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SERVICE: Enrollment - Placement Testing Services

Current Situation:

Placement testing is used for the accurate placement of students in classes and to determine a student's ability to benefit from a Lane education. The ability to benefit provision is required for financial aid eligibility. Placement skills testing is one of the routine steps in the admission process. Credit students who register for eight or more credit hours are advised to take academic skills placement tests in reading, writing, and math.

The OSRL survey indicates that fifty-five percent of students have used Lane's assessment and testing services. Those most likely to have used the services take classes for credit, aim for a two-year degrees or are undecided majors, take classes at the main campus, have completed some college but no degree, are ages 18-24, are single parents, have attended orientation, and have received academic advising. Ninety-six percent received these services on the main campus. One hundred percent found the services helpful. Employee and student input sessions affirm this positive impression of the effectiveness of services, although they noted long waiting times during peak service periods and the need for extended evening and Saturday hours. They commended the professional and accommodating attitude of the testing office employees. Employee comments were favorable toward Lane's efforts to implement placement testing, especially in terms of boosting student success and saving employee and faculty time through class placement guided by skills testing.

Students can take tests at the Testing Office and Downtown Center on a drop-in basis, have them scored immediately, and get information on which courses are best based on test scores. The Testing Office is open from 8:00 a.m. to 5:00 p.m., Monday through Friday with evenings hours until 7:00 p.m. on Tuesday and Thursday. Detailed arrangements for testing and placement have been worked out with some departments (e.g. the Math Department), as have extensive efforts to effect student retention (e.g. 'low readers' are referred immediately after testing to a counselor who is assigned to the Study Skills Department). The Disabilities Services Office collaborates to create testing arrangements for students with special needs.

Placement skills testing represents approximately sixty percent of Testing Center services. In addition, the Center administers:

• the General Education Development (GED) test for people who want the high school Certificate of Equivalency
• Federal Aviation Administration (FAA) and FCC (Federal Communications Commission) computer-assisted tests for airplane pilots and aviation mechanics
• specialized entrance testing for health programs and other programs with limited enrollments
• personality inventories and interest and career assessment instruments (upon counselor referral)
• credit by examination

The Testing Center also offers assistance in the interpretation of test results, computerized item analysis of faculty tests, compilation of research on testing and retention, and publication of study tips for student success. Increases in new student applications, changes in financial aid requirements, the Welfare Reform act, new Adult High School testing requirements, and the influx of dislocated workers have dramatically increased the demand for testing services.

Most testing services are offered at the main campus Testing Office. With the exception of the Downtown Center, testing services are not offered at outreach centers or high schools. There is neither self-service nor WAN access to testing. Proctored arrangements are made for distance learners.

Adult Basic and Secondary Education (ABSE) instructors administer BASIS and CASAS tests to approximately 4,000 students annually. The purpose of the tests is to place adults in appropriate basic skills non-credit clasess in reading, writing, and math. Special training is required to administer and interpret the tests. Students take BASIS tests only once. However, students may take CASAS tests many times since the purpose is to show individual progress. Since BASIS and CASAS both include subtests in reading, writing, and math, the total number of tests given can exceed 24,000.

ABSE's English as a Second Language (ESL) program administers SPL, a form of BASIS and CASAS, which requires oral interviews and evaluations by a trained test administrator. ESL administered approximately 500 tests per year.

Willamette Career Center administers BASIS tests to approximately 200 persons annually, with the total number of tests approximately 600. Consistent with testing at ABSE and ESL, tests are administered on a group and an individual basis.

Several years of intensive study by Testing Office employees have encouraged Lane to conclude that offering computerized testing would be desirable for existing and expanded services. However, resources including physical space, wiring, and hardware are necessary for computerized testing to occur. Lack of space, personnel, and computerization have precluded extending services to those units with extensive demands for testing including those mentioned above (i.e., ABSE, ABSE ESL, and Willamette Career Center).

Desired Situation:

Improve student access to Testing Office services with expanded testing sites and hours of operation. Also provide testing service resources to ABSE, ESL, and the Willamette Career Center. Explore opportunities for self-administered tests, where appropriate as well as WAN access to study materials. High-risk students are identified during entrance placement testing and an early warning system for identifying at-risk students is in place.

Proposed Solution:

Extended service hours will be offered on the main campus (weeknight and Saturdays in collaboration with the Students First! Center) and through increasing off-campus services. Extended facilities and hours will enable the Testing Office to extend BASIS and CASAS placement test services to ABSE, ESL, and Willamette Career Center programs.

Improved on-campus facilities will at a minimum include:

• space for large group testing
• space for individual testing and interpretation
• space and hardware for computerized testing
• a secure lab that could be shared with another College unit (e.g. Financial Aid) and used for additional services to students
• storage space for testing supplies and records
• work or office space for 5-6 employees
• close proximity to the Students First! Center (since testing will remain an integral part of the admissions process)

Additional off-campus services will include:

• group testing services at high schools, primarily those designated as Lane's new community learning centers
• group testing services at Florence, Cottage Grove, and Airport outreach center
• development of permanent placement testing service as part of the Downtown Center remodeling and development as one of the Students First! Center Resource Team sites

The Testing Office will expand its efforts to identify high-risk students during entrance placement testing. An early warning system for identifying at-risk students will be available in all locations. In collaboration with Study Skills, ABSE, and Disability Services, tests will be identified and administered to students who score below appropriate levels on the entrance tests. High-risk students will be contacted by an advising team associated with ABSE and Study Skills and/or the advising team for support and diversity services. The Testing Office will coordinate efforts for early identification of high-risk students in all areas of the College (i.e., credit and non- credit students, Downtown Center, outreach centers)

A placement testing services team will be created and include Testing Office employees, counselor(s), advisor(s), programmer(s), instructional department faculty and employees, Director of Testing, and a student representative. The placement testing services team will be charged with developing a plan for the implementation of computerized testing. In particular, the team will investigate the feasibility of offering self-administered placement tests. In the interim, study guides (such as the ones used to study for math placement tests) will be placed on the WAN and WWW.

Regardless of an increase in group testing, computerized testing, and some type of WAN access, there will still be a demand for one-to-one testing and interpretation and attendant high levels of customer service. Appropriate placement of employees and continuous cross- training will ensure quality and efficient services.

Coach (from Redesign Team): Carol Lynn Morse, Jana Nelson
Sponsor: Linda Fossen, Mary Spilde, Larry Warford
Due Date: Summer 1998
Performance Measures:

Measurement	Tools for Measuring	Responsibility for Tracking Measurement
increase the number of locations that students can routinely take placement tests from 2 to 6 by July 1998	baseline = simple count follow-up = simple count	Students First! Center Process Owner Manager

Action Plan for Implementing Solution:

Task	By Whom	By When	Resources Required
Identify and convene a placement testing services team	Linda Fossen, Director of Counseling	Fall 1996
Develop a plan for implementing computerized placement testing	Placement Testing Services Team
Develop a plan for providing BASIS and CASAS testing for ABSE, ESL, and Willamette Career Center	Placement Testing Services Team	Winter 1997
Investigate feasibility of group testing at high school, primarily those designated as community learning centers	Placement Testing Services Team	Winter 1997
Develop placement testing services in concert with Downtown Center remodeling	Dan Hodges	1996-97
Plan extended hours of Testing Office (pre- and post- bond construction)	Dan Hodges	1996-98
Investigate the possibility of offering self-administered placement tests	Placement Testing Services Team	1997-98
Place study materials on the WAN	Dan Hodges	1996-97
Plan and implement cross training activities for testing office employees and those with testing-related jobs	Placement Testing Services Team	1996-98
Develop an early warning system for high risk students	Placement Testing Services Team, Advising and Counseling Team	1996-98