Report No. 1
Standards for Developmental Education in the
Virginia Community College System
Recommendations from the
VCCS Developmental Education Implementation
Task Force
Dr. Ann C. Bartholomay, Chair
February 2000
TABLE OF CONTENTS
Page
ABSTRACT........................................................................................................... ii
STANDARDS FOR DEVELOPMENTAL EDUCATION ............................................. 1
Mission...................................................................................................... 1
CHARGE NUMBER ONE: GUIDELINES FOR COURSE
PLACEMENT ........................................................................................................ 1
Guidelines for Course Placement ............................................................... 1
CHARGE NUMBER TWO: COURSE OBJECTIVES ................................................ 3
Developmental Writing Objectives.............................................................. 3
Exit Criteria - Developmental Writing ........................................................ 4
Developmental Reading Objectives ............................................................ 4
Exit Criteria - Reading ............................................................................... 5
Developmental Mathematics Objectives ..................................................... 6
Exit Criteria – Developmental Mathematics ............................................... 8
CHARGE NUMBER THREE: PERFORMANCE INDICATORS AND ASSESSMENT
METHODS TO MONITOR SUCCESS OF PROCEDURES ....................................... 8
Quantitative Evaluation............................................................................. 8
Qualitative Evaluation ............................................................................... 9
APPENDIX ......................................................................................................... 10
Abstract
Standards for Developmental Education in the
Virginia Community College System
On July 29, 1998, Dr. Arnold R. Oliver, Chancellor of the Virginia Community
College System, issued a charge to Dr. Ann C. Bartholomay to work with the VCCS
Developmental Education Task Force to develop recommended standards for
developmental education for the Virginia Community College System. The charge
consisted of three tasks:
1. To develop common systemwide guidelines for interpreting
the results of the standardized test
2. To develop systemwide measurable objectives and exit
criteria for developmental reading, writing, and
mathematics
3. To make recommendations concerning performance
indicators and assessment methods that can be
implemented systemwide for the purpose of monitoring the
success of these new procedures.
This report consists of responses to each charge. A second report, attached to
this one, provides details for each charge with recommendations to the colleges for
good practices.
As a response to Charge Number 1, guidelines for placement using COMPASS
and ASSET tests appear as ranges for placement in target developmental and credit
courses. The Task Force highly recommends that colleges use multiple measures to
assure correct placement of students in courses and that they continually monitor the
placement guidelines.
Charge Number 2 includes course objectives for writing, reading, and
mathematics. The Task Force also designed exit criteria for each content area. The
second report provides additional information vital to instructors in the
implementation of the objectives and assessment of the programs.
Charge Number 3 consists of proposed assessment methods for the VCCS,
including both quantitative and qualitative methods.
The Task Force recommends that all colleges adopt practices that will ensure
the continuous improvement of developmental education teaching-learning settings.
In addition, each college should consider adopting the Task Force’s model of planning
and evaluation to guide its efforts to increase success of developmental students.
STANDARDS FOR DEVELOPMENTAL EDUCATION
MISSION
On July 29, 1998, Dr. Arnold R. Oliver, Chancellor of the Virginia Community
College System, appointed Dr. Ann C. Bartholomay to chair the Developmental Studies
Implementation Task Force, to be comprised of developmental faculty, deans, division
chairs, and representatives from student services. He also directed the staff from
Academic Services & Research to assist the work of the committee. (See Appendix for
the list of Task Force members and VCCS staff members assisting with the report.)
Dr. Oliver's charge to the committee was the following:
(1) to develop common systemwide guidelines for interpreting the results
of the standardized test; (2) to develop systemwide measurable
objectives and exit criteria for developmental reading, writing, and
mathematics; and (3) to make recommendations concerning performance
indicators and assessment methods that can be implemented
systemwide for the purpose of monitoring the success of these new
procedures.
Dr. Oliver requested that the Task Force provide him with a set of "standards for
developmental education in the VCCS." He stated that the standards would be a
combination of operative sections from the 1989 Joint Task Force report and the
current Task Force's responses to the charge.
CHARGE NUMBER ONE: GUIDELINES FOR COURSE PLACEMENT
Guidelines for course placement for COMPASS and ASSET test score ranges are
presented on the next page. The following points should be considered in
implementing the placement guidelines:
1. The ASSET scores were derived from American College Testing (ACT)
research, linking COMPASS and ASSET scores.
2. Each college should establish any requirements for test scores for
enrollment in geometry (Math 06) or Trigonometry (Math 07).
3. Each college should observe prerequisites for entry into credit courses.
4. Each college may adjust placement ranges by adding or subtracting three
(3) points in the COMPASS scores where appropriate.
5. Each college should determine ranges within the range given for placement
in English 01 or 03 when appropriate.
6. Each college should determine ranges within the range given for placement
in English 04 or 05 when appropriate.
7. Use of multiple measures is recommended for placement of students whose
scores reside in the decision zones. (Please refer to the attached report on
good practices for suggested measures.)
8. The Task Force understands that limited exceptions to using scores for
COMPASS and ASSET tests for placement may be necessary. Substitutes
for the COMPASS and ASSET tests, however, will be the responsibility of
each college, and should be made only where colleges have clear and
documented evidence that students are prepared to enter credit courses.
GUIDELINES FOR COURSE PLACEMENT
ASSET Scores
Content Area
Writing Skills
Reading Skills
Numerical Skills
Elementary Algebra
Intermediate Algebra
Scores
23-40
41-42
43-55
23-38
39-41
42-55
23-35
36-37
38-55
23-35
36-37
38-40
41-42
43-55
23-37
38-40
41-55
College Algebra
23-33
34-36
37-55
Recommended Courses
English 01 or 03
Decision Zone
Credit English
English 04 or 05
Decision Zone
Credit English
Math 02
Decision Zone
Math 03*
Math 02
Decision Zone
Math 03
Decision Zone
Math 04
Math 03, 04
Decision Zone
Credit Math
Math 04
Decision Zone
Credit Math
COMPASS Scores
Content Area
Writing Skills
Reading Skills
Pre Algebra
Algebra
College Algebra
Scores
0-68
69-75
76-99
0-75
76-80
81-99
0-29
30-33
34-99
0-31
32-35
36-38
39-43
44-99
0-35
36-40
41-99
Recommended Courses
English 01 or 03
Decision Zone
Credit English
English 04 or 05
Decision Zone
Credit English
Math 02
Decision Zone
Math 03*
Math 03
Decision Zone
Math 04
Decision Zone
Credit Math
Math 04
Decision Zone
Credit Math
*or other math course requiring only arithmetic skills as prerequisite
CHARGE NUMBER TWO: COURSE OBJECTIVES AND EXIT CRITERIA
DEVELOPMENTAL WRITING OBJECTIVES
Objective 1: Upon completion of developmental writing, students will be
able, at minimum levels of proficiency, to write a variety of texts that
meet all of the following criteria:
applying strategies in the processes of starting, composing, revising,
and editing their texts
developing a focus that is appropriate for the audience and is the
controlling force throughout the piece of writing
containing relevant examples, explanations, evidence, or other forms
of support
demonstrating organizational patterns appropriate to the writer's
purpose
demonstrating logic and coherence in sentence and text construction
demonstrating an ability to produce syntactic variety and complexity
in sentences
using words appropriately and precisely in context
containing few errors in grammar, usage, mechanics, and spelling
responding appropriately to reading prompts
Objective 2: Upon completion of developmental writing, students will be
able to evaluate the rhetorical, grammatical, and mechanical
effectiveness of texts created by themselves and others.
Objective 3: Upon completion of developmental writing, students will be
able to collaborate in the creation and analysis of texts.
Objective 4: Upon completion of developmental writing, students will be
able to demonstrate use of technology in support of the writing
process.
NOTE: Texts are defined as any piece of writing, either formal or informal, and
include letters, paragraphs, essays, and journal entries.
EXIT CRITERIA - DEVELOPMENTAL WRITING
Students’ successful completion of developmental writing course work will be
determined by evaluation of multiple indicators using the Developmental Writing
Objectives defined in this report. Indicators will include at least two of the following
or other indicators that measure the stated objectives:
Holistic evaluation of a writing sample
Holistic evaluation of portfolios of students’ writing that include evidence of
the writing process
Evaluation of students' performance on writing tasks throughout the
semester
Objective score earned on ASSET or COMPASS using established ranges
DEVELOPMENTAL READING OBJECTIVES
Objective 1: Upon completion of developmental reading, students will be
able to comprehend material explicitly stated in a passage
demonstrated by
recognizing the explicitly stated main idea of a passage
locating explicit information in a passage that answers the questions
“who, what, when, where, why, and how”
recognizing organizational relationships in writing and reading
recognizing explicit evidence presented in support of a claim
recognizing stated assumptions
Objective 2: Upon completion of developmental reading, students will be
able to make appropriate inferences, develop a critical understanding
of the text, and determine the specific meanings of difficult,
unfamiliar, or ambiguous words based on the surrounding context
(known as reasoning items) demonstrated by
inferring the main idea of a passage
showing how details are related to the main idea
drawing conclusions from the facts given
making comparisons and generalizations
recognizing logical fallacies, stereotypes, and various points of view
recognizing the scope of application of hypothesis, explanations, or
conclusions
recognizing the structure of an argument
inferring word meaning in a particular context
Objective 3: Upon completion of developmental reading, students will be
able to integrate their reading, writing, speaking, and listening skills
to promote thinking and learning demonstrated by
defining their reading processes
comprehending the literal meaning in different types of reading for
different purposes
paraphrasing and summarizing basic text material without plagiarizing
or changing the substantive meaning
using a study method to improve their comprehension and master
using a study method to improve their comprehension and master
information in a textbook
exhibiting effective test taking strategies
Objective 4: Upon completion of developmental reading, students will be
able to understand the role of reading and writing in their academic,
professional and personal lives demonstrated by
comprehending and appreciating a variety of written materials for
various purposes
identifying the basic kind of information needed for researching a
particular topic, locating the necessary resources, retrieving the
information, and synthesizing it in an organized way
EXIT CRITERIA – READING
Students’ successful completion of developmental reading course work will be
determined by evaluation of multiple indicators using the Developmental Reading
Objectives defined in this report. Indicators will include at least two of the following or
other indicators that measure the stated objectives:
Evaluation of portfolios of students’ reading activities that include evidence
of mastery of the reading objectives
Demonstrated comprehension and analysis of a content text selection
Objective score earned on ASSET or COMPASS and/or other standardized
measures using established ranges
DEVELOPMENTAL MATHEMATICS OBJECTIVES
Objective 1: Upon completion of developmental arithmetic, students will
be able to demonstrate basic numeracy concepts by
performing operations on whole numbers, including reading, writing,
identifying place values, and rounding
performing operations on decimal numbers, including reading,
writing, identifying place values, and rounding
performing operations on fractions and mixed numbers
describing and comparing data using ratios
using proportions to solve practical problems
performing operations combining whole numbers, fractions,
decimals, percents, and proportions
applying appropriate geometric formulae for area, perimeter, and
volume
applying appropriate geometric formulae for circumference and area
of circles
solving problems involving measurement of length, weight/mass,
liquid capacity, and temperature
using the concepts of prime and composite numbers.
simplifying expressions by using order of operations, mental
mathematics, and appropriate tools
identifying and representing integers on a number line
using information displayed in graphs, tables, and charts
finding the range, mean, median, and mode of a set of data
solving practical problems
Objective 2: Upon completion of developmental algebra, students will be
able to demonstrate algebra concepts by
performing operations required for Objective One
representing and evaluating verbal quantitative situations
algebraically
applying the laws of exponents
performing operations on polynomials
analyzing a given set of ordered pairs for the existence of a pattern
and representing the pattern appropriately
solving linear equations and inequalities in one variable and literal
equations for a given variable
performing operations involving graphing linear functions in two
variables
performing operations on rational expressions
solving equations containing rational expressions
analyzing a relation to determine existence of direct or inverse
variation and performing appropriate operations for practical use
performing operations involving square roots and radical expressions
solving quadratic equations in one variable
performing geometric operations using algebraic techniques
recognizing various representations of functions and converting
among a graph, a table, and an algebraic form
performing algebraic operations on functions
solving absolute value equations graphically and algebraically
determining the domain and range of a relation and performing
algebraic and graphing operations
classifying arguments as either deductive or inductive reasoning
solving problems involving symmetry and transformation
EXIT CRITERIA – DEVELOPMENTAL MATHEMATICS
Students’ successful completion of developmental mathematics course work will
be determined by evaluating student achievement of the developmental mathematics
objectives defined in this report.
Guidelines for measuring the stated objectives are the following:
Achievement of the college-established passing score on the uniform exit
arithmetic or algebra exam, developed and certified by each college as
testing basic competencies.
The purposes of this exit testing are to certify the attainment of the
required basic skills, to justify the final passing grade, to verify
preparedness for the next course, to parallel the original placement
decisions for the next course, and to provide assessment of the
developmental course.
Allowing a second opportunity to take the test during a semester should be
a campus-level decision.
Guidelines for the contents of the uniform exit arithmetic or algebra exam, developed
and certified by each college are the following:
Faculty may include additional content requirements for passing the
course. They may tailor exams by adding questions from topic areas on
which they place more emphasis as long as the exit exam includes material
from required competencies.
In the case of algebra, the exit exam may be given in two parts, with the
first part given at the end of Algebra I and second part given at the end of
Algebra II.
The geometry competencies may be tested at the end of a geometry course,
or incorporated into the algebra exit exam.
CHARGE NUMBER THREE: PERFORMANCE INDICATORS AND
ASSESSMENT METHODS TO MONITOR SUCCESS OF PROCEDURES
QUANTITATIVE EVALUATION
The quantitative evaluation process should provide data to evaluate
performance and persistence as follows:
Performance
students’ successful completion of developmental courses
students’ successful completion of subsequent developmental courses
students’ successful completion of subsequent college-level courses
Persistence
completion of the first semester in developmental course/s
enrollment in the subsequent semester after completion of
developmental course/s
QUALITATIVE EVALUATION
The qualitative evaluation process should include varied research methods that
enable colleges to determine both faculty and student opinions of student preparation
as well as their opinions concerning the appropriateness of developmental objectives.
Colleges should evaluate the opinions of:
non-developmental faculty about preparation of developmental students in
curricular classes
developmental students after entry into regular curricular courses for
information regarding their preparedness for credit courses
faculty and students for appropriateness of developmental objectives
APPENDIX
DEVELOPMENTAL EDUCATION IMPLEMENTATION
TASK FORCE
Name
Dr. Ann C. Bartholomay
Title
College
SWVCC
Dr. Robert L. Bashore
Coordinator, Learning Assistance
Center
Dean of Student Services
Mr. James E. Burns
Assistant Professor, English
MECC
Dr. John S. Capps
Interim Division Chair, Humanities,
Professor, English
VWCC
Dr. Barbara F. Chambers
Professor, Mathematics
NVCC (WO)
Dr. Gayle F. Childers
Professor of Mathematics
JSRCC
Ms. Mary M. Dubbe
Assistant Professor of Reading
TNCC
Ms. Nuala M. Glennon
Instructor, Developmental
Mathematics
RCC
Mr. James A. Grigsby
Counselor
GCC
Ms. Sally Harrell
Coordinator of Assessment and
Developmental Education
TCC
Dr. Tom Hyder
Professor of Developmental Reading
and English
PVCC
Ms. Patricia Leonard
Associate Professor of Reading
CVCC
Ms. Glenda S. W. Lowery
Assistant Professor of English and
Reading
RCC
Ms. Donna Mayes
Assistant Professor, Reading/English
BRCC
Dr. Carolyn S. Mayfield
Program Head, Developmental Studies, PDCCC
Associate Professor, English
Dr. Edward C. Polhamus
Professor of Mathematics and
Chair, Division of Arts and Sciences
DCC
Ms. Edith M. Ruben
Associate Professor of Mathematics
NRCC
Dr. Barry M. Selinger
Professor, Reading
NVCC (AL)
CVCC
Name
Title
College
Dr. Richard F. Thompson
Professor, English
NVCC (AN)
Mr. Patrick M. Tompkins
Associate Professor, English
JTCC
Ms. Kathleen L. Wax
Associate Professor,
Assistant Division Chair,
ESL/Developmental Studies
NVCC (AL)
Dr. Pansy Waycaster
Professor, Mathematics
SWVCC
Mr. Warren E. Wise
Assistant Professor, Mathematics
BRCC
VIRGINIA COMMUNITY COLLEGE SYSTEM
ACADEMIC SERVICES AND RESEARCH STAFF
Name
Title
Dr. Anne-Marie McCartan
Vice-Chancellor
Academic Services and Research
Ms. Linda Carr
Director, Educational Planning
Dr. Earl McHewitt
Director, Research
College