in PDF format.
The reading comprehension items are
of two general categories: referring and reasoning.Within each of these
two general categories are several content categories that furtherspecify
the skills and knowledge assessed by each item. Referring items pose
questionsabout material explicitly stated in a passage. Reasoning items
assess proficiency atmaking appropriate inferences, developing a critical
understanding of the text, anddetermining the specific meanings of difficult,
unfamiliar, or ambiguous words based onthe surrounding context.Samples
of items in the prim
The Writing Skills Placement Test presents one or more passages, each containing
several errors. When an error is detected in a passage, clicking on that
section of the passage brings up several alternative segments of text from
which a more appropriate segment can be selected and inserted automatically
into the text. Items in the Writing Skills Placement Test assess basic
knowledge and skills in usage and mechanics (e.g., punctuation, basic grammar
and usage, and sentence structure) as well as more rhetorical skills such
as writing strategy, organization, and style. Samples of items from these
knowledge and skill areas are provided in the following pages.
Skills/Prealgebra and Algebra Tests
Numerical Skills/Prealgebra Placement
TestQuestions in the Numerical Skills/Prealgebra Placement Test range
in content from basicarithmetic concepts and skills to the knowledge
and skills considered prerequisites for a firstalgebra course.
College Algebra, Geometry, and Trigonometry Placement Tests
The COMPASS Mathematics Tests are organized around five principal content
domains:numerical skills/prealgebra, algebra, college algebra, geometry,
and trigonometry. To ensurevariety in the content and complexity of items
within each domain, COMPASS includesmathematics items of three general
levels of cognitive complexity: basic skills, application, andanalysis.
A basic skills item can be solved by performing a sequence of basic operations.
Anapplication item involves applying sequences of basic operations to novel
settings or in complexways. An analysis item requires students to demonstrate
a conceptual understanding of theprinciples and relationships relevant
to particular mathematical operations. Items in each of thecontent domains
sample extensively from these three cognitive levels.