PLACEMENT TESTING

ACCUPLACER is a set placement tests accessed via a computer workstation and the Internet. Although you will be taking these tests on a computer, it is not necessary that you have extensive skill with a computer. Only basic keyboard and mouse skills are needed. The test will begin with a tutorial explaining how to respond to each question type. All questions (with the exception of the essay) are multiple choice.

Since these tests are not timed, you may work at your own pace. If you are taking all four tests, you can expect to complete the program in about 2 hours. However, some students may need and are free to use more time to complete the tests. In some cases, students may take an additional mathematics test to further assess math skills. In these instances, it may take a little longer to complete the sequence.

ACCUPLACER tests are computer-adaptive. “Computer-adaptive” means that your performance on one test question will determine the difficulty level of the next question on the test. Your final score on each test is determined by two things: how many questions you answered correctly, and the difficulty level of the questions you answered correctly.

You can learn more about the Accuplacer program and practice with real questions at https://accuplacer.collegeboard.org/students/prepare-for-accuplacer/practice.

• Photo Identification
• Facial Covering

You will not be allowed to leave the testing room once the test has begun. No talking is allowed once the test has begun, and calculators, spell checkers, and cell phones are not permitted. If you have a cell phone, please turn it off before you enter the testing room.

If you are a student with a documented disability, you need to contact the Office of Accessibility Resources (OAR), as early as possible, in order for disability personnel to obtain the required documentation necessary to facilitate setting up accommodative placement testing. If you have not disclosed your disability but request accommodative placement testing the day of the test, you can either take the placement test without accommodations, or wait to take the placement test with accommodations by providing the appropriate documentation to OAR for review and preparation.

Contact Jeanne Shaw at 315-294-8422 (Auburn campus) or Heather Crofoot at 315-593-9327 (Fulton campus) for procedures and documentation guidelines for disability services. Please do not contact them for other testing-related questions.

Cayuga Community College permits off-campus placement testing for prospective students who wish to challenge their placement but are unable to participate in on-campus testing. To take a placement test off-campus, the student must:

• Discuss placement testing as an option for or to challenge Mathematics or English placement with the Student Engagement advisor or Admissions staff member who is helping you with your first-time course registration.
• The staff member assisting you with your registration will contact the Learning Commons – Academic Support to set up your placement test.

Students who choose Meazure, an online remote virtual proctoring service, for their placement tests can take the placement test in the location of their choice provided it has a computer, standard webcam, audio capabilities, high-speed internet connection, and is an environment without other people or distractions. If you are interested in taking the placement test via Meazure, please let your Admissions counselor know, so they can direct you to Learning Commons – Academic Support staff accordingly.

After the Learning Commons – Academic Support receives your information from the Admissions or Student Engagement advisor, you will receive a confirmation email from Cayuga and an email from ACCUPLACER with instructions on how to schedule your virtual placement test appointment with Meazure.

Accuplacer Sample Questions are available for practice quizzes in each test category, along with an answer key. To read this file you will need Adobe Reader, a free download.

Sign up for the FREE ACCUPLACER Study app by visiting https://accuplacer.collegeboard.org/students/prepare-for-accuplacer/practice and clicking on “Get the Study App.”

You can also find review/preparation books and software in bookstores and libraries. While there are no books available specifically for Accuplacer tests, materials designed for the GED, ACT, or “basic skills” will be helpful.

Reading Comprehension Test (20 questions)
This test measures your ability to understand what you read. Some questions will ask you to read the statement or passage and then choose the best answer to the question. Answer the question by what is stated or implied in the passage. Your test score will determine whether you would benefit from enrolling in Cayuga’s pre-college reading course (English 097: Fundamentals of Reading).

Sentence Skills Test (20 questions)
This test measures your understanding of sentence structure – how sentences are put together and what makes a sentence complete and clear. Some questions will ask you to select the best version of the underlined part of the sentence. The first choice will be the same as the original. If you think the original sentence is best, choose the first one. Your test score will help to determine whether you would benefit from enrolling in one of Cayuga’s pre-college writing skills courses (English 049: English Skills or English 098: Fundamentals of Writing) or are ready for college-level English (English 101: Freshman English I).

Arithmetic Test (17 questions)
This test measures your ability to perform basic arithmetic functions and to solve problems that involve fundamental arithmetic concepts. Questions will test your knowledge of decimals, fractions, and percents, and can be answered without the use of a calculator. Your test score will determine whether you would benefit from enrolling in one of Cayuga’s pre-college mathematics courses (Math 070: Pre-algebra or Math 099: Elementary Algebra) or are ready for college-level math.

Elementary Algebra Test (12 questions)
This test is divided into three types of questions. The first type measures your ability to understand operations with integers and rational numbers, and includes computation with integers and negative rationals, the use of absolute values, and ordering. The second type, which involves operations with algebraic expressions, tests minimal skill levels using evaluation of simple formulas and expressions and adding and subtracting monomials and polynomials. The third type of question involves the solution of equations, inequalities, and word problems. Your test score will determine whether you are prepared for an introductory college-level mathematics course or a higher-level math course.

College-Level Mathematics Test (20 questions)
This test assesses proficiency in intermediate algebra through precalculus. Questions represent a number of categories, such as algebraic operations including simplifying rational algebraic expressions, factoring and expanding polynomials, manipulating roots and exponents, solutions of equations and inequalities, coordinate geometry, trigonometry, and other mathematical operations. Your test score will determine whether you are prepared for a higher-level math course such as pre-calculus or calculus.

Not all students will take the Arithmetic or College-level math tests. It will depend largely on your performance on the Elementary Algebra Test.

Written Essay (at least 300 words)
You will be asked to prepare a multiple paragraph writing sample of at least 300 words on a specific topic. Your writing sample will be scored by how effectively it communicates a whole message to the readers. Your score will be based on your ability to express, organize and support your opinions and ideas, NOT the position you take on the essay topic. Your score will determine whether you would benefit from enrolling in one of Cayuga’s pre-college writing skills courses (English 049: English Skills or English 098: Fundamentals of Writing) or are ready for college-level English (English 101: Freshman English I).

In Auburn, the ACCUPLACER tests are administered in the College’s Learning Commons – Academic Support, located in the Library Building. In Fulton, the ACCUPLACER tests are administered in one of the Fulton Center’s computer labs.

If you have any questions about the test, feel free to contact the Learning Commons – Academic Support at 315-255-1792 x2293 (Auburn) or 315-592-4143 x3028.

SAMPLE ESSAY PROMPT AND RESPONSE

Sample Prompt

Passage

An actor, when his cue came, was unable to move onto the stage. He said, “I can’t get in, the chair is in the way.” And the producer said, “Use the difficulty. If it’s a drama, pick the chair up and smash it. If it’s comedy, fall over it.” From this experience the actor concluded that in any situation in life that is negative, there is something positive you can do with it.

Adapted from Lawrence Eisenberg, “Caine Scrutiny.”

Assignment

Can any obstacle or disadvantage be turned into something good?

Sample Essay Response – Score of 8 (the highest score possible)

An obstacle or disadvantage may appear to be a setback, though either has the ability to be turned into something good. For instance, Rosa Parks participated in the Civil Rights Movement in the 1950s and 60s and was jailed for her involvement. Though her jail time was initially a setback and an obstacle she had to overcome, it eventually led to the Montgomery Bus Boycott and the gradual desegregation of the United States. Similarly, the Dean of Students at my school has to overcome the obstacle of paraplegia each day, yet he describes himself as a stronger and more sensitive individual as a result. Rosa Parks and my Dean are clear examples of obstacles being turned into something good.

In Montgomery, Alabama during the Civil Rights Movement, African Americans were required to sit in the back of public buses. One day Rosa Parks refused to sit in the back of the bus and was sent to jail for her acts of civil disobedience. This action resonated with African Americans nationwide but particularly in Montgomery. The African American people staged a boycott and contributed to the desegregation which was a goal of their movement. Rosa Parks served as a symbol of what was possible if one would simply take a stand and turn their situation from unjust and degrading to one that made a profound difference in today’s society.

The Dean of Student at my school, was an English teacher, a track coach, and the Dean of Students before the roof of his barn collapsed on him a few years ago. He had always been a strong man who genuinely cared for his students. Who respected and loved him. After his accident, he lost the use of his legs and feet and his life drastically changed. He had become unable to care for himself and lost great-amounts of self-esteem. He ultimately decided he had to get his life back so he learned how to live independently through physical training courses, he learned to drive a car, and he returned to school. His experience which could have destroyed him and the goals he had actually allowed for him to build strength he never knew he had. Through his actions he made a severe disadvantage into a very positive life change.

Through their varying experiences, Rosa Parks and my dean demonstrate that any obstacle or disadvantage can be turned into something good.

Comments

This essay demonstrates outstanding critical thinking as it insightfully develops a point of view (an obstacle or disadvantage may appear to be a setback, though either has the ability to be turned into something good), supporting it with effective, fully developed examples. Well organized and focused as it shows how people’s actions can make “a severe disadvantage into a very positive life change,” the response exhibits clear coherence and smooth progression of ideas (After his accident, he lost the use of his legs and feet and his life drastically changed… His experience which could have destroyed him and the goals he had allowed for him to build strength he never knew he had). The essay exhibits skillful use of language, using a varied, accurate, and apt vocabulary (This action resonated with African Americans nationwide), and a varied sentence structure appears throughout. Displaying clear and consistent mastery, this essay earns a score of 8.

1. I understand that I must comply with these testing rules and conditions and if I fail to do so, my test results may be canceled, and legal action or other remedies may be pursued.
2. I understand that ACCUPLACER is administered to obtain information to assist in placing me in the appropriate course, determining the need for developmental coursework or meeting college or other governing body mandates. I further understand that ACCUPLACER may only be taken for these reasons and may not be taken for any other reason.
3. I understand that I must have proper identification to be permitted to take ACCUPLACER. Proper identification includes one piece of positive identification which includes a picture.
4. I understand that my responses may be used for purposes of training and instruction. Further, I understand that if my response is used for these purposes individual identifying information will be removed.
5. I understand that the test administrators are responsible for maintaining a secure test administration and that I authorize the administrators to act as my agents in maintaining test security and will cooperate with them. I further agree to follow all reasonable oral or written instructions presented at the test administration. I understand that if I fail to comply with this requirement, I may be dismissed from the test administration and/or my score may be canceled.
6. I agree not to communicate with other examinees or other individuals other than the test administrators during the test administration. I further agree not to disrupt or in any way behave in any way that would adversely affect my performance or the performance of other examinees. I understand that if I fail to comply with this requirement, I may be dismissed from the test administration and/or my score may be canceled.
7. I understand that all test questions and other test materials are the property of The College Board and/or its contractors and have been developed at great cost. I further understand that the materials must be kept confidential and secure from disclosure. These materials are not available to me outside the test administration, either before or after the test administration. I understand that I can not and will not take any assessment materials including notes from the test administration room. Any other duplication of test materials, in whole or in part is prohibited. I promise and agree not to disclose any of the contents of the assessment and will not duplicate or reproduce information contained in those booklets in whole or in part. I understand that if I should fail to comply with this requirement, I may be liable for the costs associated with a failure to comply and may be subject to other legal remedies including injunctive relief for any such action on my part.
8. I understand that my scores will be made available to Cayuga Community College personnel. If I wish to cancel my scores, I must do so before leaving the test center by notifying the test administrators in writing of my desire to do so. If The College Board has any doubt about the legitimacy or validity of my score, they may cancel my test score if in their sole opinion there is adequate reason to question the validity or legitimacy of the score.
9. I understand and agree that liability for test administration activities, including but no limited to the accuracy of the assessment materials, assessment scores, administration conditions including computer equipment, will be limited to a retake of the assessment or correction of the scores at no additional charge. I waive all rights to all further claims arising out of any acts or omissions of The College Board or its contractors.
10. I understand that the assessment itself and the assessment program are subject to change at the sole discretion of the College Board and its contractors.

If I object to any of these rules or conditions, I understand that I will advise the test administrators before the test administration and the objection will be considered prior to allowing me to take the assessment. If my objection is not honored, I will not be permitted to take the assessment. I understand that should any of these rules or conditions or another aspect of the assessment process be declared by any court of competent jurisdiction to be invalid or illegal, the remaining rules, conditions, and assessment components will not be affected and will remain in effect.