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COMPASS--Computer-Adaptive Placement Assessment and Support System--is a comprehensive software package developed by ACT to help postsecondary institutions place students into appropriate course levels. COMPASS has been chosen by the Tennessee Board of Regents as an assessment tool used in determining a student's level of preparation for college-level courses. |
The A-100 Guidelines are
reviewed by Developmental Studies Program (DSP) Directors/ Coordinators and the
appropriate Tennessee Board of Regents (TBR) sub-councils and they are approved
by TBR Presidents. They are intended to provide general information about the
DSP and to serve as uniform standards for administration of the DSP within the
TBR system.
1.
Assessment decisions are based on valid ACT/SAT scores. Standard ACT
scores used for placement decisions in the TBR system must be made
available by the DSP coordinator upon request.
2.
Valid ACT/SAT scores are those earned within three years prior to the
first day of a student’s entering term.
3.
No program assessment is required of any student with a valid ACT
composite score of 26 or higher.
4.
ACT/SAT scores, when available, will be used as the first-line tool for
placement. Other assessment and/or
diagnostic instruments [see COMPASS] may be used as secondary or challenge tests to provide
for optimal placement decisions.
B.
Requirements for Assessment and Placement
Assessment Criteria:
1. Degree-seeking Students less than 21 years of age will be assessed for DSP placement according to ACT scores. An ACT score that is less than 19 in the subject areas of reading, writing, or math will require
placement in DSP or
further assessment
2.
Degree-seeking Students 21 Years of Age or Older (who are not required
to submit ACT scores)
a.
may submit valid ACT/SAT scores and will be placed accordingly, or
b.
will
be required to complete assessment tests in reading, writing, and math.
3. Transfer Students
a.
Students without college-level English composition credit will be assessed in writing based on a valid ACT score or other
appropriate assessment test
b.
Students without college-level mathematics
credit
will be assessed in mathematics based on a valid ACT score or
other appropriate assessment test.
Deficiencies in English or mathematics units may be removed by
a. scoring at college level
on placement tests other than ACT
b.
completing DSP requirements; or
c.
scoring 26 or above on the ACT composite.
7.
International
Students
a. may submit valid ACT/SAT scores then follow appropriate
guidelines, or
b.
must complete assessment tests in reading, writing, and math
8.
Screening
Adjustments
a. Students who are not required to undergo assessment may
request testing
b. Instructors may recommend testing for students who did not
undergo
assessment but later showed deficiencies.
c.
Students who have been assessed may be moved within the
program based on further holistic assessment such as
1) evaluation of high school transcripts;
2)
additional diagnostic testing
3) provisions for open entry/early exit. (See DSP coordinator
for options.)
d. Re-testing for assessment may be available for an additional
fee. (See DSP coordinator for options and approval to retest.)
II.
POLICIES AND PROCEDURES
A.
Students placing in DSP will satisfactorily complete DSP
requirements during their initial terms of enrollment.
B.
Institutions must identify DSP prerequisites or co-requisites for
college-level courses.
Students
who have been assessed and found to be deficient in prerequisite skills must
remove those deficiencies by either of the following interventions:
1. removing those deficiencies prior to enrolling in the specific course(s) requiring those skills, or
2. participating fully in other options required by the institution that will provide the support needed to achieve academic success while concurrently enrolled in course(s) requiring those skills.
C.
Successful completion of DSP competencies is required for progression to
the next higher level.
the course at the next higher level.
2. Students are not
allowed to audit DSP courses.
D. DSP
options other than courses may be available.
Each institution should identify for students, and advise students of
such options when they are appropriate. Successful
completion of DSP competencies, through options other than DSP courses, may be
established by the institution and recorded on the student’s transcript
without the assignment of standard grade.
E. Withdrawal
from DSP will delay completion; therefore, persistence in the
program is
essential. Students placed and
enrolled in DSP should not withdraw except for serious circumstances and with
the concurrence of the DSP coordinator.
F.
Transfer
of Assessment Test Scores, Placement, and Enrollment Reports. The sending
institution must provide assessment test scores for students when requested.
Additionally, when a transcript is requested, the institution must also send
placement and enrollment status reports for transferring students.
A. Credentials. Specialized instructional demands of DSP courses and
other interventions require that DSP faculty should have appropriate background,
training, and experience. Minimal criteria should meet the SACS guidelines for
faculty.
SACS guidelines state that the institution must employ “competent
faculty members qualified to accomplish the mission and goals of the
institution. When determining
acceptable qualifications of its faculty. . . the institution considers
competence, effectiveness, and capacity, including, as appropriate,
undergraduate and graduate degrees, related work experiences in the field,
professional licensure and certifications, honors and awards, continuous
documented excellence in teaching, or other demonstrated competencies and
achievements that contribute to effective teaching and student learning
outcomes.
B.
Faculty and Staff Assignment to the Program. The institutional faculty
handbook and policies should apply to DSP faculty in the same manner as they
apply to other faculty on campus.
IV. STANDARDS
Specific
standards comparable to national standards (e.g. NADE’s Self-Evaluation
Guides, NCTM, NCTE, AMATYC) for each program component must be established,
published, and maintained.
Sources: August 14, 1990 Presidents' Meeting; February 9, 1993 Presidents' Meeting; August 8, 1995 Presidents' Meeting; November 12,1996 Presidents' Meeting; August 8, 2000 Presidents' Meeting; February 13, 2001 Presidents’ Meeting; May 21, 2002 Presidents’ Meeting