How To Interpret the Standard and ESL/COMPASS
In 1998, South Seattle Community College introduced ACT’s COMPASS to the
campus and our incoming students. It was a huge success. Unlike the former
pencil and paper test (ASSET), COMPASS was not a timed test but a
computerized, progressive instrument, delivering immediate placement results.
In addition to the standard, adaptive elements, it could administer a diagnostic
component and be tailored to fit the needs of specific programs. The Resource
and Demographic sections enhanced the instrument, giving program directors
additional resources to make program and advising decisions.
In 2005, the ESL/COMPASS was introduced with similar advantages over the
previously used SLEP test.
In the next few paragraphs, both tests will be outlined. This is not meant to be a
comprehensive description of the tests, but will identify and explain key areas
that faculty, advisors or administrative staff members should understand when
using the instrument.
All components of the Standard and ESL/COMPASS tests (Demographics,
Listening, Writing, Grammar, Reading and Math) are multiple-choice, entered
by a click of the mouse.
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Standard COMPASS
Demographics
Standard Writing
Standard Reading
Math
ESL/COMPASS
Demographics
Listening
ESL Grammar & Usage
ESL Reading
Score sheet interpretation Notes
Standard COMPASS
Demographics
The student is first asked a series of questions about their education and past,
college goals, and career aspirations. Following the demographics the students
are placed into one or a series of tests.
Standard Writing The test has two major categories: Usage/Mechanics
(punctuation, basic grammar/usage and sentence structure); and Rhetorical
Skills (strategy, organization and style). Students scoring below a set level are
routed into a diagnostics program which assesses skills in basic operations of
writing.
Standard Reading The test is a classic reading comprehension exam. Passages
are taken from social sciences, natural sciences, prose, humanities, and
practical reading. The items test referring and reasoning skills.
MATH
Pre-Algebra This is the most elementary of the five math assessments. Its focus
is on basic operations, ratios, percentages, order concepts, number theory, and
simple probability. A diagnostic assessment of basic math operations follows for
those students who score below a set level.
Algebra Elementary Algebra covers topics that are typical of a high school’s
first year algebra program.
Intermediate Algebra This section covers rational expressions, exponents,
systems of linear equations in two variables, and value equations.
College Algebra This section tests knowledge and skills in a variety of areas
such as functions, operations with matrices, and factorials.
Trigonometry This section covers functions, identities, equations and
inequalities, graphs and coordinates.
The above tests are progressive. That is, a student who is successful in the lower
test will route to the next skill level. A student who has demonstrated maximum
skill level will be given a placement or routed into a diagnostic exam to confirm
weaknesses in that area.
ESL/COMPASS
Demographics
This and the math sections are identical in the Standard and ESL/COMPASS tests.
ESL Listening Students first take the Listening test. Everyday American English
conversations are delivered and the student answers questions according to
what is being said or the visuals displayed on the screen. Listening questions
increase in difficulty across proficiency levels with the rate of speech,
vocabulary, diction, and use of language. The score is a scaled score and is
one of three to determine class placement.
ESL Grammar & Usage The grammar test assesses the student’s ability to
recognize and use standard American English in sentence structure
(punctuation, spelling, word formation and capitalization) and syntax (word
order, clauses, verb subject agreement, and concepts beyond the sentence).
ESL Reading
The reading test assesses abilities to recognize and use standard
American English in reading explicitly stated material and inferential material.
Students who score a set level in grammar and reading will be routed into the
Standard COMPASS test and placed accordingly. Students who do not do as
well are placed into developmental ESL courses or are referred to the General
Studies non-credit program for basic skills assistance.
See the English and Math Placement Charts, located in the Public Folders
Student Assessment Menu, for a description of score and placement
progression.
Score Sheet Interpretation Notes
1. Initial Domain refers to the first test given the examinee;
Placement Domain refers to the test that determined the examinee’s
Placement.
2. Time refers to the length of time the student spent on the various
sections of the test. This data becomes significant when, for example,
the score is low and the student has taken an extended period of
time on the instrument. This might be an indicator that the student is
lacking reading skills or is confused about the directions, etc.
3. Recommendation refers to a series of classes that the student may
enroll into based on the scores. Students will want to have a conversation with an advisor/counselor to determine which of the courses
are required in the student’s program of study.
4.
Interpretation of Placement Score Scores correspond to the
class placement English and math charts found in the Public
Folders menu.
5.
Interpreting Diagnostic Scores The diagnostic test is a separate test from
the placement exam. The scores in diagnostics are based on percentages.
The diagnostic test will confirm a student's competencies or suggest further
study for any diagnostic component that has a score below 80.
Scores are based on national and SSCC percentile. (See "Statistics Helpful in
Determining Cut-off Scores")
Student Assessment Services
10/2006