Testing and Placement Policy 2015

Rev: January 2015

TESTING & PLACEMENTGUIDELINES

FY 2015

CCC Testing & Placement Guidelines FY 2015

Page 2 of 32Revised: January 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 testin g @ ccc . e du 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 ChicagoOffice of Academic Affairs

226 West Jackson BoulevardChicago, IL 60606



Table of ContentsIntroduction...................................................................................................................................... 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 ........................................................................................... 17ESL (English as a Second Language)………………………………………………………………………………………………………………..18CASAS ……………………………………………………………………………………………………………………………………………………………19

BEST Literacy and BEST Plus……………………………………………………………………………………………………………………………20

TABE (Test of Adult Basic Education)………………………………………………………………………………………………………………21

Appendices ..................................................................................................................................... 25A. Chart of Approved Placement Tests ..............................................................................................................26B. 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



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 A p p e nd ix A . These tests include:

C O M PASS 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 PracticalNursing (PN) programs;

TABE, BEST Literacy, BEST Plus, and CASAS: for students wishing to pursue coursework inAdult Basic Education/General Educational Development (ABE/GED) and English as a SecondLanguage (ESL) in the Adult Education Program.

w e bC A PE ( w e b Co m p u t e r A d a p t i ve Place me nt E xa m ) – 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 takewebCAPE.

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 A p p e n d ix 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 – m u st t a k e 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 yearb. TEAS V or LPN Step exam- 1 yearc. 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.



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 July1 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). ht t p : // a p p s .ccc .e du/ b r p ub li c / 2 0 1 3 /d e c / 3 2 1 0 8 . p d f

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.

http://www.manyagroup.com/about-sat-test

https://sat.collegeboard.org/contact

https://sat.collegeboard.org/contact

http://www.actstudent.org/scores/send/index.html



c. Waiver Codes –

i. Tes t i n g servi c e i nd i c a t or c o d es are to be used o n l y when an HLC/NCA1- accredited 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. T h e TOEFL t est may be waived for international students from English speaking countries (Appendix C). Service indicator codes (waiver codes) to be used are:

Service Indicator Code DescriptionAW 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. M a n u al E nt ry – 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. M a t h – All math placements should be made according to the placement recommendations listed on the computer printouts.

Note: o n ly m a t h d e p ar t me n t c h airs 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 (WASC- Junior).



PLACEMENT TESTING PROCEDURES COLLEGE CREDIT

1. Determine if a student is a high school graduate from an HLC/NCA2-accredited school, a GEDrecipient, 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 h ig h e s t 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. S tu d e n t s w i t h o u t p ri o r c olleg e le v el c o u rse w ork or k n o w le d ge 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 (WASC- Junior).3 COMPASS PLACEMENT: Students who score below the cut-off level for placement and do not have a high school diploma orhigh 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.



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.

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



Standardized Testing Mathematics Course Placement

ACT Math Score SAT Math Score Mathematics Course Placement

1-14 < 340 Foundational Math 3001/3002

15-16 350-390 Math 098, Foundational Math 3003/3004, Math 090**Students must place into Reading 125 or higher

17-20 400-490 Math 099

21-23 500-550

Math 118Math 121

Math 125Math 140Math 143

24+ 560>Math 141Math 143Math 146Math 204Math 207

COMPASS Mathematics Course Placement

COMPASS ScoreDecision Course

PlacementPre- algebra Algebra College

Algebra Trigonometry

17-28 15-23 Student places into pre-algebraFoundationalStudies Level I (3001 -3002)

29-99 15-23 Student places into beginning algebra

Foundational Studies Level II (3003-3004) or Math 098

N/Aa 24-42 Student places into intermediate algebra Math 099

N/Aa 43-99 1-50 Student places into college algebra Math 118, 121,125, 140, or 143

N/Aa N/Ab 51-99 1-50 Student places out of college algebra but does not place out of trigonometry

Math 144, 141,146, or 204

N/Aa N/Ab N/Ac 51-99 Student places into calculus Math 207

a Pre-algebra scores are not used for placement at this level.b Students must score between 43 – 99 in algebra at this level.c Students must score between 51 – 99 in college algebra at this level.

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.



CCC Testing & Placement GuidelinesFY 2014

w e bC A PE Exam Sco r e s a nd C o u r se P l a ce me nt


LanguageScore Required and OtherPre- Requisites Language Score Required and Other Pre- Requisites

French 101 Score 0-259 Spanish 101 Score 0-269

French 102 260-336 OR C in 101 Spanish 102 270-345 OR C in 101

French 103 337-402 AND Consent of ChairOR C in 102

Spanish 103 346-426 AND Consent of Chair OR C in 102

French 104 Above 402 AND Consent ofChair OR C in 103.

Eligible for English 101

Spanish 104 Above 426 AND Consent of Chair OR C in103.




Spanish 111 Native Speakers.

0-345 AND C in English 100



Spanish 113 Native or near Native.

0-345 AND Consent of Chair



Spanish 114 C or Better in 114

AND Consent of Chair



Spanish 191Placement Test AND Consent of Chair ANDEligible for English 100

Spanish 192Placement Test AND Consent of Chair ANDEligible for English 100

Spanish 198 Consent of Chair and Placement Test or other required pre-requisitesSpanish 199

Spanish 206 427 and higher. Consent of Chair required.OR C in 104 AND Eligible for English 100





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 h t t p s: / /ww w .a t i t es t i n g. c om / S o l ut i o n s/ P r e N u rsi n gSc h oo l / TEAS.as p x 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 ht t p s: / / www .a t i t es t i n g. c om / S o l ut i o n s/ P re N u rsi n gSch o ol / L P N S T E P.as p x 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 post- secondary skills. Students entering occupational skills programs should be administered the COMPASS Reading, Writing, and Math tests.

Cut-Off Scores for Occupational Programs

Test ScoreCOMPASS Reading 62

COMPASS Writing 35

COMPASS Math 33

Note: A writing sample is not required for occupational students.



EARLY COLLEGE INITIATIVES (DUAL ENROLLMENT AND DUAL CREDIT)

Dual EnrollmentDual Enrollment allows qualified4 high school students the opportunity to enroll in courses offered atCCC 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 CreditDual 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 E-Write 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 pre- requisite 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 ExamStudents 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.



END OF ABILITY TO BENEFIT (ATB) PROVISION5

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 andCLEP exams are offered at the Testing Resources Center at any CCC college.

General Proficiency ExamsThe 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 ExamsHigh 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 S t ud e n t for more information.

World Language ExamsStudents 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 s am e 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 a t l east 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).



3. Based upon transcript review, students may transfer two courses totaling at least 6 (semester) credit hours in the s am e 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 t hr e e 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 previoustesting, 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 m u st r e t e s t 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.



WORLD LANGUAGE PROFICIENCY EXAMS

CLEP Gene r a l a nd W o rl d La n g u ag e Exa m i n a t i on

Students are eligible to retest 6 months from the original testing date. Normal testing fees apply. More information may be found by visiting the C L EP testing pages on the CCC website – CLEP General Exams and CLEP World Language Exams – and CLEP Guidelines for Retaking an Exam.

A C T FL W o r l d La n g u ag e Exa m i n a t i on

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 EducationBridges, 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.



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

GatewayCCC 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 coursesbased 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 BridgesBridge 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 OpportunityThe 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.



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 post- test 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). T he po s t - test m ust be t he s am e tes t , a l te r n a te f o r m . 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 t h e p os t -t e s t w ill n ot c o un t . 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:



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 state- approved 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 ESLcourses:

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 ESLcourse. 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.



CASASThe 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 PlacementPrograms 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 . c asas . 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 SystemLevel

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, thestudent should be tested with another approved assessment that reflects the need for those services.

CASAS Pre-/Post-Testing GuidelinesPre-testing is required by either the third class meeting (fixed-entry) or by the student’s third classperiod (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.



BEST L i te r a cy

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 w ww . c al.or g . 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 ww w .i cc b .or g , 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 post- testing students.



ESL Tests and NRS Levels

NRS LevelsBEST LiteracyScale Score

CASASScale Score

Beginning Literacy 0-20 180 and belowLow Beginning 21-52 181-190High Beginning 53-63 191-200Low Intermediate 64-67 201-210High Intermediate 68-75 211-220Advanced 76-78 221-235

A d u l t B a s i c E d ucat i o n / A du l t S e c o nd a r y E d uca t i o n (ABE / A SE) T e st

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). A50-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

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+

6 Adult Education and Family Literacy Regional Updates—Fall 2004.



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 toAdminister

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 Computation25Forms 7 & 8

40Forms 9 & 10

15 minutesForms 7 & 8


Applied Mathematics 50 50 minutes

TABE Survey

Test Number of questions Time

Reading 25 25 minutes

Mathematics Computation15Forms 7 & 8

25Forms 9 & 10


15Forms 9 & 10

Applied Mathematics 25 25 minutes

TABE Form 9 Reading Complete Battery

LevelRaw Score Grade

EquivalencyLevel L Level E Level M Level D Level A

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

High Intermediate ABE 45-50 39-44 32-39 29-37 6.0-8.9

Low Advanced ASE 45-50 40-43 38-41 9.0-10.9

High Advanced ASE 44-50 42-50 11.0-12.9



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

LevelRaw Score Grade

EquivalencyLevel L Level E Level M Level D Level A

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


Low Advanced ASE 46-50 41-44 37-40 9.0-10.9


TABE Form 9 Reading Survey

LevelRaw Score

Grade EquivalencyLevel 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


Low Advanced ASE 23-25 19-20 18-19 9.0-10.9


TABE Form 10 Reading Survey

LevelRaw Score

Grade EquivalencyLevel 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


Low Advanced ASE 23-25 20-21 18-20 9.0-10.9




The TABE Math test scores for placement are available in the TABE Norms Book, Forms 9 and 10, available from www . c tb . c o m .

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.



APPENDICES



Appendix AC h a r t of Ap p rov e d P l a c ement Te s ts

Approved Placement Tests Applicability

COMPASS

Associate Degree Programs

College Bridge Program

College Excel Program

Occupational Skills Programs

CCC Writing May be used for placement – Associate Degree Programs

webCAPE

Applies only to Spanish or FrenchAssociate in Arts Degree

Course Takers – For transfer or elective

Personal Enrichment

ACT

May be used for placement

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)



Appendix B

Test A c co mmoda t i o n s

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 Re h a b il i t a t i on A c t o f 1 9 7 3 and the Am e ric a n s w i t h D is a b ili t ies Ac t . 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 D isa b i li t y Ac c ess Ce n t er 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.



Appendix C

TOEFL W a i ver Co d es

International students from the following English speaking countries are eligible for the TOEFL test waiver.

Country Code Country Code Country Code Anguilla AV India IN Sierra Leone SL Antarctica AY Ireland EI Singapore SNAntigua andBarbuda

AC Jamaica/ WestIndies

JM Solomon Islands BP

Australia AS Kenya KE South Africa SF Bahamas BF Kiribati KR Sri Lanka CE Belize BH Lesotho LT St. Christopher SC Bermuda BD Liberia LI St. Kitts & Nevis KV Botswana BC Malawi MI St. Lucia STBritish VirginIslands

VI Malta MT St. Vincent & VCthe Grenadines

Brunei BX Marshall Islands RM Swaziland WZ Canada CA Mauritius MP Tanzania TZ Cayman Islands CJ Micronesia FM Tonga TN Channel Islands HL Namibia WA Transkei SFCiskei SK Nauru NR Trinidad & TD

TobagoCyprus CY New Zealand NZ Tuvalu TV Dominica DO Nigeria NI Uganda UG Falkland Islands FA Pakistan PK United Kingdom UK Fiji FJ Palau PS Vanuatu NH Gambia GA Papua New Guinea PP Vatican City VT Ghana GH Philippines RP Venda SFGibraltar GI Rhodesia (same as

Zimbabwe)RH Virgin Islands VQ

Grenada GJ Samoa WS Wales UK Guyana GY Scotland UK Zambia ZA

Seychelles SE Zimbabwe RH(same asRhodesia)



A d vanc e d P l a c e m ent Cou r s e E q u iv a lenc i es

AP Examination scores are reported on a 5-point scale, as follows:5 – Extremely well qualified4 - Well qualified3 – Qualified2 – Possibly qualified1 – No recommendation

CCC offers college credit for the course equivalent per the table below. Exam scores of 1 and 2 are not accepted. Visit A P S t u d e n t for more information.

Advanced Placement Course & Examinations CCC Course EquivalentArt History Art 103General Portfolio Art 200Art 2D Design Art 114Art 3D Design Art 145Biology Biology 121Calculus AB Mathematics 207Calculus BC Mathematics 207 & 208Chemistry Chemistry 201Chinese Language & Culture Chinese 101 & 102Computer Science A CIS 101Computer Science AB CIS 102Macroeconomics Economics 201Microeconomics Economics 202English Language English 101English Literature Literature 110Environmental Science Biology 106European History History 232French Language French 101 & 102Comparative Government & Politics Political Science 203United States Government & Politics Political Science 201Human Geography Geography 201Italian Language & Culture Italian 101 & 102Japanese Language & Culture Japanese 101 & 102Latin Literature (not available)Latin: Vergil (not available)Music Theory Music 101Physics B Physics 221Physics C Physics 235Psychology Psychology 201Spanish Language Spanish 101 & 102Statistics Mathematics 125Studio Art (not available)U.S. History History 111World History History 141

Appendix D



Appendix ECellphones 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.

Cal c u l a tor Use P o l ic y

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 S tu d e n t Fr e q u e n t ly As k ed Qu e s t i o n s

WA R N I NG :

S tu d e n t s are re s p o n s i b le f or k n o w i n g i f th e i r c al c u la t or is p er m i tt e d . 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 CalculatorsContain limited memory, and four basic arithmetic functions.



Sci Non-Allowable Calculatorsentific CalculatorsContain limited memory, four basic arithmetic functions, exponential functions,trigonometric functions, and scientific notation.

Graphing CalculatorsContain 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

Non-Allowable Calculators



Appendix F

Online Learning P o l ic y for Pr oc tored Test Mat e ria l s, Cal c u l a tors, a n d E l e c tronic D ev ic es

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: issuanceof a “0” grade for the test and/or the course (per the Student Policy Manual) or retaking the test.

8Materials include notes and books.

Testing and Placement Policy 2015

Documents