Texas Higher Education
Assessment
Blueprint for Test Success
Presentation provided by UTPB West Texas Literacy Center an HSI funded program. HSI is a federally funded program
granted by the Department of Education Title V programs.
Developed by: Ana Miller, M.A.. Ed., Reading Specialist
OVERVIEW
 Purpose -To assess reading, mathematics,
and writing skills that entering freshmen-level
students should have if they are to perform
effectively in undergraduate certificate or
degree programs in Texas public colleges
and universities.
 Developed in place of TASP
 Determines placement in developmental
courses
WHO SHOULD TAKE THE THEA?
 Students entering a Texas public college or
university before enrolling in any college-level
coursework
 Texas high school students planning to enroll
in college courses that count for both high
school and college credit under dual
credit/concurrent enrollment programs
 Students seeking admission to an Educator
Preparation program
THEA FORMAT- Three Sections
 Reading
Approximately 40 multiple-choice questions
 About seven reading passages of 300-750 words each
 Covers six reading components
 Passing standard scale – 230/260 for Education Program
 Math
 Approximately 50 multiple-choice questions
 Covers four math components
 Passing standard score - 230
 Writing
 Approximately 40 multiple-choice questions and a 300-600
word essay
 Covers two writing components
 Passing standard score – 220 with a score of 6 or above on
writing sample
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READING SELECTION
DESCRIPTIONS
 General Description
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Represent a variety of subject areas
Similar to first year college text
Several questions about each reading
selection
SKILL DESCRIPTION - 1
 Determine the meaning of words and phrases
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Use of context clues to determine meaning of
words and phrases that
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Are multiple meaning words – words with more
than one meaning
Are unfamiliar and uncommon – such as content
area terms
Contain figurative expressions – language that is
not meant to understood word for word
Contain affixes – prefixes and suffixes
FIGURATIVE LANGUAGE
 Similes – Comparing unlike people, objects,
or ideas, using like or as
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Ex.- Our classroom felt like a freezer.
The runner was as nimble as a deer.
 Metaphors –Comparing unlike people,
objects, or ideas without using like or as
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Ex. – The bride’s eyes were diamonds as she
glided
down the aisle.
FIGURATIVE LANGUAGE
 Hyperbole – An exaggeration
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Ex. – We had to wait in line forever.
 Personification – Giving an animal or object
human characteristics
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Ex. – The moon quietly peeked into the
window to watch the sleeping children.
SKILL DESCRIPTION - 2
 Understand the main idea and supporting
details in text
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Identifying explicit (stated) and implicit
(implied) main ideas
Recognizing ideas that support, illustrate, or
elaborate the main idea
SKILL DESCRIPTION - 3
 Identify a writer’s purpose, point of view, and
intended meaning
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Recognize a writer’s expressed or implied
purpose for writing
Evaluating the appropriateness of written
material for a specific purpose or audience
Recognizing the likely effect that a writer’s
choice of words would have on an audience
Using the content, word choice, and phrasing
of a passage to determine a writer’s opinion
or point of view
SKILL DESCRIPTION - 4
 Analyze the relationship among ideas in text
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Identify sequence of events or steps in a
process
Identify cause-effect relationships
Compare and contrast – Analyze similarities
and differences
Identify problem and solution relationships
Draw conclusions inductively and deductively
from stated or implied information
Inductive Reasoning
 Specific observations to
broader generalizations and
theories
Example:
Conclusion or Theory
Therefore, Socrates ate fish.
Hypothesis
Most Greeks eat fish.
Observation, Pattern
Socrates was Greek.
“
BOTTOM UP” APPROACH
4. Develop general conclusions
or theory
3. Formulate tentative
hypothesis
2. Detect patterns
1. Specific observation
Deductive Reasoning
 More general to the
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“Top down” approach
more specific
Example:
All men are mortal.
1. Formulate a theory
Socrates was a man.
2. Make a hypothesis
3. Observation
Therefore, Socrates was
mortal.
4. Confirmation based on
evidence
SKILL DESCRIPTION - 5
 Use critical reasoning skills to evaluate text
 Evaluate the validity of the writer’s stated and implied
assumptions and arguments
 Judge the relevance or importance of facts, examples,
or graphic data presented to support the writer’s
argument
 Evaluate the logic of the writer’s argument
 Distinguish between facts and opinions
 Assess the writer’s or a source’s credibility or
objectivity
 Evaluate the validity of analogies
Analogies
 A statement in which two pairs of things are
compared, because they have something in
common.
Example: slice : bread :: log : ______
Read slice is to bread as log is to _____
 The key to solving an analogy is to determine
the relationship between the complete pair.
 The same relationship should exist between
the incomplete pair.
Most Common Types of Analogies
 Antonyms – insipid : flavorful :: fictitious: ___
 Synonyms - succumb: expire :: valiant :
____
 Part to Whole – arm : ____ :: brick : wall
 Item to Category – milk : _______ ::
professor: faculty
 Descriptive – candle : wax :: dress :: _____
 There are other types of analogies – the key
is to determine the relationship of the
complete pair.
SKILL DESCRIPTION - 6
 Apply study skills to reading assignments
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Organize and summarize information for study
purposes
Follow written instructions or directions
Interpret information presented in charts,
graphs, or tables
TEST TAKING PREPARATION
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Gain access to a THEA study guide.
Take the diagnostic test.
Note your weak areas.
Start reviewing for the test well ahead (6-8 weeks) of
your scheduled test date, depending on your
diagnostic test results.
 This reviewing is intended to refresh your memory of
the skills you have already been exposed to over the
years.
 Avoid cramming – Cramming two or three days
before the exam will probably not help your test
performance. The tested skills represent those that
you have learned over many years.
GENERAL TEST TAKING
STRATEGIES
 Follow directions carefully.
 Raise your hand and ask questions if you do not
understand any part of the directions.
 Pace yourself – you have five hours.
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You may take all three sections during one test
administration –approximately 135 multiple-choice
questions and one writing sample.
Most examinees should set aside at least one hour to
complete the writing sample.
You may take one, two, or three sections of the test at
one test administration.
GENERAL TEST TAKING
STRATEGIES
 Make a mark in your test booklet by the questions
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you skip so that you can return to them later.
Be sure to leave a blank space on your answer
document for any questions that you skipped.
Read all test questions and choices carefully. Select
the most reasonable answer.
If you change an answer, erase your previous answer
completely.
Do not make any stray marks on your answer
document.
GENERAL TEST TAKING
STRATEGIES
 Make notes and marks in your test booklet.
 Guess wisely – Eliminate responses that are
clearly incorrect to increase your odds of
selecting the correct response.
 Use any time left at the end of the session to
check the accuracy of your answers and your
answer document.
 All answers and writing sample must be
written in your answer document.
“FOUR STEP APPROACH”
 Step 1 - Preview
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Take about 30 seconds to preview the
passage to provide a purpose for reading.
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Read the first sentence of each paragraph, the
concluding sentence of the passage, and the
questions, but NOT the choices.
FOUR STEP APPROACH
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Step 2 – Read Actively
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Be an engaged reader
Underline important words, topic sentences, main ideas, and words
denoting the tone (author’s attitude) of the passage.
 Make notes in the margin of the passages to remind you of key points.
 As you read ask yourself:
 What is the overall goal or objective of the writing?
 Is the writer trying to persuade by proving or using facts to make a
case? (P)
 Is the writer trying only to inform and enlighten me about an idea
or event? (I)
 Is the writer trying to amuse or entertain? (E)
Circle signal words or phrases such as although, on the other hand, but,
or, except, however, which can point out comparisons.
Underline definitions of words when they are defined within the text.
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FOUR STEP APPROACH
 Step 3 – Review the Passage
 Take 30 seconds to look over the main ideas and topic
sentences that you have marked and the key words
and phrases to place them in your recall memory.
 Step 4 – Answer the Questions
 In step 2 you gathered information from the passage to
answer questions dealing with the main idea, purpose,
supporting details , facts vs. opinions, text
organization, and summarization. Now use this
information to help you answer the questions.
MATH SKILLS
 Fundamental Mathematics
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Solve word problems involving integers,
fractions, decimals, percents, ratios and
proportions, and units of measurement and
conversions (including scientific notation)
Solve problems involving data interpretation
and analysis
MATH SKILLS
 Algebra
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Graph numbers or number relationships
Solve one and two variable equations
Solve word problems
Solve quadratic equations
Solve quadratic models
Solve operations with algebraic expressions
and functional notation
MATH SKILLS
 Geometry
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Solve problems with geometric figures
Solve problems with geometric concepts
 Problem Solving
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Apply reasoning skills
Solve applied problems with a combination of
skills
WRITING SKILLS
 Elements of Composition
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Recognize purpose and audience
Recognize unity, focus, and development
Recognize effective organization
 Sentence Structure, Usage, and Mechanics
 Writing Sample
PREPARE
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Prepare well in advance
Write a study plan
Choose a place to study
Select a time for studying
Use a study guide
Concentrate when you study
Take notes
Plan to practice
Plan to review
Don’t make excuses
Choose a realistic test date
Get enough sleep 2-3 days before the exam
Be sure you’ve eaten before the exam
References
 McCune, S., Wright, N., Elder, J. (2004). How
to prepare for the THEA. NY: Barron’s.
 Trochim, W. K. (2006). Research methods
knowledge base.
http://www.socialresearchmethods.net/kb/ded
ind.php
 REA The Best Test Preparation for the THEA
(2004). New Jersey: REA.
 THEA Faculty Manual. NES, Inc. (2006).