TESTING & PLACEMENT
GUIDELINES
FY 2015
Rev: January 2015
CCC Testing & Placement Guidelines FY 2015
TESTING & PLACEMENT GUIDELINES
This document is intended for use by all of the City Colleges of Chicago. When a
‘requirement’ is mentioned in these guidelines, either state, federal, or of an
accrediting body, for example, it must be followed. For example, on page 17:
“Adult Education Testing Requirements” or on page 14: “The student must have
satisfied all requirements of the financial aid process”
In other instances, the guidelines should be followed as closely as possible to
afford consistent and equitable testing, evaluation, and placement for all CCC
students.
In order to ensure the highest level of accuracy and completeness for these
guidelines, Enrollment Management request your feedback and corrections.
If you have any questions or believe that information is missing from these
guidelines, send an email to testing@ccc.edu with ‘Testing Guidelines’ in the
subject line. Thank you for participating in the continual review and update
of Testing and Placement Guidelines for the City Colleges of Chicago.
City Colleges of Chicago
Office of Academic Affairs
226 West Jackson Boulevard
Chicago, IL 60606
Revised: January 2015
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CCC Testing & Placement Guidelines FY 2015
Table of Contents
Introduction...................................................................................................................................... 4
District Testing and Placement Policies.............................................................................................. 4
Placement Testing Procedures- College Credit…………………………………………………………………………………..7
Placement Cut-Off Scores .................................................................................................................. 8
COMPASS Reading and e-WRITE and ACT/SAT English Course Placement …………………………………………………………8
COMPASS and ACT/SAT Mathematics Course Placement ………………………………………………………………………………….9
WebCAPE Exam Scores and Course Placement……………………………………………………………………………………………….10
Registered and Practical Nursing Programs...................................................................................... 11
Occupational Skills Programs .......................................................................................................... 11
Early College Initiatives (Dual Enrollment and Dual Credit) .............................................................. 12
End of Ability-to-Benefit (ATB) Provision ......................................................................................... 13
Proficiency Testing .......................................................................................................................... 13
General Proficiency Exams (CLEP) ........................................................................................................................13
Advanced Placement (AP) Exams .........................................................................................................................13
World Language Exams (CLEP and ACTFL)............................................................................................................13
Retest Policies................................................................................................................................. 14
Adult Education Special Transition Programs ................................................................................... 16
Adult Education Testing Requirements ........................................................................................... 17
ESL (English as a Second Language)………………………………………………………………………………………………………………..18
CASAS ……………………………………………………………………………………………………………………………………………………………19
BEST Literacy and BEST Plus……………………………………………………………………………………………………………………………20
TABE (Test of Adult Basic Education)………………………………………………………………………………………………………………21
Appendices ..................................................................................................................................... 25
A. Chart of Approved Placement Tests ..............................................................................................................26
B. Test Accommodations....................................................................................................................................27
C. TOEFL Waiver Codes ......................................................................................................................................28
D. Advanced Placement Course Equivalencies...................................................................................................29
E. Calculator and Electronics Use Policy ……………………………………………………………………………………………………….30
F. Online Learning Policy for Proctored Test Materials, Calculators, and Electronic Devices…………………………31
Revised: January 2015
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CCC Testing & Placement Guidelines FY 2015
INTRODUCTION
The City Colleges of Chicago (CCC) is committed to ensuring that all students are successful in reaching
their academic and career goals. To encourage academic success and to ensure that students begin
their academic career in appropriate levels of coursework, ALL students entering with a goal of
transferring to a four-year institution, earning an Associate’s degree, pursuing credit and non-credit
occupational skills certificates, or enrolling in Adult Education programs, are required to complete
placement tests. All tests approved for placement are listed in Appendix A. These tests include:




COMPASS and ACT & SAT: for students wishing to pursue courses that award college credit
(transfer as well as developmental education);
ATI TEAS V and LPN STEP: for students applying for the Registered Nursing (RN) or Practical
Nursing (PN) programs;
TABE, BEST Literacy, BEST Plus, and CASAS: for students wishing to pursue coursework in
Adult Basic Education/General Educational Development (ABE/GED) and English as a Second
Language (ESL) in the Adult Education Program.
webCAPE (web Computer Adaptive Placement Exam) – for students who intend to enroll in
Spanish or French and have studied the language in high school or who read or speak the
language. Students with a ‘C’ or better in a college level course are not required to take
webCAPE.
Testing guidelines apply to students in Face to Face courses and enrolled in Center for Distance
Learning Courses. In addition, all students enrolled in a CDL course are required to take at least one
proctored exam as explained in Appendix F.
All CCC employees who are involved with testing and placement, regardless of level, must adhere to
these guidelines.
DISTRICT TESTING and PLACEMENT POLICIES
All certificate or degree seeking CCC students – regardless of educational goal – must take a
placement test or be granted a test waiver.
a. Associate Degree Programs or College Level transfer courses – Students pursuing
Associate’s degrees or taking college-level transfer courses must take the COMPASS Test, or
the TEAS or LPN Step exam (RN and PN applicants only), or provide ACT test scores. Test
scores remain valid as follows, after which time the applicable placement test must be
retaken:
a. COMPASS- 1 year
b. TEAS V or LPN Step exam- 1 year
c. ACT or SAT- 48 months or 4 years
Students who are issued a test waiver are the only exceptions to this rule.
b. Occupational Skills Programs – Students pursuing credit and non-credit occupational skills
programs must take – as specified by the program – either the COMPASS or COMPASS/ESL.
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CCC Testing & Placement Guidelines FY 2015
Credit and Non-credit ESL Programs – Non-native English speakers may be placed in credit and
non-credit ESL programs using the COMPASS ESL (credit), and BEST Literacy or CASAS (non-credit).
The COMPASS ESL will not be used for placing students in courses with college-level reading and
writing prerequisites. Non-native speakers must document college-level reading and writing
proficiency using the COMPASS.
World Language Requirement – Students who choose Spanish or French to satisfy the Associate in
Arts World Language requirement or who intend to take Spanish or French for another reason
should review the testing requirements.
a. Students may delay taking webCAPE until the term of enrollment.
b. webCAPE scores are valid for one year.
Adult Education Requirements - Adult Basic Education (ABE)/Adult Secondary Education (ASE)
and English as a Second Language (ESL)–
a. ABE/ASE/ESL -- Students must take, as specified by the program, the TABE, BEST Literacy,
BEST Plus, or the CASAS.
b. BEST Literacy, CASAS or TABE scores are valid for the current Fiscal Year (if taken after July
1 and before June 30th).
ACT and SAT Scores in Lieu of Placement Testing – High school graduates may be placed using valid
ACT or SAT scores and might also take a written exam, either the COMPASS e-Write exam or a
locally developed and administered writing exam.
a. ACT and/or SAT Scores can be verified with either an official ACT transcript sent
electronically, by paper from ACT, or scores affixed to an official high school transcript.
b. High school students or graduates may secure a copy of their official ACT transcript by
contacting their high school counselor, by contacting ACT: (319) 337-1000 or order online
c. High school students or graduates may secure a copy of their official SAT transcript by
contacting their high school counselor, by contacting College Board: (866) 756 – 7346 or
order scores online.
d. ACT test scores remain valid for 48 months (4 years).
http://apps.ccc.edu/brpublic/2013/dec/32108.pdf
e. SAT scores are Valid for 5 years.
http://www.manyagroup.com/about-sat-test
f. Students with ACT and/or SAT scores who believe their academic skills have improved
since they took the ACT or SAT test may request to take the COMPASS Test.
Entering Scores and Waivers – ALL test scores must be auto-uploaded or manually entered into the
student system within one business day after the tests are completed.
a. Appropriate placement tables and scores as indicated in these guidelines must be used for
placing students
b. Test scores or waivers must be entered into the student system before a student registers
for courses.
Revised: January 2015
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CCC Testing & Placement Guidelines FY 2015
c. Waiver Codes –
i. Testing service indicator codes are to be used only when an HLC/NCA1accredited college or university transcript demonstrates successful completion
(grade of “C” or better) of a college level mathematics, English, or reading
course, thus qualifying a student for a waiver.
ii. The TOEFL test may be waived for international students from English speaking
countries (Appendix C). Service indicator codes (waiver codes) to be used are:
Service Indicator Code
Description
AW
All tests waived
MW
Math test waived
MWW
Math & writing tests waived
RMW
Reading & math tests waived
RW
Reading test waived
RWW
Reading & writing test waived
WW
Writing requirement waived
TW
TOEFL test waived
Note: Appropriate waiver documentation must be maintained in the student’s file.
iii. Manual Entry – ALL math test domains must also be entered into the student
system (e.g., pre-algebra, algebra, college algebra, and trigonometry), depending
on the test used. Colleges must ensure that test scores are entered using the
appropriate test number.
iv. Math – All math placements should be made according to the placement
recommendations listed on the computer printouts.
Note: only math department chairs can change math placement
recommendations. COMPASS math placement recommendations follow complex
rules that have been programmed into the student system. Therefore, to ensure
appropriate student placement, the placement recommendations should be
observed.
1
Other recognized accrediting bodies include Middle States Commission on Higher Education (MSCHE), Middle States
Association of Colleges and Schools (MSA) - secondary schools, New England Association of Schools and Colleges (NEASC),
Northwest Commission on Colleges and Universities (NWCCU), Southern Association of Colleges and Schools (SACS),
Western Association of Schools and Colleges (WASC-Senior), and Western Association of Schools and Colleges (WASCJunior).
Revised: January 2015
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CCC Testing & Placement Guidelines FY 2015
PLACEMENT TESTING PROCEDURES
COLLEGE CREDIT
1. Determine if a student is a high school graduate from an HLC/NCA2-accredited school, a GED
recipient, or if he/she graduated from a foreign high school.
2. Before registering for credit course, students must take the COMPASS placement examination.
The COMPASS computerized reading, pre-algebra or numeric skills, algebra, and a writing sample
must be administered. The written test may be via e-Write or a locally administered writing test.
3. Within one business day of testing, test scores must be auto-uploaded from COMPASS or manually
entered into the student system to facilitate accuracy in academic advising and placement. Note:
failure to input ALL test scores promptly may restrict students from registering for courses.
4. If a student has taken multiple tests over the past 12 months, CCC should accept the test with the
highest score.3 The results are used to place students into courses where they will have the best
opportunity to succeed.
5. CCC will allow students to submit COMPASS exam results taken elsewhere within the last 12
months in lieu of retesting at CCC. It is the responsibility of the student to provide CCC with an
official copy of the original COMPASS exam results.
6. For students required to take webCAPE, the exam can be taken from any computer with a high
speed internet connection or in the Testing Center at the student’s college.
a. Within one hour, webCAPE scores will be uploaded to PeopleSoft.
b. Students should print or obtain the score sheet if they intend to enroll immediately
following the exam. Scores may not have been uploaded.
c. Students who score at the 103 level or higher will be directed to the World Language
Department for an oral interview to confirm their placement.
d. Students who score and interview well may be advised to choose the CLEP proficiency
exam for proficiency credit.
e. webCAPE is used to determine proper placement. Students do not receive credit by
taking webCAPE.
7. Students without prior college level course work or knowledge of the language are not required
to take WebCAPE to enroll in 101 level Spanish or French.
2
Other recognized accrediting bodies include Middle States Commission on Higher Education (MSCHE), Middle States
Association of Colleges and Schools (MSA) - secondary schools, New England Association of Schools and Colleges (NEASC),
Northwest Commission on Colleges and Universities (NWCCU), Southern Association of Colleges and Schools (SACS),
Western Association of Schools and Colleges (WASC-Senior), and Western Association of Schools and Colleges (WASCJunior).
3
COMPASS PLACEMENT: Students who score below the cut-off level for placement and do not have a high school diploma or
high school equivalency credential must be referred to Adult Education and administered the TABE test to determine
placement for Adult Education classes. Adult Education students (ABE and ASE/GED) must have their TABE answer sheet in
their files.
Revised: January 2015
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CCC Testing & Placement Guidelines FY 2015
ACT & SAT English Placement Scores
ACT English Score
SAT Critical Writing Score
Placement Level
<11
<310
Foundational Studies
(Reading & Writing)
12-13
320-350
English 98 & Reading 99
14-20
360-470
English 100 and Reading 125
21>
490>
English 101
COMPASS English Placement Scores
e-Write Score
COMPASS Reading Score
Placement Level
2-4
1-49
Foundational Studies
(Reading & Writing)
5-6
50-64
English 98 & Reading 99
7
65-79
English 100 and Reading 125
8+
80-99
English 101
1. Students may use their unexpired ACT or SAT score as a substitute for COMPASS placement
testing.
2. Effective, December 12, 2014, an ACT English score of 21 or higher or an SAT score of 490 or
higher will place students directly into English 101 without taking the COMPASS test. ACT and
SAT scores expire 48 months from the original testing date.
3. Placement into English entry-level courses will be determined by using a combination of two
assessment tools: a standardized reading test and a writing test – either e-Write or a locally
developed and administered writing test.
4. Students are expected to read and write at the college level to be eligible to enroll in English
101.
5. Should there be a discrepancy between a student’s score, placement should be made at the
discretion of the college.
Revised: January 2015
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CCC Testing & Placement Guidelines FY 2015
Standardized Testing Mathematics Course Placement
ACT Math Score
SAT Math Score
1-14
< 340
350-390
15-16
Mathematics Course Placement
Foundational Math 3001/3002
Math 098, Foundational Math 3003/3004, Math 090*
*Students must place into Reading 125 or higher
17-20
400-490
Math 099
Math 118
Math 121
21-23
500-550
Math 141
Math 143
Math 146
Math 204
Math 207
560>
24+
Math 125
Math 140
Math 143
COMPASS Mathematics Course Placement
COMPASS Score
PreAlgebra
algebra
College
Algebra
Trigonometry
Decision
Course
Placement
Foundational
Studies Level I
(3001 -3002)
Foundational
Studies Level II
(3003-3004) or
Math 098
17-28
15-23
Student places into pre-algebra
29-99
15-23
Student places into beginning algebra
Student places into intermediate algebra
Math 099
Student places into college algebra
Math 118, 121,
125, 140, or 143
1-50
Student places out of college algebra but
does not place out of trigonometry
Math 144, 141,
146, or 204
51-99
Student places into calculus
Math 207
N/A
a
24-42
N/A
a
43-99
N/A
a
N/A
N/A
a
N/A
1-50
b
51-99
b
N/A
c
a
Pre-algebra scores are not used for placement at this level.
Students must score between 43 – 99 in algebra at this level.
c
Students must score between 51 – 99 in college algebra at this level.
b
Students who complete more than one domain of the math test (e.g., pre-algebra and algebra) will
receive score results for both domains. For example, if a student tests beyond algebra (e.g.,
trigonometry) results for pre-algebra and algebra scores will be provided.
Revised: January 2015
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CCC Testing & Placement Guidelines
FY 2014
webCAPE Exam Scores and Course Placement
Language
Score Required and Other
Pre- Requisites
Language
French 101
Score 0-259
Spanish 101
French 102
260-336 OR C in 101
Spanish 102
Score Required and Other Pre- Requisites
Score 0-269
270-345 OR C in 101
French 103
337-402 AND Consent of Chair
OR C in 102
Spanish 103
346-426 AND Consent of Chair OR C in 102
French 104
Above 402 AND Consent of
Chair OR C in 103.
Spanish 104
Above 426 AND Consent of Chair OR C in
103.
Eligible for English 101
French 210
Above 402 AND Consent of
Chair OR C in 103.
Eligible for English 101
Spanish 111
Native Speakers.
0-345 AND C in English 100
Eligible for English 101
French 206
Above 402 AND Consent of
Chair OR C in 104.
Spanish 113
Native or near Native.
0-345 AND Consent of Chair
Eligible for English 101
French 213
Above 402 AND Consent of
Chair OR C in 104.
Spanish 114
C or Better in 114
AND Consent of Chair
Eligible for English 101
French 214
Above 402 AND Consent of
Chair OR C in 104.
Spanish 191
Eligible for English 101
Spanish 192
Spanish 198
Spanish 199
Revised: January 2015
Placement Test AND Consent of Chair AND
Eligible for English 100
Placement Test AND Consent of Chair AND
Eligible for English 100
Consent of Chair and Placement Test or other
required pre-requisites
Spanish 206
427 and higher. Consent of Chair required.
OR C in 104 AND Eligible for English 100
Spanish 210
427 and higher. Consent of Chair required.
OR C in 103 AND Eligible for English 100
Spanish 213
427 and higher. Consent of Chair required.
OR C in 104 AND Eligible for English 100
Spanish 214
427 and higher. Consent of Chair required.
OR C in 104 AND Eligible for English 100
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CCC Testing & Placement Guidelines
FY 2014
REGISTERED and PRACTICAL NURSING PROGRAMS
Students applying for the Registered Nursing and Practical Nursing Programs are required to take
either the:
 ATI TEAS V test: for students applying for the Registered Nursing (RN) or Practical Nursing (PN)
programs. Visit https://www.atitesting.com/Solutions/PreNursingSchool/TEAS.aspx for more
information.
 ATI LPN STEP test: for students who are already a Licensed Practical Nurse (LPN) who wish to
enter the Registered Nursing program. Visit
https://www.atitesting.com/Solutions/PreNursingSchool/LPNSTEP.aspx for more information.
Students must earn a qualifying test score of 60% or higher to qualify for RN and PN programs. Note:
Qualifying test scores alone do not guarantee admission into these programs.
OCCUPATONAL SKILLS PROGRAMS
The COMPASS test is comprised of reading, math, and writing tests. The COMPASS test assesses postsecondary skills. Students entering occupational skills programs should be administered the COMPASS
Reading, Writing, and Math tests.
Cut-Off Scores for Occupational Programs
Test
Score
COMPASS Reading
62
COMPASS Writing
35
COMPASS Math
33
Note: A writing sample is not required for occupational students.
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CCC Testing & Placement Guidelines
FY 2014
EARLY COLLEGE INITIATIVES (DUAL ENROLLMENT AND DUAL CREDIT)
Dual Enrollment
Dual Enrollment allows qualified4 high school students the opportunity to enroll in courses offered at
CCC locations and earn college credit. Students may enroll in any course for which they meet the prerequisites. These students are enrolled as part-time CCC students and enjoy all the same campus
benefits and responsibilities as traditional CCC students.
Dual Credit
Dual Credit allows qualified high school students the opportunity to enroll in CCC courses taught on
their high school campus by instructors who have been approved and trained by CCC. Students
enrolled in dual credit classes may earn high school and college credit simultaneously. Credit is issued
through a partnering City College. Dual Credit is only offered in high schools that meet minimum
selection criteria.
Prerequisite Qualifications
 For courses with a math pre-requisite, students must have the appropriate ACT (Math
subscore) or COMPASS (math) score, according to the placement guidelines.

For English 101, students must have the appropriate ACT (English subscore) and EWrite scores, according to the placement guidelines.
Note: Students who are eligible for English 101 with a reading or supplemental course, must
enroll in both courses. Students may not enroll in English 101 alone.

For courses with an English 101 eligibility pre-requisite (such as history or social science),
students must have the appropriate ACT (English) and E-Write scores according to the
placement guidelines.
Note: Students who are eligible for English 101 with a reading or supplemental course are not
eligible to enroll in courses with an English 101 eligibility pre-requisite. Example: A student
who is placed into English 101/Reading 125 may not enroll in a course with an English 101 prerequisite such as social science.

For French or Spanish, students will take webCAPE at a designated CPS location, according to
these placement testing guidelines. Early College students may not enroll in either Spanish or
French without a webCAPE score.
COMPASS Placement Exam
Students can take the COMPASS placement exam at Chicago Public Schools (CPS). Test results from
these administrations will be accepted for placement of CPS students enrolling in Dual Credit and Dual
Enrollment courses.
Note: Exams given for reading and math are not timed.
4
Qualified students: in order to participate in early college programs, students must meet the pre-requisites for the course
prior to enrolling. This can be met through ACT and/or COMPASS scores previously described.
Revised: January 2015
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CCC Testing & Placement Guidelines
FY 2014
END OF ABILITY TO BENEFIT (ATB) PROVISION
5
Effective July 1, 2012, students who do not have a high school diploma or GED will no longer be
permitted to take the Ability-to-Benefit (ATB) exam or complete six college-level credit hours in order
to receive financial aid. Students must be a high school graduate or have a GED in order to receive
financial aid. Students without a high school diploma or GED should be directed to Adult Education
programs within CCC.
Students who were previously receiving financial aid under the Ability-to-Benefit provision will be
grandfathered in and can continue to receive financial aid. If a student attended a non-CCC college
prior to July 1, 2012, he/she should visit the Financial Aid Office so that the Director of Financial Aid
can determine if he/she qualifies for ATB under provisions in effect before July 1, 2012.
PROFICIENCY TESTING
A student may earn college credit by successfully completing an ACTFL, CLEP, or AP exam. ACTFL and
CLEP exams are offered at the Testing Resources Center at any CCC college.
General Proficiency Exams
The College-Level Examination Program (CLEP) provides students the opportunity to receive credit for
knowledge previously acquired by earning qualifying scores on any one of thirty-three examinations in
five subject areas. Students can earn credit for knowledge they have acquired through independent
study, prior course work, on the job training, professional development, cultural pursuits, or
internships. Students should contact the Testing Center at one of the colleges to inquire about testing
times and dates.
Advanced Placement Exams
High school students who have taken advanced placement (AP) courses and exams may be awarded
college credit for an equivalent CCC course if their AP exam score is 3 or higher. See Appendix D and
visit AP Student for more information.
World Language Exams
Students seeking an Associate in Arts (AA) degree who entered fall 2009 or later must satisfy the World
language requirement by demonstrating competency in a world language offered by CCC in any of the
following four ways.
1. Students may enroll in and successfully complete with a “C” or better two CCC courses (6-8
credit hours) in the same World Language (e.g., Spanish 104 and Spanish 210, Arabic 101 and
Arabic 102, or Spanish 213 and 214).
2. Students may take one of two proficiency exams in a language offered by CCC: College-Level
Examination Program® (CLEP) exam (Spanish or French) or the American Council on the
Teaching of World Language (ACTFL®) exam (Italian, Arabic, Polish, Chinese, or Japanese).
Students must demonstrate at least a 102 proficiency level on either the CLEP or the ACTFL®
exam.
5
Federal Register/Vol. 70, No. 47/Friday, March 5, 2010 (12208, 12209).
Revised: January 2015
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CCC Testing & Placement Guidelines
FY 2014
3. Based upon transcript review, students may transfer two courses totaling at least 6 (semester)
credit hours in the same world language earned from a regionally accredited college or
university. The credit earned must be in a world language offered by CCC.
4. Students may earn credits from the College Board Advanced Placement (AP) Exam in a world
language offered by CCC. Students must receive a score of 3 or higher on the AP Exam – the
course equivalent of 8 earned credits – to fulfill the world language requirement.
COMPASS RE-TEST POLICIES for CREDIT STUDENTS –
Maximum three COMPASS tests within a one year period.
Students may re-take the COMPASS Test when there is reason to believe that a score obtained from
previous testing does not accurately reflect the examinee’s true level of knowledge or skill. Retesting
is appropriate in two situations:
1. When factors other than the examinee’s ability are believed to have influenced the previous
testing, or
2. When the scores obtained from earlier testing are not believed to reflect the student’s current
ability. (This determination may be made by a faculty member but should be approved by a
Dean or the Dean’s designee)
Students may re-take all three COMPASS tests (math, reading and writing) or an individual test module
(math or reading or writing or any combination).

Students should prepare for retesting for at least two weeks between tests.

The highest test scores may be used for purposes of placement (even if not the most recent)

Testing Centers should request signed approval.

No fee should be charged for retesting.

Students may re-test even if they have begun a sequence of courses in that subject. If a student
tests into a higher level than a course that he/she is currently attempting, he/she will not be
issued a refund for that course unless he/she withdraws during the add/drop period for that
class. The following semester, the student may take the course into which he/she retested.

Students taking the COMPASS test for the first time take priority over those who are re-testing.
(Testing centers that allow walk ins are advised to set up appointments for retesting to manage
capacity.)

Students should not be allowed to re-test a module more than two times (that is, a maximum
of three times total); this may be overridden. Overrides should be infrequent and with good
rationale.

Prior to re-testing, it is highly recommended that students show verification of having
completed tutoring to improve their skills since the previous placement exam.
Students must retest if their test scores have expired, i.e., after 12 months have elapsed following a
previous COMPASS test and prior to beginning a sequence of courses in that subject.
Revised: January 2015
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CCC Testing & Placement Guidelines
FY 2014
WORLD LANGUAGE PROFICIENCY EXAMS
CLEP General and World Language Examination
Students are eligible to retest 6 months from the original testing date. Normal testing fees apply.
More information may be found by visiting the CLEP testing pages on the CCC website – CLEP General
Exams and CLEP World Language Exams – and CLEP Guidelines for Retaking an Exam.
ACTFL World Language Examination
Students are eligible to retest 3 months from the original testing date. Normal testing fees apply.
More information may be found by visiting the ACTFL Testing Pages on the CCC website and ACTFL
Policy on Retests.
COMPASS Test for Adult Education Special Transition Program Students (Gateway, Adult Education
Bridges, Accelerating Opportunity, and College Prep GED)
Adult Education special transition program students may retest but will not be charged a retest fee
while they are still enrolled in Adult Education courses. Upon completion of the Adult Education
program, normal policies and fees apply.
Revised: January 2015
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CCC Testing & Placement Guidelines
FY 2014
ADULT EDUCATION SPECIAL TRANSITION PROGRAMS
Adult Education special transition programs that incorporate COMPASS testing include:
 Gateway to City Colleges of Chicago
 Adult Education Bridges
 Accelerating Opportunity
Gateway
CCC offers the Gateway to the City Colleges program that provides Adult Education students an
opportunity to begin their academic careers while developing English language skills or preparing for
the GED exam. Gateway Scholars can continue pursuing their academic goals once they have
completed the Adult Education Program. Depending on the length of time in the program, students
will be able to earn college credit toward or complete a basic or advanced certificate and/or earn an
Associate degree. Students who are in ESL Level 5 and above or GED students who have a minimum
TABE score of 9.0 or above, qualify for the program. Gateway Program candidates shall:
•
Receive a copy of the COMPASS test study guide and obtain the COMPASS practice material
available via the CCC website and in the College Testing Center prior to making an appointment
through the Transition Specialist to sit for the exam.
•
Be given the full COMPASS test for the purposes of determining college credit placement
starting in week 10 of the semester.
•
Must have a COMPASS reading score of at least 50 to be considered program eligible.
Students who are accepted to the Gateway Program will be advised to take college credit courses
based on their academic and career interests and will only be limited by prerequisites and/or their
COMPASS test scores. A student must have a COMPASS algebra score of at least 43 to take a tuition
free mathematics course in the Gateway Program. Gateway Scholars may retake the COMPASS Test
after completing a full ESL level in order to increase the range of courses for which they qualify. Before
the Gateway Scholar fully transitions to college credit, he/she shall retake the full COMPASS test and
any other appropriate college entrance exams.
Adult Education Bridges
Bridge programs prepare low-skilled individuals to enter and succeed in CCC occupational programs in
Continuing Education or credit by providing contextualized instruction in language arts and math along
with sector knowledge and skills. To date, CCC bridge programs have been developed for Healthcare,
Manufacturing, Transportation, Distribution and Logistics, and Culinary/Hospitality. In many cases,
bridge students will be assigned to take the COMPASS test before they have completed their Adult
Education classes to gauge their readiness to enter occupational training or selected college classes
embedded in the bridge.
Accelerating Opportunity
The Accelerating Opportunity program, currently offered only at Daley College, allows Healthcare and
Manufacturing bridge completers to continue their education and succeed in credit classes by
providing a basic skills instructor in the classroom 50% of the time along with the regular occupational
instructor. The COMPASS test is required to gauge college readiness.
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FY 2014
ADULT EDUCATON TESTING REQUIREMENTS
1. In accordance with Illinois Community College Board (ICCB) guidelines, CCC administers pre- and
post-tests to adult education students to measure learning gains, to guide instruction, and for
purposes of program improvement and accountability. All new adult education students must be
given a pre-test by the third class meeting.
2. All adult education students are required to take one placement or pre-test and at least one posttest within the fiscal year (July 1 through June 30), unless the students are enrolled only in Spanish
GED or vocational courses. Students are considered “new” within their first semester of
attendance in the fiscal year.
3. During intake, students must also complete an admissions form and the goals section of a student
outcome form during each fiscal year that the student is enrolled. Adult education staff should
assist students in filling in goals at registration and completing the outcome forms at least once
each fiscal year.
4. Programs must endeavor to ensure that each student is given at least one post-test within the fiscal
year to measure progress and document any level gains. Test publisher guidelines regarding
minimum instructional hours between pre- and post-tests must be adhered to, or the tests will not
count for ICCB reporting (see information below). The post-test must be the same test, alternate
form. For example, if the BEST Literacy is used for the pre-test, then the post-test must also be the
BEST Literacy exam. Once the post-test is given, the test score must be entered into the PeopleSoft
system as soon as possible. Note: The date must be changed from the default in the testing screen
to the actual date that the test was given; otherwise the post-test will not count. If the student
takes more than one post-test during the fiscal year, the second set of test data should be entered
with the date in which the second post-test was given.
5. Completed pre- and post-test records must be maintained in individual student files, including
student name, social security or other unique identification number, date the test was
administered, and the score.
6. Programs must provide information about their testing processes and the reasons for testing
during student orientations.
Students who wish to enroll in adult basic education (ABE), adult secondary education (ASE), or English
as a second language (ESL) classes must be tested using the following tests:
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English as a Second Language (ESL) Tests
All ESL and EL/Civics students must be pre- and post-tested to document educational gains.
Educational gains are defined as advancement from one functioning level to the next. The three stateapproved ESL tests are:

Comprehensive Adult Student Assessment Systems (CASAS)

BEST Literacy Skills Test

Basic English Skills Test (BEST) Plus
Programs have the discretion to select one or more of the three ESL assessments. To ensure the validity
and reliability of the results, it is important to follow the assessment procedures outlined in the
administration manual for each test.
The following requirements must be adhered to by all colleges, sub-campuses, and sites offering ESL
courses:

Students with six or fewer years of formal education, or students whose first language does not
utilize the Roman alphabet, should be screened for basic literacy skills with the BEST Literacy
Screener, CASAS, or a program-developed instrument or process (if a program-developed
instrument is used, an approved pre-test must also be given before the 3rd class meeting.)

Students must be post-tested with a different form of the test to document progress in the ESL
course. Programs may elect to administer multiple ESL tests during the same fiscal year.

To claim gains on two different types of tests, a pre- and post-test must be administered on a
test series before the student is administered a second test type.

Student level gains are determined by the post-test score (final assessment of the year) in
comparison to the pre-test score.
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CCC Testing & Placement Guidelines
FY 2014
CASAS
The CASAS Life and Work Reading tests assess reading in life and work contexts through a multiple
choice format. The tests may be administered in a paper and pencil version or on a computer (eTest).
For the paper and pencil version, a 25-minute appraisal identifies the correct pre-test level and form to
be given initially, while the pre-test score identifies the correct post-test to be administered. The eTest
moves seamlessly from a computer-adaptive locator into the correct pre-test level and form and
identifies the correct post-test to be administered. Both the paper and eTest formats take
approximately 60 minutes to administer.
CASAS Administration, Providing Accommodations and Level Placement
Programs that use the CASAS test should ensure that individuals administering the CASAS assessment
have been properly trained to do so. Consult the Life and Work Reading Test Administration Manual
(available at www.casas.org) when determining accommodations that can be provided to students.
The only accommodations allowed for the CASAS test are those permitted per the test publisher’s
guidelines. Also see Appendix D, Test Accommodations.
The CASAS assessment will be allowed for all ESL levels except ESL Beginning Literacy. The following
scale score ranges correspond to the various ESL levels:
Scale Score Range
National Reporting System
Level
180 and below
ESL Beginning Literacy
181-190
ESL Low Beginning
191-200
ESL High Beginning
201-210
ESL Low Intermediate
211-220
ESL High Intermediate
221-235
ESL Advanced*
* Students scoring above 235 fall in the exit criteria range for ESL. These students should transition
as appropriate to ABE/ASE or other instruction. If additional ESL services are needed, the
student should be tested with another approved assessment that reflects the need for those
services.
CASAS Pre-/Post-Testing Guidelines
Pre-testing is required by either the third class meeting (fixed-entry) or by the student’s third class
period (open-entry) to establish a baseline for student progress.
Per the CASAS test publisher’s guidelines, the following pre and post-testing guidelines apply:
programs may assess after a minimum of 40 hours of instruction.
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FY 2014
BEST Literacy
The BEST Literacy Test Screener is an appropriate assessment instrument for low level ESL students. If
the student can complete the screener, then the BEST Literacy Test should be administered and the
results entered as the pre-test in the data system. If the student cannot complete the BEST Literacy
Test Screener, the incomplete screener becomes the documentation in the student file for a pre-test
and the results are entered into the data system as BEST Literacy Test at 0.
The BEST Literacy Skills Test is an assessment that is appropriate for lower levels of ESL, has a
maximum time for administration of 60 minutes, and can be administered individually or to a group.
There are three forms of the test – B, C, and D – which can be alternated for pre- and post-testing.
More information about this test is available at www.cal.org. Typically, programs assess after a
minimum of 60 hours of instruction.
If a student lacks literacy skills to be validly assessed with the BEST Literacy Test (for example a student
is not literate in his or her native language), then the BEST Literacy Test Screener, available in the ICCB
AEFL Provider Manual Appendices or by visiting www.iccb.org, should be administered.
Any student who pre-tests above 75 on the BEST Literacy exam (Advanced NRS level) must be retested
with either the BEST Plus or the CASAS. This is because the BEST Literacy exam does not assess skills
beyond the Advanced level; consequently, such students would not be able to demonstrate a level gain
upon post-testing.
Criteria for Standardized Test Selection

Appropriate selection of testing instruments should be based on the range of student
proficiency being assessed.

The BEST Literacy Screener may be used to determine whether the BEST Literacy test is
appropriate as a pre-test for beginning-level students.

Program curriculum, enrollment size, qualified staff, and available technology are some
additional factors that must be considered when determining the appropriate standardized
assessment instrument(s) for placement and pre- and post-testing in a program.

One or more of these exams can be integrated into the process of placing and/or pre- and posttesting students.
Revised: January 2015
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CCC Testing & Placement Guidelines
FY 2014
ESL Tests and NRS Levels
BEST Literacy
Scale Score
0-20
21-52
53-63
64-67
68-75
76-78
NRS Levels
Beginning Literacy
Low Beginning
High Beginning
Low Intermediate
High Intermediate
Advanced
CASAS
Scale Score
180 and below
181-190
191-200
201-210
211-220
221-235
Adult Basic Education/Adult Secondary Education (ABE/ASE) Test
The Test of Adult Basic Education (TABE) measures reading and math basic skills. The test ranges from
beginning literacy skills through the skills needed to succeed in passing the GED examination. The
reading and math tests are required for placement in ABE and ASE classes. There are five overlapping
levels for the TABE test: they are Literacy (L), Easy (E), Medium (M), Difficult (D), and Advanced (A). A
50-item Locator test determines which test level to administer.
TABE Levels can be changed during the fiscal year, when appropriate. The pre- and post-test do not
need to occur on the same level test.
 Be aware of Content and Grade Equivalency (GE) Ranges for each level (see following charts).
 Students may be ready to take a higher level TABE test when scoring 2 levels above Content
Range for current level.6
TABE 9 & 10
Content Range
Level L
0 – 1.9
Level E
2.0 – 3.9
Level M
4.0 - 5.9
Level D
6.0 – 8.9
Level A
9.0 – 12.9
Grade Equivalency (GE) Range
6
E
M
D
A
Reading
0.0-6.9+
0.0-9.9+
0.7-12.9+
1.1-12.9+
Math Computation
0.7-6.9+
1.1-9.9+
1.2-12.9+
1.8-12.9+
Applied Math
0.0-6.9+
0.4-9.9+
1.7-12.9+
2.3-12.9+
Adult Education and Family Literacy Regional Updates—Fall 2004.
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To determine the correct test level, a TABE Locator test must be administered. The TABE Locator test
requires about 35 minutes to administer. The subtests in the Locator are: Reading (17 questions),
Mathematics (18 questions), and Language (15 questions).
Use the following chart to determine which TABE test level should be administered.
Reading
Mathematics
Language
TABE Level to
Administer
0-6
0-6
0-6
E
7-10
7-11
7-9
M
11-14
12-15
10-12
D
15-17
16-18
13-15
A
Either the TABE Complete Battery or the TABE Survey may be used.
TABE Complete Battery
Test
Number of questions
Time
Reading
50
50 minutes
Mathematics Computation
Applied Mathematics
25
40
15 minutes
24 minutes
Forms 7 & 8
Forms 9 & 10
Forms 7 & 8
Forms 9 & 10
50
50 minutes
Test
Number of questions
Time
Reading
25
25 minutes
TABE Survey
Mathematics Computation
Applied Mathematics
15
25
9 minutes
15
Forms 7 & 8
Forms 9 & 10
Forms 7 & 8
Forms 9 & 10
25
25 minutes
TABE Form 9 Reading Complete Battery
Raw Score
Level L
Level E
Level M
Level D
Level A
Grade
Equivalency
Beginning Literacy
0-24
0-18
0-13
0-12
0-13
0-1.9
Beginning ABE
25-30
19-35
14-26
13-21
14-20
2.0-3.9
Low Intermediate ABE
31-32
36-44
27-38
22-31
21-28
4.0-5.9
45-50
39-44
32-39
29-37
6.0-8.9
45-50
40-43
38-41
9.0-10.9
44-50
42-50
11.0-12.9
Level
High Intermediate ABE
Low Advanced ASE
High Advanced ASE
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CCC Testing & Placement Guidelines
FY 2014
TABE Survey (reading, language, math computations and applied math) is recommended to be used for
administering pre-test along with diagnostic reports for all programs. A complete TABE Battery can be
used for post-testing. If the TABE Survey is used for post-testing instead, it should include all the tests
(i.e. Reading, Language, Vocabulary, Language Mechanics, Spelling, Math Computations, and Applied
Math) to ensure the program measures a student’s objectives and achievement.
TABE Form 10 Reading Complete Battery
Raw Score
Level L
Level E
Level M
Level D
Level A
Grade
Equivalency
Beginning Literacy
0-23
0-20
0-14
0-13
0-13
0-1.9
Beginning ABE
24-30
21-35
15-26
14-23
14-19
2.0-3.9
Low Intermediate ABE
31-32
36-44
27-38
24-33
20-28
4.0-5.9
45-50
39-45
34-40
29-36
6.0-8.9
46-50
41-44
37-40
9.0-10.9
45-50
41-50
11.0-12.9
Level
High Intermediate ABE
Low Advanced ASE
High Advanced ASE
TABE Form 9 Reading Survey
Level
Raw Score
Grade Equivalency
Level E
Level M
Level D
Level A
Beginning Literacy
0-9
0-6
0-6
0-6
0-1.9
Beginning ABE
10-16
7-12
7-10
7-9
2.0-3.9
Low Intermediate ABE
17-21
13-18
11-15
10-13
4.0-5.9
High Intermediate ABE
22-25
18-22
16-18
14-17
6.0-8.9
23-25
19-20
18-19
9.0-10.9
21-25
20-25
11.0-12.9
Low Advanced ASE
High Advanced ASE
TABE Form 10 Reading Survey
Level
Raw Score
Grade Equivalency
Level E
Level M
Level D
Level A
Beginning Literacy
0-10
0-7
0-6
0-7
0-1.9
Beginning ABE
11-17
8-13
7-10
8-10
2.0-3.9
Low Intermediate ABE
18-21
14-19
11-15
11-13
4.0-5.9
High Intermediate ABE
22-25
20-22
16-19
14-17
6.0-8.9
23-25
20-21
18-20
9.0-10.9
22-25
21-25
11.0-12.9
Low Advanced ASE
High Advanced ASE
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CCC Testing & Placement Guidelines
FY 2014
The TABE Math test scores for placement are available in the TABE Norms Book, Forms 9 and 10,
available from www.ctb.com.
For the TABE tests, the raw scores are entered into PeopleSoft and automatically converted to the
following scale scores, which are required by ICCB. All TABE test forms and levels conform to the same
scale scores. In the event that a student’s literacy skills are so low that he or she is unable to take the
test, the student’s file must contain documentation stating that the student could not be assessed.
Reading
Scale Score
Grade Level
Beginning Literacy
367 and below
0-1.9
Beginning ABE
368-460
2.0-3.9
Low Intermediate ABE
461-517
4.0-5.9
High Intermediate ABE
518-566
6.0-8.9
Low Advanced ASE
567-595
9.0-10.9
High Advanced ASE
596+
11.0-12.9
Per the TABE test publisher’s pre-/post-testing guidelines, programs may assess after a minimum of 40
hours of instruction.
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CCC Testing & Placement Guidelines
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APPENDICES
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CCC Testing & Placement Guidelines
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Appendix A
Chart of Approved Placement Tests
Approved Placement Tests
Applicability
Associate Degree Programs
COMPASS
College Bridge Program
College Excel Program
Occupational Skills Programs
CCC Writing
webCAPE
May be used for placement – Associate Degree Programs
Applies only to Spanish or French
Associate in Arts Degree
Course Takers – For transfer or elective
Personal Enrichment
May be used for placement
ACT
College Bridge Program
College Excel Program
SAT
May be Used for placement
ATI TEAS V
Registered and Practical Nursing Programs
ATI LPN STEP
For current LPNs who wish to enter the Registered Nursing Program
TABE
Adult Education (ABE and GED/ASE)
BEST Literacy
Adult Education (ESL)
CASAS
Adult Education (ESL)
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CCC Testing & Placement Guidelines
FY 2014
Appendix B
Test Accommodations
Students with documented disabilities are entitled to testing accommodations. Tests should be
administered in a manner that is consistent with the applicable requirements of Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act. This would include offering and
administering the test in a time, place and manner that is accessible, including the provision of
appropriate modifications and auxiliary aids and services.
Examples of appropriate modifications and auxiliary aids and services include a change in the length of
time of examination for individuals with learning disabilities and Braille or large print examinations and
answer sheets or qualified readers for individuals with visual impairments.7
Accommodations must be approved by the Disability Access Center prior to test administration.
Samples of Documentation:
1. A written determination, including a diagnosis and information about testing accommodations,
if such accommodation information is available, by a licensed psychologist or physician; or
2. A record of the disability from a local or State educational agency, or other government agency,
such as the Social Security Administration or a vocational rehabilitation agency, that identifies
the individual’s disability. This record may, but is not required to, include a diagnosis and
recommended testing accommodations. Each college is responsible for keeping the required
documentation with its testing records.
7
Federal Register, May 5, 1999, Vol. 64, No 86, pages 24246-24247.
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CCC Testing & Placement Guidelines
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Appendix C
TOEFL Waiver Codes
International students from the following English speaking countries are eligible for the TOEFL test
waiver.
Country
Anguilla
Antarctica
Antigua and
Barbuda
Code
AV
AY
AC
Country
India
Ireland
Jamaica/ West
Indies
Code
IN
EI
JM
Country
Sierra Leone
Singapore
Solomon Islands
Australia
Bahamas
Belize
Bermuda
Botswana
British Virgin
Islands
AS
BF
BH
BD
BC
VI
Kenya
Kiribati
Lesotho
Liberia
Malawi
Malta
KE
KR
LT
LI
MI
MT
South Africa
SF
Sri Lanka
CE
St. Christopher
SC
St. Kitts & Nevis KV
St. Lucia
ST
St. Vincent &
VC
the Grenadines
Brunei
Canada
Cayman Islands
Channel Islands
Ciskei
BX
CA
CJ
HL
SK
Marshall Islands
Mauritius
Micronesia
Namibia
Nauru
RM
MP
FM
WA
NR
Cyprus
Dominica
Falkland Islands
Fiji
Gambia
Ghana
Gibraltar
CY
DO
FA
FJ
GA
GH
GI
New Zealand
Nigeria
Pakistan
Palau
Papua New Guinea
Philippines
Rhodesia (same as
Zimbabwe)
NZ
NI
PK
PS
PP
RP
RH
Swaziland
Tanzania
Tonga
Transkei
Trinidad &
Tobago
Tuvalu
Uganda
United Kingdom
Vanuatu
Vatican City
Venda
Virgin Islands
Grenada
Guyana
GJ
GY
Samoa
Scotland
Seychelles
WS
UK
SE
Revised: January 2015
Wales
Zambia
Zimbabwe
(same as
Rhodesia)
Code
SL
SN
BP
WZ
TZ
TN
SF
TD
TV
UG
UK
NH
VT
SF
VQ
UK
ZA
RH
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CCC Testing & Placement Guidelines
FY 2014
Appendix D
Advanced Placement Course Equivalencies
AP Examination scores are reported on a 5-point scale, as follows:
5 – Extremely well qualified
4 - Well qualified
3 – Qualified
2 – Possibly qualified
1 – No recommendation
CCC offers college credit for the course equivalent per the table below. Exam scores of 1 and 2 are not
accepted. Visit AP Student for more information.
Advanced Placement Course & Examinations
CCC Course Equivalent
Art History
General Portfolio
Art 2D Design
Art 3D Design
Biology
Calculus AB
Calculus BC
Chemistry
Chinese Language & Culture
Computer Science A
Computer Science AB
Macroeconomics
Microeconomics
English Language
English Literature
Environmental Science
European History
French Language
Comparative Government & Politics
United States Government & Politics
Human Geography
Italian Language & Culture
Japanese Language & Culture
Latin Literature
Latin: Vergil
Music Theory
Physics B
Physics C
Psychology
Spanish Language
Statistics
Studio Art
U.S. History
World History
Art 103
Art 200
Art 114
Art 145
Biology 121
Mathematics 207
Mathematics 207 & 208
Chemistry 201
Chinese 101 & 102
CIS 101
CIS 102
Economics 201
Economics 202
English 101
Literature 110
Biology 106
History 232
French 101 & 102
Political Science 203
Political Science 201
Geography 201
Italian 101 & 102
Japanese 101 & 102
(not available)
(not available)
Music 101
Physics 221
Physics 235
Psychology 201
Spanish 101 & 102
Mathematics 125
(not available)
History 111
History 141
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CCC Testing & Placement Guidelines
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Appendix E
Cellphones and Electronics Policy
No electronics (other than the calculators listed below) are allowed for use during the COMPASS placement exam.
Cellphones are not allowed in the Testing Centers. If your cellphone goes off during a placement exam, you may
be asked to leave without your score being recorded.
Calculator Use Policy
Non-graphing calculators are both allowed and encouraged for the COMPASS placement exam. In
general, four-function, scientific, and certain graphing calculators are allowed. The two following
tables describe allowed and non-allowed calculators. Non allowed calculators tend to have one or
more of the following: advanced algebra features, full QWERTY keyboards, and electronic
communicators (cell phones).
COMPASS maintains a list of allowed and non-allowed calculators at ACT Student Frequently Asked
Questions
WARNING:
Students are responsible for knowing if their calculator is permitted. Students found using a prohibited
calculator or using a calculator on any test other than the Mathematics Test, will be dismissed from the
Test Center and answers will not be scored.
If ACT determines later that a student used a prohibited calculator or used a calculator on a test other
than the mathematics test, such student’s scores will be cancelled.
Allowed Calculators
Four-Function Calculators
Contain limited memory, and four basic
arithmetic functions.
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Non-Allowable Calculators
Graphing Calculators
Contain expanded memory, four basic arithmetic
functions, exponential functions, trigonometric
functions, scientific notation, and graphing
features.
Handheld, Tablet & Laptop Computers
Includes PDAs, devices with stylus (pen)
inputs, or handheld writing devices.
Cell Phones, Phablets, Communication Devices
Sci
Non-Allowable Calculators
entific Calculators
Contain limited memory, four basic arithmetic
functions, exponential functions,
trigonometric functions, and scientific notation.
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CCC Testing & Placement Guidelines
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Appendix F
Online Learning Policy for Proctored Test Materials, Calculators, and
Electronic Devices
All students enrolled in an Online Learning course are required to take at least one proctored exam
during the semester. The student should be fully aware of which materials8, calculators, and/or
electronic devices are permitted based on the directions of the instructor. It is the responsibility of the
student to inform appropriate testing staff of the approved materials, calculators, and/or devices for the
specific test or quiz. In no instance are cell phones (including phablets) permitted as an appropriate
electronic device during testing. Cellphones are not allowed in the Testing Centers. Testing staff can
confirm approved materials, calculators, and/or devices via Blackboard under “Test and Quizzes
instructions.”
WARNING: Students are responsible for knowing if their materials, calculators, and/or electronic
devices are permitted. Students found using any prohibited materials, calculators, and/or electronic
devices on any test may result in the cancellation of the test at the discretion of the appropriate testing
staff. The faculty member will have final discretion of the consequences which may include: issuance
of a “0” grade for the test and/or the course (per the Student Policy Manual) or retaking the test.
8
Materials include notes and books.
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