The Chronicle of Higher Education estimates more than 40 percent of students entering college for the first time are in need of developmental education. This creates an enormous burden on colleges and a demand for tools to help make developmental education programs as effective and efficient as possible. The tool that makes a difference on numerous campuses is the COMPASS Diagnostics Tests. This article will address the key assessment and advising needs of developmental educators and outline how a customized COMPASS program is your resource to students’ success.

Diagnostics testing is a must when dealing with developmental education needs. Diagnostic tests identify the strengths and areas of needed improvement for borderline and at-risk students. With this information, developmental educators can formulate appropriate interventions that guide student achievement of academic goals.
Unlike placement tests, which are designed to help admissions and advising personnel accurately place students into courses appropriate to their skill levels, diagnostic tests offer an enhanced view of academic knowledge.

ACT’s COMPASS offers a total of 26 diagnostic tests. Each diagnostics test is adaptive and generally administers 8-12 items in a specific content area. Test results are reported on a scale of 0-99, representing the percent of items in that specific content area that the student is estimated to be able to answer correctly.

• There are three basic models for using COMPASS Diagnostics:
  Placement/Diagnostic Combination Test Package: Institutions that use COMPASS Placement Tests can route borderline students directly into Diagnostics, thereby providing a more detailed picture of a student’s ability levels in specific content areas and avoiding the need for additional testing at a later date. Students scoring above the level specified by the college for activating the diagnostics will not be tested with the diagnostics. While this direct approach will slightly lengthen the testing experience for the particular student, all testing will be accomplished in a single session. The session culminates with the student receiving the fullest of college recommendations via a Standard Individual Report.
• Independent Diagnostic Test Package: Previously identified at-risk students in need of developmental coursework are administered diagnostic tests only. The institution determines the specific content areas to be evaluated and selects the appropriate diagnostics testing. Students receive a score and prescriptive message for each diagnostic measure included in the test package.
• Embedded in Developmental Courses: Teachers of developmental courses frequently administer diagnostic tests to identify strengths and areas of needed improvement, resulting in a customized student study plan. In many cases diagnostic tests are administered at the beginning and end of the course to document student performance gain and demonstrate competencies.

A major institutional challenge is to effectively and efficiently identify students in need of developmental education. If entering students already have admission or placement test results, those scores can be used to identify who may be in need of developmental assistance. Students who scored at or below the benchmark in a particular subject area will benefit from COMPASS Diagnostics Testing. It is an accurate tool to help determine the developmental intervention most appropriate for each student.

• Most colleges administer diagnostic tests to their borderline or at-risk students on campus at their college testing center. However, an increasing number of community colleges are using high school outreach programs to help transition high school students to college. High school outreach programs are proving to be an effective means of increasing college-going rates and student preparedness. There are three standard models for high school outreach:
  Early Intervention –High school sophomores or juniors are informed of the educational and career opportunities available to them and evaluated as to their readiness for college-level work. Students receiving early intervention become better prepared while in high school, thereby reducing the need for college developmental work.
  
• Dual Enrollment – Qualified high school juniors and seniors can take college-level courses while still in high school.
  
• College Transition – High school seniors receive college orientation and take placement and/or diagnostic tests to pre-register for appropriate college courses.

Prior to appropriate plan development, colleges providing intervention for borderline and at-risk students need a detailed understanding of student ability levels in specific content areas. By understanding the students’ background characteristics, COMPASS provides the detailed understanding necessary to develop an effective course of action. Additionally, it is of importance for students to have an awareness of their abilities. COMPASS allows tailored messages to each student outlining their individualized abilities and prescribing developmental interventions.

Too often when educational challenges are encountered there is an inclination to assign responsibility or blame. Regardless of the underlying cause, at the end of the day we are all agents of change and a part of the solution. Delivery of remediation services is both a secondary and post-secondary institutional responsibility. Students with developmental educational needs are not concerned with who is at fault; they just need and want assistance. The challenge, the call to action, for all members of the educational community is to ensure that each and every student is not just college-ready but workforce ready.

As you become more familiar with the COMPASS program, you will discover that it offers a rich set of features with a great degree of flexibility. Each institution can customize their assessments to meet the specific needs of their developmental education students and the remediation services offered.

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About the Author:

Stephanie Lewis

Stephanie Lewis is the new COMPASS/ESL consultant. Although she has been an independent consultant for ACT for the past ten years, she officially joined ACT at the end of March and is excited to be a part of the ACT team. Stephanie completed a Bachelor of Science degree in Social Sciences with an emphasis on Organizational Psychology and Organizational Communication at Boise State University. Prior to her employment with ACT, Stephanie was the Assessment Director for Boise State University working with assessment tools ranging from pre-literacy to corporate certifications.

Please feel free to contact Stephanie Lewis at 916.631.9200 or stephanie.lewis@act.org if you have any questions or concerns regarding COMPASS/ESL