Ohio Administrative Code › Title 3354:2 - Lakeland Community College › Chapter 3354:2-53 - College-Ready Standards › Section 3354:2-53-01 - Assessment of college readiness

Current through all regulations passed and filed through July 1, 2024
Lakeland community college has adopted
				the remediation-free standards established in December 2012 by the presidents
				of Ohio's Public colleges and universities through the Ohio board of regents
				and attached hereto.
The college will assess all new
				students to determine if they meet these college-ready standards by using their
				ACT/SAT score or through the college's placement testing program. This
				assessment will also be used to place students in the appropriate English and
				math courses.
Exceptions to this policy are listed in
				the college catalog.
"
UNIFORM STATEWIDE STANDARDS for
				REMEDIATION-FREE STATUS Established by the Presidents of Ohio's Public Colleges
				and Universities December, 2012
Language in HB 153 (FY12-FY13 operating
				budget bill):
Section
				3345.061(F) 
				Not later than December 31, 2012, the presidents, or equivalent position, of
				all state institutions of higher education, or their designees, jointly shall
				establish uniform statewide standards in mathematics, science, reading, and
				writing each student enrolled in a state institution of higher education must
				meet to be considered in remediation-free status. The presidents also shall
				establish assessments, if they deem necessary, to determine if a student meets
				the standards adopted under this division. Each institution is responsible for
				assessing the needs of its enrolled students in the manner adopted by the
				presidents. The board of trustees or managing authority of each state
				institution of higher education shall adopt the remediation-free status
				standards, and any related assessments, into the institution's policies. The
				chancellor shall assist in coordinating the work of the presidents under this
				division.
For the purposes of the following
				standards and assessments, a student deemed remediation free in a subject will
				be eligible to enroll in a college credit-bearing course in that subject,
				including dual enrollment and Postsecondary Enrollment Option courses. These
				remediation-free standards and thresholds are not intended to replace
				institutional placement policies. Each institution may adopt and implement
				placement policies to ensure that each student is provided the best opportunity
				to succeed in his/her course of study. Admitted students who are deemed
				remediation free are still subject to any pre-requisite and placement testing
				requirements for specific academic programs. The standards, expectations, and
				assessment thresholds in this document are recommended for implementation
				beginning with the Summer 2013 academic term.
Standards /
				Expectations
English
Reading
Key Ideas and
				Details
A.
								Understand that reading is a strategic process of
			 constructing meaning from texts.
B.
								Actively engage
			 texts, autonomously applying skills and strategies that are appropriate for the
			 demands of the texts and their purposes for reading.
C.
								Formulate and
			 clearly express complex ideas related to texts, citing evidence to support
			 inferences and interpretations.
D.
								Think critically
			 and creatively about the texts they read, often drawing upon their personal
			 experiences and knowledge to enhance comprehension.
E.
								Analyze and
			 interpret fiction and non-fiction texts (including expository and persuasive
			 essays) and work-related documents such as manuals, memos, letters and business
			 plans.
F.
								Determine and comprehend the central themes of a text
			 and analyze their development. Summarize the key supporting details and
			 ideas.
G.
								Analyze how and why individuals, events, and ideas
			 develop and interact over the course of a text.
H.
								Analyze how two or
			 more texts address similar themes or topics in order to build knowledge or to
			 compare the approaches the authors take.
I.
								Cite textual
			 evidence to support analysis of what the text says explicitly as well as
			 inferences drawn from the text.
J.
								Integrate and
			 evaluate multiple sources of information presented in different media or
			 formats (e.g. visually, quantitatively) as well as in words in order to address
			 a question or solve a problem.
Craft and
				Structure
A.
								Employ pre-reading strategies to identify features of
			 text that aid comprehension (e.g., informational).
B.
								Understand and use
			 text formatting features (table of contents, glossaries, navigation bars) to
			 effectively locate and acquire information in a variety of
			 texts.
C.
								Differentiate between fact and opinion.
D.
								Employ
			 vocabulary-building strategies while reading various texts.
E.
								Evaluate an
			 author's purpose and point of view by analyzing the use of language, style and
			 point of view found in the text.
F.
								Demonstrate an
			 understanding that the writer's choice of language shapes
			 meaning.
G.
								Evaluate an author's rhetorical and argumentative
			 strategies.
H.
								Interpret words and phrases as they are used in a text,
			 including determining technical, connotative, and figurative meanings, and
			 analyze how specific word choices shape meaning or tone.
I.
								Analyze the
			 structure of texts, including how specific sentences, paragraphs, and larger
			 portions of the text (e.g., a section, chapter scene or stanza) relate to each
			 other and the whole.
Integration of Knowledge and
				Ideas
A.
								Read and respond orally and in writing to texts
			 representing a variety of genres, authors, cultures, and historical
			 periods.
B.
								Establish and apply criteria for selecting and
			 evaluating the credibility of print and multimodal texts for a range of
			 purposes, including research.
C.
								Use features (e.g.
			 pie charts, bar graphs, pictures) to enhance, emphasize, and clarify
			 comprehension of print and multimodal or oral texts across the
			 curriculum.
Range of Reading and Level of
				Text Complexity
A.
								Actively engage texts, autonomously applying skills and
			 strategies that are appropriate for the demands of the texts and their purposes
			 for reading.
B.
								Skillfully read a wide range of increasingly complex
			 texts, print and multimodal.
Writing
Text Types and
				Purposes
A.
								Independently and ethically produce writing that meets
			 the needs of a particular purpose and audience, appropriate for academic and
			 work-related documents.
B.
								Select from a repertoire of processes and modes to
			 develop writing for purposes such as persuasion, explanation, research, or
			 personal expression.
C.
								Use style, voice, and organizational structures that
			 are transparent and appropriate for the rhetorical purpose and
			 audience.
D.
								Adeptly respond in writing to diverse texts and
			 formats, synthesizing, critiquing, and analyzing those texts.
E.
								Adapt writing
			 strategies for audience, purpose and type of task.
F.
								Produce texts that
			 convey an argument that is organized, coherent, fully developed, and
			 rhetorically appropriate in support of a thesis.
G.
								Produce writing
			 that exhibits word choices that convey intended meaning.
Production and Distribution of
				Writing
A.
								Independently and ethically produce writing that meets
			 the needs of a particular purpose and audience, appropriate for academic and
			 work-related documents.
B.
								Draft, revise, and edit writing
			 autonomously.
C.
								Adapt writing strategies for audience, purpose, and
			 type of task.
D.
								Use reflective strategies for critiquing and evaluating
			 student's own and others' writing.
E.
								Employ sentences
			 of varying lengths and structures that are appropriate to audience, purpose,
			 and context.
F.
								Use appropriate conventions of the English language,
			 including grammar and usage, punctuation, capitalization, and spelling.
Research to Build and Present
				Knowledge
A.
								Employ the research writing skills of evaluating
			 sources and integrating them in support of a thesis.
B.
								Accurately and
			 correctly quote, paraphrase, and summarize material from another text to avoid
			 unintentional plagiarism.
C.
								Properly cite sources, using a generally accepted
			 citation system such as MLA or APA.
Speaking, Viewing and
				Listening
Comprehension and
				Collaboration
A.
								Listen actively and speak effectively in a variety of
			 academic and work-related situations.
B.
								Listen carefully,
			 take notes as needed, and not interrupt other speakers when engaged in group or
			 committee work.
C.
								Deliver a clearly organized message when contributing
			 to the group or committee work.
D.
								Take notes while
			 listening to lectures or participating in other forms of information gathering
			 and use the notes to review and reflect on learning.
E.
								Know how to
			 identify and accommodate cultural differences in communication styles and
			 strategies.
F.
								Analyze and synthesize information gathered from a
			 variety of sources.
G.
								Summarize information heard into another form of
			 communication, (e.g., rephrase statements, summarize a speech, paraphrase an
			 oral reading).
H.
								Evaluate and respond to a speaker's
			 message.
I.
								Use viewing skills and strategies to understand and
			 interpret visual media.
J.
								Support and clarify written and oral presentations with
			 visual media resources, including electronic technologies.
K.
								Recognize and
			 respect cultural and language differences in both formal and informal speaking
			 situations.
L.
								Interpret and evaluate a speaker's rhetorical
			 strategies and evidence.
M.
								Employ appropriate non-verbal strategies to enhance
			 communication.
N.
								Understand the impact that visual media have on
			 society.
O.
								Set criteria and evaluate the technology techniques
			 used to influence economic, political, cultural, social, and aesthetic decision
			 making.
Presentation of Knowledge and
				Ideas
A.
								Present successfully to an audience, recognizing the
			 needs of an audience for both visual and auditory messages.
B.
								Deliver a clearly
			 organized message when contributing to the group or committee
			 work.
C.
								Speak fluently, enunciating clearly with appropriate
			 rate and volume.
D.
								Speak effectively and listen actively in diverse
			 communicative contexts.
E.
								Express ideas, thoughts, and concerns effectively in
			 both formal and informal speaking situations, (e.g., conversations, discussion,
			 presentations, collaborative groups, one-on-one interactions, debates,
			 negotiations, and interviews).
F.
								Employ appropriate
			 non-verbal strategies to enhance communication.
G.
								Recognize and
			 evaluate techniques used in visual media to influence opinions, decision
			 making, and cultural perceptions.
H.
								Use images to
			 convey meaning, often in conjunction with written or oral presentations.
I.
								Use
			 visual media or computer technology to communicate effectively with a variety
			 of audiences for a variety of purposes.
J.
								Make strategic use
			 of digital media (e.g., textual, graphical, audio, visual, and interactive
			 elements) in presentations, to enhance understanding of findings, reasoning,
			 and evidence, and to add interest.
Mathematics
Mathematical
				Processes
Problem
				Solving
A.
								Use a variety of problem solving
			 strategies.
B.
								Reflect on and analyze the student's own problem
			 solutions and the solutions of others.
C.
								Connect ideas in a
			 variety of context.
D.
								Solve complex, non-routine, and multi-step problems
			 that may require student formulation of problems and/or sustained thought and
			 effort.
Communication using Math
				Ideas
A.
								Use correct mathematical terminology and
			 notation.
B.
								Show a logical progression of thought, clearly and
			 coherently, orally, and in writing.
C.
								Read mathematical
			 material with understanding and independence.
D.
								Use appropriate
			 degrees of precision based upon problem context.
E.
								Use exact answers
			 (e.g., [TICK] or ð) when appropriate.
Mathematical
				Reasoning
A.
								Understand the need for proof in mathematics; recognize
			 when a proof is required
B.
								Understand the difference between a statement verified
			 by proof and one illustrated by using examples.
C.
								Understand the
			 meaning of logical terms (e.g., and, or, but, not, if " then).
D.
								Understand the
			 significance of and roles played by definitions, assumptions,
			 theorems/propositions, examples,, and counterexamples in mathematics.
Connecting Mathematical
				Concepts
A.
								Connect mathematics with a variety of disciplines and
			 workplace and everyday settings.
B.
								Use connections
			 among and within branches of mathematics (e.g., algebraic properties of a
			 function and geometric properties of its graph).
Appropriate Use of Technology and
				other Tools
A.
								Use a variety of tools to solve mathematical
			 problems-ranging from common tools (e.g., rulers, protractors) to
			 technology-enhanced tools (e.g., calculators, computers,
			 spreadsheets).
B.
								Use technology to collect, organize, and analyze
			 information with the goal of interpretation, presentation, and argumentation
			 and as motivation for proof.
C.
								Use appropriate
			 technology to enhance and support student learning.
Number and
				Operations
Structure of the Number
				System
A.
								Understand and convert between different
			 representations of numbers (decimal, percent, fraction, scientific notation,
			 radicals").
B.
								Explain the effects of operations on the magnitudes of
			 quantities and signs of numbers.
Operations
A.
								Perform arithmetic
			 operations on various forms of real numbers.
B.
								Compute and
			 explain the solutions to problems involving ratio, proportion, percent,
			 scientific notation, square roots, and numbers with integer and rational
			 exponents;
C.
								Apply and generalize properties of operations
			 (including order of operations) as a foundation for algebra.
Estimation
A.
								Estimate the
			 solutions to problems involving ratio, proportion, percent, scientific
			 notation, square roots, and numbers with integer and rational exponents.
Algebra
Equations and
				Inequalities
A.
								Algebraically solve linear equations in one variable,
			 including examples with no solution, one solution, and infinitely many
			 solutions.
B.
								Solve systems of linear equations with two unknowns by
			 graphing, substitution, and addition/elimination; including examples with no
			 solution, one solution, and infinitely many solutions.
C.
								Solve quadratic
			 equations by graphing, factoring, completing the square, and using the
			 quadratic formula (including equations that have complex
			 solutions).
D.
								Algebraically solve linear inequalities and represent
			 solutions in multiple ways such as graphically, inequality notation, and
			 interval notation.
E.
								Algebraically solve absolute value equations in the
			 form dAx + Bd = C and related absolute value inequalities and represent
			 solutions in multiple ways.
F.
								Algebraically
			 solve equations that include rational expressions or radicals including
			 examples that generate extraneous solutions.
G.
								Solve for
			 specified variables in literal equations.
H.
								Solve exponential
			 equations in one variable using logarithms.
Operations with Algebraic
				Objects
A.
								Perform operations with exponents and radicals,
			 including laws of exponents, with both numerical and algebraic
			 expressions.
B.
								Add, subtract, multiply, and divide rational
			 expressions by hand and identify values where they are undefined. (Limit
			 numerators and denominators to monomial, linear and quadratic
			 expressions).
C.
								Evaluate and simplify algebraic
			 expressions.
D.
								Add, subtract, multiply, and divide polynomial
			 expressions (limit divisors to monomial and linear expressions).
Graphing
A.
								Graph linear
			 equations and inequalities and quadratic equations in two variables, with and
			 without technology (limit quadratic equations to vertical and horizontal
			 parabolas).
B.
								Graph common functions (e.g., absolute value, square
			 root, linear, quadratic, rational, exponential, piecewise) with and without
			 technology.
C.
								Read a graph to interpret solutions to an equation and
			 identify and interpret characteristics such as intercepts, extrema, and rates
			 of change.
D.
								Graph transformations of functions (limit
			 transformations to vertical and horizontal shifts, reflections, and
			 stretches).
E.
								Interpret transformations of functions from both a
			 graphical and algebraic perspective.
Functions and
				Applications
A.
								Define functions; determine whether a relationship
			 between two variables (represented in a variety of ways) represents a function;
			 identify, as appropriate for the context, both the domain and range of a
			 function; and use function notation.
B.
								Describe how a
			 change in one variable affects the value of a related variable, for example,
			 problems involving direct and inverse variation.
C.
								Interpret
			 sequences as functions whose domain is a subset of the whole numbers. Solve
			 problems with arithmetic and geometric sequences.
D.
								Adjust the
			 parameters of function families to model relationships between variables
			 (function families include linear, quadratic, piecewise, absolute value, square
			 root, power, and exponential).
E.
								Formulate
			 equations or functions that model problems in a variety of contexts.
Geometry
Structure
A.
								 Describe and
			 explain the different roles of assumptions, definitions, theorems, and proofs
			 in the logical structure of geometry.
B.
								Use theorems about
			 parallel and perpendicular lines, angles, congruent figures, similar figures,
			 right triangles (e.g., Pythagorean Theorem), polygons, circles, polyhedrons,
			 spheres, cylinders, and cones to solve problems.
C.
								Prove theorems
			 about lines, angles, triangles, and parallelograms.
D.
								Use similarity to
			 solve problems and to model proportional relationships.
E.
								Use right triangle
			 trigonometry to solve problems.
Geometric
				Representations
A.
								Represent geometric objects algebraically using
			 coordinates (analytic geometry).
B.
								Use algebra to
			 solve geometric problems.
C.
								Draw and define reflections, rotations, translations,
			 and dilations of geometric objects and understand compositions of these
			 transformations.
D.
								Define, describe, and identify reflectional and
			 rotational symmetry.
E.
								Express transformations algebraically (i.e., using
			 coordinates).
Measurement
A.
								Explain that the
			 geometric measures (length, perimeter, area, volume) depend on the choice of
			 unit, and that measurements are approximations.
B.
								Explain the effect
			 of a scale factor on length, perimeter, area, and volume.
C.
								Calculate the
			 perimeter and area of common plane figures and the surface area and volume of
			 solids.
D.
								Distinguish between exact and approximate values.
			 Explain differences among accuracy, precision, and error, and describe how
			 errors affect later calculations.
E.
								Solve problems
			 involving measurement, including problems requiring a choice of scale and
			 unit.
F.
								Convert fluently from one measurement unit to another,
			 within and across systems.
Probability and
				Statistics
Data Displays and
				Interpretation
A.
								Create and/or interpret graphical displays to describe
			 sets of data (e.g., box-and-whisker, scatterplot, frequency distribution,
			 normal distribution).
B.
								Find and interpret measures of central tendency and
			 variability for sets of data.
Representations and Use of
				Data
A.
								Use the context to determine appropriate way(s) to
			 represent data, and understand the advantages and disadvantages of various
			 representations.
B.
								Identify misuses of data.
C.
								Distinguish
			 between correlation and causation.
D.
								Understand the
			 characteristics of well-designed studies (e.g., lack of bias, sampling methods,
			 randomness) in order to interpret results.
Probability
				Concepts
A.
								Use the fundamental counting principle to determine the
			 number of possible outcomes.
B.
								Compute
			 probability of compound events, independent events, and simple dependent
			 events.
C.
								Compare experimental and theoretical results for simple
			 experiments.
Note: the Ohio College Readiness
				Advisory Committee also provided additional expectations for students planning
				to enroll in calculus. These recommendations are beyond the standards for
				remediation-free status.
Science -Biology, Chemistry,
				Computer Science, Engineering, Geology and Physics
Learning Skills (for all
				students)
A.
								Learn science using a variety of sources including but
			 not limited to:
* Standard college-level science
				textbooks
* Inquiry-based laboratory experiences
				that engage students in asking valid scientific questions, and gathering and
				analyzing information
* Well-reasoned and evidence-based
				discussions of science principles, concepts, and problems with well-prepared
				peers and faculty
*Well-organized lectures delivered at
				an appropriate cognitive level for first-year STEM college students by college
				faculty
* Other appropriate sources of science
				information in the popular press and in other sources, such as research reports
				and summaries that are at an appropriate cognitive level for first-year college
				students.
B.
								Reliably and accurately assess the student's leaming
			 and take effective action to remediate deficiencies, prior to
			 instructor-administered summatiye assessments
C.
								Persist in
			 learning despite encountering initial difficulty in mastering challenging
			 material and seek and use alternative learning strategies when finding initial
			 strategies are not as effective as desired, so that the student consistently
			 meet leaning goals and achieve targeted learning outcomes.
Science Content Knowledge and
				Skills (for non-science majors)
Content
A.
								 Satisfactorily
			 complete the Ohio graduation requirements for science and mathematics, meeting
			 all of the expectations specified in the New Ohio Learning Standards: K-12
			 science for each of those courses.
B.
								Satisfactorily
			 complete the following high school science courses: biology, physical science,
			 and one advanced science course.
C.
								Consistently
			 demonstrate mastery of the first five Recommendations in "Mathematical
			 Expectations for College Readiness 2011" within science contexts. Demonstrate
			 mastery of these processes, concepts, functions, applications, and operations
			 by creating models of physical realities related to those
			 models.
D.
								Use the models created to reliably and consistently
			 solve problems dealing with the concepts and relationships described in the
			 Syllabus and Model Curriculum of the Ohio Revised Science Standards for the
			 science courses taken in high school. Non-science majors do not need to be able
			 to demonstrate the "Additional Expectations for Calculus."
Rationale
This level of mastery should be
				accomplished by satisfactory completion of three high school science courses as
				defined by the syllabi and model curricula of the New Ohio Learning Standards:
				K-12 Science.
A.
								Identify questions and concepts that guide scientific
			 investigations.
B.
								Design and conduct scientific
			 investigations.
C.
								Use technology and mathematics to improve
			 investigations and communications.
D.
								Formulate and
			 revise explanations and models using logic and evidence (critical
			 thinking).
E.
								Recognize and analyze explanations and
			 models.
F.
								Communicate and support a scientific argument.
Note: the Ohio College Readiness
				Advisory Committee provided additional recommendations for science content
				knowledge and science and mathematics skills needed by students majoring in the
				natural and health sciences, and in engineering. These recommendations have to
				do with placement, not remediation status.
College Readiness Indicators -
				assessment thresholds to guarantee "remediation free" status at any public
				post-secondary institution in Ohio
A student who meets or exceeds the
				following thresholds will be deemed as remediation free and eligible to enroll
				in a college credit-bearing course at any of Ohio's public institution of
				higher education.
Readiness Area
ACT
SAT
Accuplacer
COMPASS
English Sub Score
18 (or higher)
Writing 430 (or
						  higher)
Sentence Skills 88 or >5 on
						  Writeplacer
This assessment is not
						  recommended.
Critical Reading 450 (or
						  higher)
Reading Scale Score
						  88
Reading Sub Score
21 (or higher)
450 (or higher)
80
Reading Scale Score
						  88
Mathematics Sub
						  Score
22 (or higher)
520 (or higher)
108 EAor 69CLM
Algebra Scale Score
						  52
* Until better assessments of science
				content knowledge are available, institutions should continue to use their own
				assessments of science content to supplement the other sources of information
				such as ACT scores, high school grade point average (GPA), and other indicators
				of college readiness in determining the college readiness in
				science.
* Assessment exam scores will be valid
				for two years from the completion of that assessment, after which institutions
				may require students to repeat an assessment to determine the currency of their
				college readiness.
* Institutions are not required to
				place students scoring below the threshold score into remedial courses.
				Students scoring below the threshold score are subject to institutional
				placement procedures to gain eligibility to enroll in credit-bearing courses.
				Such procedures could include but are not be limited to: review of high school
				GPA, a writing assessment, and a review of previous college work.
* These remediation-free thresholds are
				not intended to determine eligibility for admission to any college or
				university. Each institution has its established admission requirements.
				Admitted students who have achieved or exceeded these scores are guaranteed
				exemption from institutional placement into noncredit remedial
				courses.
* These remediation-free standards and
				thresholds are not intended to replace institutional placement policies.
				Admitted students who are deemed remediation free are still subject to any
				pre-requisite and placement testing requirements for specific academic
				programs. Similarly, placement testing may be required for students who do not
				achieve the remediation-free threshold, to determine the appropriate initial
				class - which may be a for-credit class if indicated by the placement
				examination."