Business Process Analysis
Current State
Process Name:
Placement Testing
Staff Drafting BPA: Steve Wallace/Jennifer Kinslow
Date:
May 2004/updated October 2004
Customers affected by this process:
The process stakeholders in placement testing are Admissions, Counseling and Advising staff,
Financial Aid and faculty from the following academic departments: Mathematics, English,
English for Speakers of Other Languages (ESOL), and Transitional Studies (TRS).
The customers affected by this process are 7,000 – 8,000 students tested using the Accuplacer
Placement Test and Combined English Language Skills Assessment (CELSA) each year across
the Brighton and Damon Campuses. Internal customers are also major stakeholder, i.e. the
academic departments. The results of the placement testing, e.g. course placements actually
dictate somewhat how the mathematics and English departments organize sections and hire
instructors to teach. This is magnified even more in Transitional Studies, as placement decisions
affect every course section that is being offered. The only way that students are registered for a
Transitional Studies course is through placement testing.
Offices Involved in Managing or Working with the Process:
Admissions, Counseling and Advising, Services for Students with Disabilities, and the following
academic departments: Mathematics, English, Transitional Studies, ESOL.
Why Do We Do This? (What is the Process Goal?)
Placement testing is accomplished for all full and part-time students who wish to matriculate into
MCC programs unless they meet specific waiver criteria based on SAT/ACT tests, taking former
college English/Math courses, and/or excellent performance (B or better) on high school
English/Math Regents tests. Also non-matriculated students who are trying to register for
English/Math courses are encouraged to test.


Students indicating “English is a second language” on admissions applications may be
referred to the ESOL department for CELSA testing after a review of high school
transcripts.
Students indicating “Learning Disability” on admissions applications will be required to
provide documentation, which will be forwarded to Services for Students with
Disabilities. If placement testing is required, student may be referred to Barb Arnone or
Jennifer Kinslow in Counseling and Advising or Elizabeth Baxter at DCC Student
Services.
Placement testing is accomplished to ensure academic success for students as they begin their
academic tenure at MCC. As a result of testing, students are placed in English and Mathematics
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courses that are commensurate with their achievement on the placement test. By taking this
approach, MCC is ensuring that the students are starting in a course where they can reasonably
achieve initial success. This will give them a good foundation for higher level courses and will
give them confidence in their academic ability that will be foundational for retention.
The test also serves as an admissions entrance test for approximately ten percent of MCC’s
student population. Those trying to be admitted to MCC who do not have high school
graduation credentials (diploma or GED), must be admitted under federal Ability To Benefit
(ATB) criteria. In order to be admitted and to draw federal financial aid, the prospective student
must achieve minimum federally set scores on the Reading Comprehension, Sentence Skills, and
Arithmetic portions of the Accuplacer test or a federally set score on the CELSA test for ESOL
students.
Known Problems with the Current State:
Enforcement of scores for placement is the most significant problem with the placement process.
The enforcement is inconsistent between departments. The mathematics department religiously
enforces Accuplacer placements, as does the Transitional Studies Department. The English
Department has been more lax toward the idea of mandatory placements over time. Registration
flags should be imposed on Banner registration screens that will not allow students to register for
courses above the level of original placement unless the placement has been revised by
legitimate authority, normally given to Admissions staff. This occurs many times when students
drop/add courses via Web registration.
Field definitions, especially with placement revisions on Screen 224 have been a problem.
Nonstandard entries are frequently entered into revision fields that make it difficult to query the
system for placement data used in research.
Screen 224 on SIS is incapable of listing more than one ESOL score. In retest situations, the
original test score must be overwritten with new score.
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Business Process Analysis
Placement Testing
1.)
Process Name:
Placement Testing
2.)
Business Objective: All matriculating incoming freshman who do not meet specific
waiver criteria will take the Accuplacer Placement Test or CELSA to diagnose
appropriate placement levels for beginning English and Mathematics courses at MCC.
Students who also need to have skill levels diagnosed to determine eligibility for
placement into specific programs also may be required to take the Accuplacer test to
determine admission. Non-matriculated students are also highly encouraged to take the
placement test.
3.)
Definition of Terms:
a.)
Accuplacer: Placement test produced by College Board used by MCC in placing
students in initial mathematics and English courses. MCC uses four components
of this test: Reading Comprehension and Sentence Skills for English course
placement and Arithmetic and Elementary Algebra for mathematics placement.
b.)
Combined English Language Skills Assessment (CELSA): Placement test for
non-native English speaking students. CELSA is produced by the Association of
Classroom Teacher Testers (ACTT). It includes 75 multiple choice questions
based on reading passages. Students must indicate which word best fits in each
sentence.
c.)
Companion Special Format: Placement test for students with disabilities.
Companion is produced by College Board and is the paper/pencil format of
Accuplacer. The test consists of 35 multiple choice questions in each of the four
areas: Reading Comprehension and Sentence Skills for English course placement
and Arithmetic and Elementary Algebra fro mathematics placement. Companion
is available in audio, Braille, and large print formats.
d.)
Placement test: a diagnostic instrument used to determine current skill levels in
English and mathematics in order to place students in classes commensurate with
their ability levels.
e.)
Waiver criteria: Students may be waived from the Accuplacer test if one or more
of the following conditions are met:

Scores of 500 on either the mathematics or verbal portion of the SAT may
waive the respective portion of the Accuplacer.

Scores of 21 on either the mathematics or English portion of the ACT may
waive the respective portion of the Accuplacer.
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
Prior college English or mathematics courses with a grade of “C” or better.

A grade of B or better on high school New York State Regents Exams
(English, Course III Math or Math B).
The Admissions Office is the waiver authority and requests for waivers will be
granted on an individual basis in consideration of the student’s entire academic
record.
4.)
f.)
Matriculated student: A student granted admission to one of MCC’s academic
credit-bearing programs.
g.)
Non-matriculated student: A student who has not matriculated and who are not
seeking a degree (taking courses for enrichment, course credit at other colleges,
etc.).
Establishment of Process Boundaries:
Beginning:
Inputs:
End:
Output:
5.)
Student receives a referral for testing from MCC Admissions, high school
counselor, MCC Counseling and Advising staff, or Damon Student
Services.
Testing check-in form, high school graduation status form, picture ID.
Receipt of end-of-test advisement regarding scores and placements from a
test advisor.
Placement test score report/recommendation for course placements on
SIS. Review of scores and high school transcripts by Admissions.
Process Actors:
a.)
Admissions: Owners of process as it relates to the admissions cycle. Counselors
review all transitional placements for revision by screening with academic
transcripts and annotate SIS 224 screen accordingly. Admissions processors send
out study guide and scheduling flyers to students who need to be tested prior to
being admitted into their programs.
b.)
Counseling and Advising:

Assistant Director for Testing manages the entire placement testing process
and serves as liaison for testing coordination and actions between Admissions
and Counseling and Advising.

Testing advisors run the placement testing process. They set up check-in,
proctor, supervise peer advisors who assist in the process, and advise students
of their scores and placement results after testing.
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
Peer advisors perform administrative tasks associated with check-in,
proctoring, organizing test score reports, and clean-up, under the supervision
of the testing advisors.

Academic advisors advise students to take classes based on results of
placement testing.
6.)
Process Owner: The Director of Counseling and Advising owns the placement testing
process in terms of budgeting for testing assets and ensuring that the placement testing
operation is resourced (time, personnel, equipment, and money) to optimally perform
required functions. The Director of Admissions owns the process as at relates to the
completion of testing for admissibility to the college and in terms of meeting appropriate
Ability to Benefit standards for all students seeking admissions.
7.)
Process Stakeholders: Director of Admissions, Director of Counseling and
Advising, Vice President of Academic Affairs, Vice President of Student Affairs,
Associate Vice President of Enrollment, Director of Financial Aid, Director of Equal
Opportunity Program, Student Housing, ESOL and Foreign Language Department,
Students and Families
8.)
Tasks Associated with the Process

See page 7 for all placement testing processes.

See page 8 and 9 for ESOL placement testing processes.

See page 10 and 11 for testing students with disabilities processes.
9.)
Decisions Associated With the Process

See page 7 for all placement testing processes.

See page 8 and 9 for ESOL placement testing processes.

See page 10 and 11 for testing students with disabilities processes.
10.)
Cross Check

See page 7 for all placement testing processes.

See page 8 and 9 for ESOL placement testing processes.

See page 10 and 11 for testing students with disabilities processes.
11.)
Sequence Tasks

See page 7 for all placement testing processes.

See page 8 and 9 for ESOL placement testing processes.

See page 10 and 11 for testing students with disabilities processes.
12.)
Associated Metrics
a.)
Accuplacer
i.
Scores must be uploaded within one duty day of testing.
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b.)
c.)
13.)
ii.
A monthly roster is created of all tested in that month using SPSS.
The monthly report data is converted to an SPSS tables format and
distributed to stakeholders for their information.
iii.
Students tested are randomly queried for satisfaction with the process. A
satisfaction and academic analysis is accomplished and presented to the
stake holders.
iv.
MCC Institutional Research is routinely consulted for production of ad
hoc queries and data reports.
v.
One area of improvement exists: There are “automated checkpoints”
needed in the current SIS or Banner that will keep students from
registering for English and mathematics courses that are above the skill
level indicated by their placements. These checkpoints need to be
available for viewing by all who are involved in the advising and
registration process.
CELSA
i.
Scores must be inputted on Screen 224 by ESOL Department.
ii.
Answer sheet and high school graduation verification form are scanned
into ImageNow and linked to respective student report by Admissions.
iii.
Students currently enrolled in ESOL (Spring/Fall 2004) courses have been
included in pilot studies for on-line transition. These students have taken
the LOEP and/or Compass ESL. Satisfaction survey regarding pilot study
is also given to participants to complete.
Companion Special Format
i.
Scores must be inputted on Screen 224 by testing advisor responsible for
special testing.
ii.
Admissions counselors are notified that test scores are available for
review/action.
Institutional Change Process: The change noted in step 11.a.v. could be
accomplished by computer programming, as well as personal checks in the
system by those who advise and register for classes.
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Placement Testing Flowchart
5/27/2004
Letter requiring
testing sent to
student
Admissions
receives copy of
test results
TRS
placement?
No
Student info
checked on
screens 224,
206 & 207
Prior test on
224?
Yes
Print 2 copies of
prior test results
Mark student’s
program and
admit status on
check-in card
Set up approp.
test sections for
student per SIS
info
Refer student to
Adv. Ctr. or
other approp.
advisement
location
Process Ends
Read test
instructions to
students
Administer test
to students
Yes
Review for
plcmnt. revision
Update 224
screen
accordingly
Process Ends
Print 2 copies of
test results: 1 for
student, 1 for
admissions
Assemble
approp.
Advisement
packet
No
Testing Advisor
Peer Advisor
Admissions
Placement Testing Process
Advise student
on scores,
plcmnt. and
admit status
Is student
admitted?
Yes
Daily score
roster produced
and filed
Student arrives
to test-fills out
HS form &
check-in card
Go to Adm.
Office or wait for
status to be
mailed
Process Ends
Upload scores to
mainframe
ETS
Student
No
Scores
appended to SIS
224 screen
Process Ends
-
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ESOL Testing Flowchart
1.)
ESOL testing referral from:
 Admissions Counselor
 Testing Advisor (referral after Accuplacer has been taken and a low Reading
Comprehension and Sentence Skills score has been received)
 ESOL community learning centers
 ESOL & Foreign Language Department
 Friends/family of MCC students
2.)
Student contacts ESOL Department to make appointment for test. 15-20 students are
tested in one sitting for a timed test. (If we transition to on-line version, test will be
administered on a walk-in basis.)
3.)
Student name, address, and Social Security number are added to a list on Outlook.
4.)
List from Outlook is printed on day of test.
5.)
Student arrives day of test and fills out check-in card, high school graduation verification
form, and provides photo ID.
6.)
Directions for Combined English Language Skills Assessment (CELSA) test are provided
by testing advisor. (If we transition to on-line version, COMPASS ESL or LOEP will be
used.)
7.)
Student tests while testing advisor and/or peer advisor proctors. CELSA is a 45-minute,
75 item test. (If we transition to on-line version, test will be un-timed.)
8.)
Upon completion of test, or at end of 45-minute period, test is collected and hand scored
by testing advisor or peer advisor. (If we transition to on-line version, student score
report will automatically be generated and printed.)
9.)
Student fills out demographic information sheet for ESOL Department (includes
questions pertaining to residency status, native language, address, how long have they
been in the United States). The back of this sheet includes a column with CELSA scores
ranging from 43-75 and the ESOL course level applicable to each score. Student returns
this form to testing advisor. (If we transition to on-line version, demographic questions
will be included at the beginning of on-line test and score report will automatically be
generated once student is finished.)
10.)
Raw test score is circled on back of sheet by testing advisor (referred to in #9).
11.)
Faculty member from ESOL Department meets with students individually to review
placements. (If we transition to on-line version, testing advisor will review placements.)
a.)
If a student scores between 43-72, they are placed into respective ESOL course
based on cut scores. These students will also be given the opportunity to meet
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b.)
c.)
d.)
with Don Beech after testing to discuss financial aid, advisement and registration,
and/or be referred to Admissions for final admissions decisions. Student may also
be referred to take Math Accuplacer.
If a student scores between 73-75, they are eligible to take ENG 101. These
students are referred to Admissions for final admissions decisions and/or
Counseling & Advising for advisement and registration. Student may also be
referred to take Math Accuplacer.
If a student scores below 43, ESOL faculty member refers the student to outside
resource for more preparatory work (i.e. Family Learning Center, BOCES,
Continuing Education programs).
If a non-high school graduate tests, the testing advisor and/or peer advisor fill out
an additional scantron (bubble) answer form (copied from the original scantron
for MCC), which is sent to Association of Classroom Teacher Testers (ACTT) for
official ATB scoring. MCC (Jennifer Kinslow, site administrator) is notified via
email and mail of the student’s scaled score. The passing scaled score is 90.
Jennifer notifies Admissions. Student is also mailed a copy of their scaled score
by ACTT to their home address. (If we transition to on-line version, we will
continue to administer CELSA exam to non-graduates. Compass ESL and LOEP
are not ATB approved.)
12.)
Demographic information form/score report are kept by ESOL Department and entered
onto screen 224 within 24 hours. (If we transition to on-line version, a program will need
to be developed to do this automatically. Testing advisors will verify that test scores are
in the computer within 24 hours.)
13.)
Check-in cards are filed alphabetically in the testing lab.
14.)
CELSA answer sheets and high school graduation verification forms are sent to
Admissions and scanned. (If we transition to on-line version, computerized score report
and graduation verification form will be sent to Admissions.)
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Special Placement Testing for Students with Disabilities Flowchart
1.)
Special testing referral from:
 Admissions Counselor
 Testing Advisor
o Student may indicate prior to Accuplacer testing that they have test
modifications.
o Student may indicate after taking Accuplacer test that they have test
modifications.
 Services for Students with Disabilities Office
 Counseling and Advising Office staff
2.)
Student must provide recent documentation to MCC. Documentation may be sent to any
of the following departments/individuals:
 Barb Arnone, Counseling and Advising
 Jennifer Kinslow, Counseling and Advising
 Admissions Office
 Services for Students with Disabilities Office
Student may also provide documentation at the time of check-in for Accuplacer.
All documentation will be forwarded to Services for Students with Disabilities to be
scanned into ImageNow and linked with respective student on SIS.
3.)
If student documentation test modifications indicates:
 only calculators are permissible OR student chooses to use calculator accommodation
only, student may take Accuplacer on a walk-in basis. Refer to BPA for Accuplacer
placement testing.
 only separate location, student may set up appointment prior to testing (with Jennifer
Kinslow) or make request at time of walk in. Student will take Accuplacer. Refer to
BPA for Accuplacer placement testing.
 only extended time on tests, student may take Accuplacer on a walk-in basis. The
Accuplacer test is untimed. Refer to BPA for Accuplacer placement testing.
 tests read, student must make appointment in advance with Jennifer Kinslow
(Counseling and Advising). COMPANION Special Format, produced by Accuplacer,
will be used. Calculators may or may not be used, depending on documentation.
o If student is a high school graduate, GED recipient, or currently in high school
on track for a local or Regents diploma, student has option to take any
portions of COMPANION an audio. Many students will choose to take
English with COMPANION and Math Accuplacer.
o If a student is not a high school graduate, including IEP diplomas, student
must take the entire COMPANION audio test.
 need for Braille edition, student must make appointment in advance with Jennifer
Kinslow (Counseling and Advising). COMPANION Special Format Braille edition
will be used. Voice activated calculator/computer may be used if documentation
permits.
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4.)
Student arrives day of test and fills out check-in card, high school graduation verification
form, and provides photo ID.
5.)
Directions for COMPANION test are provided by testing advisor (Jennifer Kinslow).
6.)
Student tests while testing advisors and/or peer advisors proctor. COMPANION is
untimed.
7.)
Upon completion, test is hand scored; placements are derived using placement guidelines;
student is advised and/or referred to Admissions.
8.)
Scores and placements are entered onto screen 224 of SIS. Admissions counselors (Sarah
Hagreen and/or Donna Burke) are notified by email that scores are available for review.
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