Basis For Proposed ACCUPLACER Scores
WRITING – Carmen Livingston and Steve Wells
For the English placement scores, Steve and Carmen took the placement test a number of times
to determine where students would place if they had the deficiencies we usually see in
students at each level of the composition sequence.
They also checked placement cutoff scores at a number of institutions with comparable
composition sequences.
Finally, they consulted the ACCUPLACER Program Manual, which indicated levels of proficiency
as follows:
Total Right Score of about 53
Students at this level can:
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solve problems in simple subordination and coordination
correct sentence fragments
Total Right Score of about 86
Students at this level can:
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solve problems of faulty coordination and subordination in a sentence with one or two
clauses
manipulate complex verb tenses
correct misplaced modifiers
solve problems that combine grammar and logic
After independently researching, they generated the suggested cutoff scores
READING – Doralee Brooks and Don Breitbarth
To determine reading cut-scores, Doralee and Don reviewed the ACCUPLACER Program manual
and the ACCUPLACER placement scores for six Pennsylvania Community Colleges and the
Community College of Baltimore County (CCBC).
In addition, they took the ACCUPLACER reading test several times and reviewed the proficiency
statements supplied by ACCUPLACER with the goal of correlating each with the expected
learning outcomes for DVS 070 and DVS 103 at CCAC.
Review of the six Pa. community college placement scores showed an average ACCUPLACER
score of 74 was required to be exempt from developmental reading. However, Doralee and Don
felt that CCAC’s demographic was most closely aligned with the Community College of
Baltimore County (CCBC), which has a reading exemption cut-score of 79, college level one cut
scores of 36-60, and advanced college reading cut-scores of 61-78.
Basis For Proposed ACCUPLACER Scores
Similar to Community College of Baltimore County and Westmoreland County, Doralee and Don
suggested a third tier of placement be considered to help better serve our lowest scoring
students. In this scenario, students scoring 35 or below would be advised (not required) to
consider enrolling in an Adult Basic Education (ABE) course before enrolling for college courses.
Lastly, Doralee and Don believe it would have been helpful to have actual students take the
ACCUPLACER before a final decision was made on cut-scores. In the case of reading, this would
allow ACCUPLACER data to be evaluated and compared to the students’ COMPASS and DTLS
scores.
ESL - Wahi Abdulmalek and Rachel Griffo
The ESL cut scores were determined by Wahi Abdulmalek before he went on leave.
After looking at his suggestions, Rachel Griffo took both the Compass ESL tests (to see what our
current methods were) and several ESL Accuplacer tests, including those that are being
suggested for ESL placement.
The proposed tests and scores were adapted from Riverland Community College and Minnesota
State University at Mankato.
MATH – Kathy Kane, Sean Evans and Corinne Brucato
The Math faculty members took the demo placement test multiple times. After getting familiar
with the test, we were confident that the “Proficiency Statements” provided by Accuplacer
matched our experience. We matched the proficiency statements with the content of our
courses.
For the Arithmetic test:
A “Total Right Score” of 57 or less, indicates that students demonstrate knowledge of:
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Performing simple operations with whole numbers and decimals
Calculating an average, given integer values
Solving simple word problems
Identifying data represented by simple graphs
Performing the basic arithmetic operations of addition, subtraction multiplication and
division using whole numbers fractions decimals and mixed numbers
Making conversions between fractions, decimals and percent
These topics match the topics covered in the beginning to middle part of Mat 080. The work
with fractions/decimals and percent also represents material that students struggle with the
Basis For Proposed ACCUPLACER Scores
most. Our decision to go to 54 for the cut off was to ensure that students truly knew the basics
of MAT 080 before placing them out of the class.
A “Total Right Score” of 90 or above indicates that in addition to the previous list, students
demonstrate knowledge of:
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Estimating the squares of decimals and square roots of whole numbers and decimals
Solving simple percent problems of the form p% of q = ? and ?% of q=r
Dividing whole numbers by decimals and fractions
Solving simple word problems involving fractions, ratio, percent increase and decrease
and area
Finding equivalent forms of fractions
Estimating computations involving fractions
Solving simple percent problems of the for p% of ? = r.
Solving word problems involving percent, average and proportional reasoning
Finding the square root of decimal numbers
Solving simple number sentences involving a variable
These topics match the topics covered in the later part of MAT 080 and beginning of MAT 090.
Students in this range indicate that they know most of the material in MAT 080 and should take
the Algebra test.
For the Algebra test:
A student with a ”Total Right Score” of less than of less than 60 demonstrates knowledge of:
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Order relationships and the relative size of signed numbers
Multiplying a whole number by a binomial
Performing operations with signed numbers
Combining like terms
Multiplying binomials
Evaluating algebraic expressions.
This list of topics includes some of the more basic topics covered in MAT 090. It excludes some
of the key topics important for higher level classes, namely solving equations, factoring and
working with rational expressions. A student scoring in this range should take MAT 090 to
reinforce their current skills and prepare for college level work.
In addition to the skills on the previous list, a student with a “Total Right Score” up to 60
demonstrates knowledge of
 adding radicals, algebraic fractions and evaluating algebraic expressions
 factoring expressions in the form 𝑥 2 + 𝑏𝑐 + 𝑐
Basis For Proposed ACCUPLACER Scores
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factoring the difference of squares
squaring binomials
solving linear equations with integer coefficients
This list of topics includes the majority of the MAT 090 content. A student scoring in this range
should be ready to take MAT 108
A “Total Right Score” of 80 and above indicates that in addition to the previous two lists, a
student demonstrates knowledge of:
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Simplifying Algebraic Expressions
Factoring quadratic expressions where a =1
Solving quadratic equations
Solving linear equations with fractional and literal coefficients and linear inequalities
with integer coefficients
Solving systems of equations
Identifying graphical properties of equations and inequalities
This list of topics includes the many of the topics covered in MAT 108. A student scoring in this
range demonstrates knowledge of basic algebra and is ready to take the College level Math
test.
For the College level Math test:
A student with a “Total Right Score” under 60 demonstrates some basic algebra knowledge, but
is not ready for college level mathematics and needs to build a more solid foundation before
moving to higher level courses. This student should take Intermediate Algebra – this is a direct
recommendation from Accuplacer.
A student with a “Total Right Score” of 75 or lower demonstrates knowledge of:
 Working with algebraic expressions involving real number exponents
 Factoring polynomial expressions
 Simplifying and performing arithmetic operations with rational expressions including
complex fractions
 Solving and graphing linear equations and inequalities
 Solving absolute values equations
 Solving quadratic equations by factoring
 Graphing simple parabolas
 Function notation and determining the value of a function
Basis For Proposed ACCUPLACER Scores
This indicates a good working knowledge of the material covered in MAT 108 and should be
ready for pre-calculus and trigonometry
In addition to the topics on the previous list, a student with a “Total Right Score” of up to 99
demonstrates knowledge of:
 A rudimentary understanding of coordinate geometry and trigonometry
 Polynomial functions
 Evaluate and simplify expressions involving functional notation, including composition
of functions
 Solving simple equations involving trigonometric functions, logarithmic functions and
exponential functions
These topics indicate a much of the material covered in MAT 142 Pre-Calculus, but a lack of
knowledge of the topics in MAT 147 Trigonometry. A student scoring in this range should take
trigonometry before going to Calculus I. If a student requires MAT 220 Business Calculus, they
should be placed into this course.
A student with a “Total Right Score” of 99 or above demonstrates knowledge of all of the topics
on the following list and the following:
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Operations involving as solving equations with complex numbers
Understands the relationship between exponents and logarithms and the rules that
govern them
Understand trigonometric functions and their inverses
Solve trigonometric equations
Manipulate trigonometric identities
Solve right triangle problems
Recognize graphic properties of functions such as absolute value quadratic and
logarithmic
A student scoring in this range demonstrates a full knowledge of Pre-calculus and Trigonometry
and should be placed into Calculus I.