

Text Length

40-150 words

Single

texts

75-

400 words

Single

texts

(75-400

words)

P

aired texts (~400 words across

2 texts)

Range of Content Areas

Arts

Practical affairs

Social sciences

Science

Human relationships

Careers/history/social studies

Humanities

Science

(The above content areas apply mainly to informational texts. Literary texts are either fiction or literary nonfiction)

Writing

Modes

(text types)

Mostly Informative/Explanatory

Occasionally narrative or argument

Narrative

Informative/Explanatory

Arguments

Text Complexity

Passages of varying complexities written for a primarily late secondary/early postsecondary audience

Defined

text complexity scale (

middle school to early postsecondary)

Qualitative and quantitative measures of passages’ reading challengeSlide9

Reading Sample ItemSample 1Directions The following sentence has a blank indicating that something has been left out. Beneath the sentence are four words or phrases. Choose the word or phrase that, when inserted in the sentence, best fits the meaning of the sentence as a whole.

Deciding

that none of the nominees was ____________ the award, the film committee began reviewing a new group of candidates with better qualifications

.(A) known for(B) pleased with(C) worthy of(D) interested inSlide10

Reading Sample ItemSample 2Directions:Read the passage(s) below and answer the question based on what is stated or implied in the passage(s) and in any introductory material that may be provided.

PASSAGE*

In

this passage, an amateur theater group called the Laurel Players is putting on its first production.  (8) Clumping their heavy galoshes around the stage, blotting at their noses with Kleenex and frowning at the unsteady print of their scripts, they would disarm each other at last with peals of forgiving laughter, and they would agree, over and over, that there was plenty of time to smooth the thing out. (9) But there wasn’t plenty of time, and they all knew it, and a doubling and redoubling of their rehearsal schedule seemed only to make matters worse. (10) Long after the time had come for what the director called “really getting this thing off the ground; really making it happen,” it remained a static, shapeless, inhumanly heavy weight; time and time again they read the promise of failure in each other’s eyes, in the apologetic nods and smiles of their parting and the spastic haste with which they broke for their cars and drove home to whatever older, less explicit promises of failure might lie in wait for them there. (11) And now tonight, with twenty-four hours to go, they had somehow managed to bring it off. (12) Giddy in the unfamiliar feel of make-up and costumes on this first warm evening of the year, they had forgotten to be afraid: they had let the movement of the play come and carry them and break like a wave; and maybe it sounded corny (and what if it did?) but they had all put their hearts into their work. (13) Could anyone ever ask for more than that?

*Partial passage displayed due to space limitationsSAMPLE QUESTION The descriptive language in sentence 10 is mainly intended to reinforce the passage’s depiction of the Players’ (A) growing resentment of the director’s leadership(B) increasing reluctance to work as hard as they have been(C) lingering doubts about their fellow cast members(D) persistent mood of despair regarding the playSlide11

Reading Sample ItemSample 3Directions Read the passage(s) below and answer the question based on what is stated or implied in the passage(s) and in any introductory material that may be provided.PASSAGE

Construction management is ideal for someone who has a general interest in building and design. Working as a construction manager affords the chance to learn a construction project from the planning stage with architects and engineers, to the budgeting stage with cost estimators, to the production stage with laborers. And that’s just a small taste of the job’s duties: Construction managers also obtain work permits, hire contractors, troubleshoot emergencies, schedule walkthroughs and keep clients informed on work timetables and progress.

Adapted from “Best Construction Jobs: Construction Manager.” ©2015 by U.S. News & World Report LP. 

  SAMPLE QUESTION The passage most strongly emphasizes which aspect of the job of construction management?(A) The variety of its responsibilities(B) The educational background it requires(C) The kind of person for whom it is suitable(D) The amount of stress it inflicts  Slide12

ACCUPLACER Writing TestSlide13

Writing: Major Features ComparedCategoriesCLASSIC Writing Test (Sentence

Skills)

Next

-Generation Writing TestItem format 20 discrete questions25 questions (in 5 sets of 5)Skills Assessed

Assesses ability to revise single sentences to achieve:Complete sentencesProper coordination and subordinationClear sentence logic Assesses ability to revise and edit multi-paragraph texts for:Expression of Ideas (Development, Organization, and effective language use)Standard English Conventions (Sentence Structure, Conventions of Punctuation, Conventions of Usage)

Text Type

Commissioned sentence

Commissioned essay

Literary

Informational

Text

Length

Single sentence

5-25

words

Extended prose

Single, unified

texts

(300-350 words)

Range of content areas

Arts

Practical affairs

Social

sciences

Science

Human relationships

Careers/history/social studies

Humanities

Science

Writing

modes

(text types)

Informative/Explanatory

Narrative

Informative/Explanatory

Arguments

Text Complexity

Measures students’ understanding of sentence structure, using a range of sentences appropriate to the testing population

Defined

text complexity scale (

middle school to early postsecondary)

Qualitative and quantitative measures of passages’ reading challengeSlide14

Writing Sample ItemPASSAGE*(1) The prevalence of nectarines in US supermarkets today is directly related to the company started by two unrelated men who shared a last name, an inventive bent, and a drive to succeed. (2) Moving from Korea to the United States in 1914, Ho “Charles” Kim founded the Kim Brothers trucking company in California in 1921 with his friend Harry Kim. (3) Much of the freight their trucks carried in the early years were fruit grown in the San Joaquin valley. (4) Kim Brothers soon expanded to include nurseries, orchards, and fruit-packing sheds. (5) Eventually the operation became a major employer, providing year-round jobs for about two hundred people and up to four hundred part-time jobs during harvest season coming after growing season.

…continued on next slide   

SAMPLE QUESTION Which is the best version of the underlined portion of sentence 3 (reproduced below)?Much of the freight their trucks carried in the early years were fruit grown in the San Joaquin valley.(A) (as it is now)(B) have been(C) are(D) wasSample 1Directions: Read the following early draft of an essay and then choose the best answer to the question or the best completion of the statement.Slide15

Writing Sample ItemSAMPLE QUESTION Sentence 13 is reproduced below.They were also known for giving back to their community. 

The writer is considering adding the following text at the end of the sentence

.

by building churches, funding scholarships, and establishing the Korean Association of Southern CaliforniaShould the writer make this addition there?(A) Yes, because it supports the claim made at the beginning of the sentence.(B) Yes, because it establishes the historical period in which Kim Brothers operated.(C) No, because it introduces details that are irrelevant to the topic of nectarines.(D) No, because it fails to explain whether the institutions the Kims established exist today. 

  (6) Kim Brothers succeeded even in the face of the Great Depression of the 1920s and 30s because the company produced and sold the first commercially viable nectarines. (7) The nectarine is a hybrid fruit. (8) It combines peach and plum, with the taste and texture of the former and the smooth skin of the latter. (9) With the help of a staff horticulturalist, Kim Brothers developed and patented the “fuzzless peach” known as the Sun Grand nectarine. (10) Though not the first nectarine—the fruit had existed in China for two millennia; the Sun Grand was unique in being hardy enough to ship great distances. (11) By the 1960s, Kim Brothers included more than five hundred acres of farmland and grossed more than $1 million annually. (12) Charles and Harry Kim were eventually recognized as the first millionaires of Korean descent. (13) They were also known for giving back to their community. (14) Charles was also instrumental in helping to create Los Angeles’ Koreatown (home today to more Koreans than any place other than Korea itself).Sample 2Slide16

ACCUPLACERMathSlide17

Math: Key New Features Content coverage driven by the same research “math that matters most” underlying the redesigned SAT

Content aligned to s

tate college and career readiness standards

Test design approach considers both STEM and non-STEM math pathwaysContent strands cover prerequisites for Quantitative Reasoning and Statistics pathwaysSlide18

Arithmetic: Major Features ComparedCategoriesCurrent Arithmetic Test

Next-Generation Arithmetic Test

Test Length

17 items20 itemsContent Assessed

Whole numbers and fractionsDecimals and percentsApplications Whole number operations Fraction operations Decimal operations Percent Number comparisons and equivalents Skills AssessedComputation/fluency

Applications

sectioned out in 1 strand only

Computation/fluency

Conceptual

understanding

Applications woven throughout most strands

Item types

Discrete

Discrete

Calculator

Availability

4-function

available for some items that do not assess computation

4-function

available for some items that do not assess computationSlide19

Arithmetic Sample ItemSample 1What is the value of 2.84 × 3.9? (A) 3.408(B) 11.076(C) 34.08(D) 110.76

Alignment: Decimal operations

Calculator available: NoneSlide20

Arithmetic Sample ItemSample 2If Manuel deposits 25% of $130 into a savings account, what is the amount of his deposit? (A) $5.20(B) $25.00(C) $32.50(D) $97.50

Alignment: Percent

Calculator available: 4-functionSlide21

Arithmetic Sample ItemSample 3Which of the following is equivalent to ? (A) 0.02(B) 0.32(C) 0.825(D) 3.125

Alignment: Number comparisons and equivalents

Calculator available: NoneSlide22

Quantitative Reasoning, Algebra, and Statistics (QAS): Major Features ComparedCategories

Current Elementary

Algebra TestNext-Generation QAS TestTest Length12 items20 items

Content AssessedIntegers and rationalsAlgebraic expressionsEquations, inequalities, and word problemsRational numbersRatio and proportional relationshipsExponentsAlgebraic expressionsLinear equationsLinear applications and graphs

Probability and sets

Descriptive statistics

Geometry concepts

Skills Assessed

Computation/fluency

Applications

sectioned out in 1 strand only

Computation/fluency

Conceptual

understanding

Applications woven throughout many strands

Item types

Discrete

Discrete

Calculator Availability

4-function

calculators available for some items

4-function

and square-root calculators available for some itemsSlide23

QAS Sample ItemSample 1The amount of money, M, Paul earns, in dollars, can be represented by the equation M = 12.5h + 11, where

h

is the number of hours Paul works. Which of the following

is the best interpretation of the number 11 in the equation? (A) The amount of money, in dollars, Paul earns each hour(B) The total amount of money, in dollars, Paul earns after working for one hour(C) The amount of money, in dollars, Paul earns in addition to an hourly wage(D) The total amount of money, in dollars, Paul earns after working for h hoursAlignment: Linear equationsCalculator available: 4-functionSlide24

QAS Sample ItemThe table above gives the population of the 5 largest countries in the European Union in the year 2014. Which of the following is the closest to the mean population of these countries?(A) 80.8 million(B) 64.3 million (C) 63.7 million(D) 60.8 million Alignment: Descriptive statisticsCalculator available: 4-function

Country

Approximate population

(millions)

France65.9Germany80.8

Italy

60.8

Spain

46.5

United Kingdom

64.3

Sample 2 Slide25

QAS Sample ItemSample 3Water runs from a pump at a rate of 1.5 gallons per minute. At this rate, how long would it take to fill a tub with a 150-gallon capacity? (A) 10 minutes (B) 100 minutes(C) 225 minutes (D) 2,250 minutes

Alignment: Ratio and proportional reasoning

Calculator available: 4-functionSlide26

QAS Sample Item Sample 4Which of the following is an equation of the line thatpasses through the point (0, 0) and is perpendicular tothe line shown to the right?(A)

(

B)

(C) (D) Alignment: Linear applications and graphsCalculator available: 4-functionSlide27

Advanced Algebra and Functions (AAF): Major Features ComparedCategories

Current College Level

Math

TestNext-Generation AAF TestTest Length20 items20 items

Content AssessedAlgebraic operationsSolutions of equations and inequalitiesCoordinate geometryApplications and other algebra topicsFunctionsTrigonometryLinear equations Linear applications and graphs

Factoring

Quadratics

Functions

Radical and rational equations

Polynomial equations

Exponential and logarithmic equations

Geometry concepts

Trigonometry

Skills Assessed

Computation/fluency

Applications

sectioned out in 1 strand only

Computation/fluency

Conceptual

understanding

Applications woven throughout many strands

Item types

Discrete

Discrete

Calculator Availability

4-function

available for some items

4-function

, square-root, and graphing calculators available for some items Slide28

Advanced Algebra and Functions Sample Item Sample 1Function g is defined by g(x) = 3(x + 8). What is the value of g

(12)?

(A) –4(B) 20(C) 44(D) 60Alignment: FunctionsCalculator available: 4-functionSlide29

Advanced Algebra and Functions Sample ItemSample 2A biologist puts an initial population of 500 bacteria into a growth plate. The population is expected to double every 4 hours. Which of the following equations gives the expected number of bacteria, n, after x days? (24 hours = 1 day) (A)

n

= 500(2)

x(B) n = 500(2)6x(C) n = 500(6)x(D) n = 500(6)2xAlignment: Exponential and logarithmic equations

Calculator available: 4-functionSlide30

Advanced Algebra and Functions Sample ItemSample 3The graph of y = f(x) is shown in the xy-plane on the right.

Which

of the following equations could define

f(x)? (A) f(x) = x2 – 2x – 8 (B) f(x) = –x2 + 2

x – 8 (C) f(x) = (x – 2)(x + 4) (D) f(x) = –(x – 1)2 – 9Alignment: QuadraticsCalculator available: Square rootSlide31

Advanced Algebra and Functions Sample Item Sample 4Which of the following best describes the range of y = –2x4 + 7? (A)

y

≤ –2

(B) y ≥ 7(C) y ≤ 7 (D) All real numbersAlignment: Polynomial equationsCalculator available: 4-functionSlide32

Use Case Examples Arithmetic

AAF

QAS

XX#

XX#XX#<XX#QR PathwayQuantitative Reasoning PathwayQuantitative Reasoning + Math Support/ Developmental/

Foundations

Quantitative ReasoningSlide33

Use Case ExamplesArithmetic

AAF

QAS

XX#XX#

XX#<XX#Tech PathwayTech PathwayApplied Tech Math Math Support/ Developmental/ Foundations

XX#Slide34

Use Case ExamplesArithmetic

AAF

QAS

XX#XX#

XX#<XX#Algebra/Calc Prep PathwayTraditional Algebra PathwayXX#XX#

Trigonometry

College Algebra

Intermediate

Algebra

Elementary

Algebra

Intro to Algebra

>XX#Slide35

Use Case ExamplesArithmetic

AAF

QAS

XX#

Stats vs. Algebra PathwayDevelopmentalMathIntro to AlgebraStats PathwayCredit-Bearing StatisticsElementary Algebra

XX#

<

XX#

Intermediate

Algebra

Algebra Pathway

Statistics Pathway

College

AlgebraSlide36

Next-Generation ACCUPLACER FAQsNext-Generation ACCUPLACER placement tests launch in September 2016Users will have the option of administering either the existing tests or the new tests, but not both at the same time. Sample questions, an updated web-app, test specifications, and other resources will be available on our website beginning mid-JuneAdditional resources including proficiency insight statements will be available at the time of the launch. Slide37

Contacting ACCUPLACER

Kathie Montognese

kmontognese@collegeboard.org

Keith Henry

khenry@collegeboard.org

Suzanne McGurk

smcgurk@collegeboard.org

Chantel Reynolds

creynolds@collegeboard.org

NoCal

– Chantel

SoCal

–

Keith

Senior Assessment Managers

ACCUPLACER Support – 877-607-5223Slide38

Thank YouQuestions?