Texas A&M University, Corpus
Christi
Writing Assessment and Placement-Texas Success Initiative
By: Dr. Glenn Blalock and Dr. Susan Wolff Murphy
Writing Assessment and Placement-Texas Success Initiative
By: Dr. Glenn Blalock and Dr. Susan Wolff Murphy
Mission Statement
The mission of the developmental education program in writing at Texas A&M University Corpus Christi is to provide all students with a consistent experience in our first year learning communities program, while providing the kinds of support that will aid in retention and progress toward graduation for our THEA-liable, and possibly underrepresented, first generation, and/or under-prepared students. It is our mission to recognize and respond to the individual needs of our THEA-liable students, to help them become lifelong learners, critical thinkers, users of various forms of literacy, and college graduates.
Program Summary
As a result of new regulations from the Texas Higher Education Coordinating Board, as of January 1, 2004, students who are not exempt must take the THEA (Texas Higher Education Assessment) exam or an approved equivalent before being enrolled at any public institution of post-secondary education. All students who score below 220 on the writing portion of the THEA must enroll immediately (the same semester as they enter the university) in the program of developmental education that is described in this document. This plan has two main parts:
- Enrollment in a credit-bearing, core English course that fulfills a core requirement. Placement based upon student's transcript (dual enrollment credit). This course would be either a first year composition course, or a sophomore level literature course: ENGL 1301, 1302, 2332, 2333, 2334, or 2335.
- Enrollment in individualized academic assistance: an Individual Success Plan (that would include ENGL 0099), which will be supervised by the Academic Intervention Specialists at the TLC.
Students who score below 205 must, in addition to being enrolled as above, retake the THEA or an approved equivalent test. (See Table 1 for approved equivalent tests and minimum passing scores.)
| Test | Reading | Math | Writing |
| THEA | 201 | 206 | 205 |
| ASSET | 35 | 30 | 35 |
| COMPASS | 64 | 23 | 44 |
| ACCUPLACER | 61 | 42 | 62 |
Table 1
THEA Assessment
A score of 220 or below in writing on the THEA places students into developmental education. A score below 205 in writing on the THEA or equivalent exam requires that students retest during or after their developmental education program.
Local Assessment
No additional exam is used for assessment of ability for purposes of enrollment in courses; however, students' Individual Success Plans (ISPs) will be defined through a process of assessment that will include the students, the Academic Intervention Specialists and administrators at the TLC (Gerry Moreno, Leticia Villarreal, Peter Cavazos, Hector Duarte), the Faculty Partner in Writing to the Writing Center (Dr. Susan Wolff Murphy), and possibly the Writing Program Director (Dr. Glenn Blalock), the Office for Services for Students with Disabilities Director (Dr. Carla Berkich), and other student support services (for example, Athletic Advisor, Counseling Center, Student Affairs, TRIO). Students who are required to be in developmental education must be on individual plans by the end of the second week of their first semester at the university.
National, Standardized Test Scores/High School Record
National test scores may exempt a student from THEA. Dual enrollment credit from their high school record will determine their enrollment (see below) in an English course.
Local Challenge Exam
There is no local challenge exam for writing.
Challenge Exam Instrument
There is no local challenge exam for writing.
Assessment of Transfer Students
Students who transfer with out-of-state or private institution credit in writing with a C or better will be exempt from THEA and developmental education in writing. Students who have fulfilled the readiness criteria at another Texas institution of higher education will be exempt from THEA or developmental education.
Student Development Writing Programs
There are three factors that determine placement and exit strategies for students:
1.
Initial test score
2. Dual Enrollment Credit
3. Retesting
2. Dual Enrollment Credit
3. Retesting
The table below demonstrates what the necessary features of each developmental education sequence will be for each student, depending on these three factors.
| No DE Credit | DE Credit for ENGL 1301 | DE Credit for ENGL 1301 and ENGL 1302 | |
| Initial score 205-220 | ENGL 1301 ISP |
ENGL 1302 ISP |
ENGL 2332, 2333, 2334, or 2335 ISP |
| Initial score below 205 | ENGL 1301 ISP Retest |
ENGL 1302 ISP Retest |
ENGL 2332, 2333, 2334, or 2335 ISP Retest |
Table
2: Placement of Students
Description of the Educational Program for Developmental Writing Instruction
TLC will be the administrative clearinghouse for all THEA-liable students, identifying THEA-liable students, coordinating the assessment of their needs, coordinating the development of their ISP, monitoring their progress, and certifying their fulfillment of the THEA requirement.
Developmental Writing's Success Contracts
All students who are THEA-liable will sign a contract for an Individual Success Plan with an Academic Intervention Specialist in their office during the first week of each semester. If any student who is THEA-liable does not sign this contract, he or she will be administratively withdrawn from the university (after appropriate efforts to contact the student have been made) no later than the 12th class day of the semester (so that 100% refund of fees may be given).
Individual Success Plans
Students (depending on their dual enrollment credit, see Table 2 above) will be enrolled immediately upon entering the university in an appropriate English course on an Individual Success Plan. Each plan will be created in consultation with the student, the Academic Intervention Specialists and administrators at the TLC (Gerry Moreno, Leticia Villarreal, Peter Cavazos, Hector Duarte), the Faculty Partner in Writing (Dr. Susan Wolff Murphy), the Writing Program Director (Dr. Glenn Blalock), and if applicable the Office for Services for Students with Disabilities (Dr. Carla Berkich) and other student support services (for example, Athletic Advisor, Counseling Center, Student Affairs, TRIO). Students who are required to be in developmental education must be on Individual Success Plans by the end of the second week of their first semester at the university.
Design of the plan will depend upon:
(1) Assessment by the 1301/1302 instructor and/or the writing program director based upon writing done in the student's English course, other academic course(s), and /or Writing Center during the first week.
(2) A self-assessment by the student, facilitated by the Writing Center Consultant or Academic Intervention Specialist) based upon literacy assessment criteria (such as "do you read for fun?" and "what do you like to read?" and "what ways do you use writing in your life outside of school?").
(3) Assessment by the Academic Intervention Specialist based upon scores, transcripts, etc. This assessment might include consultations with athletics, advising, and/or the Office for Students with Disabilities.
Individual Success Plan choices will include:
(1)
Enrollment in ENGL 0099, which necessitates a certain number of writing
center visits per week, and progress monitoring by the writing center
consultant.
Individual Success Plan choices might include:
(1)
A certain number of lab/study hours per week, possibly facilitated by
the WC and/or completed in the TLC computer lab.
(2) Computer and software training & information literacy instruction.
(3) Disabilities services
(4) Financial aid
(5) Academic advising and mentoring in major by faculty
(2) Computer and software training & information literacy instruction.
(3) Disabilities services
(4) Financial aid
(5) Academic advising and mentoring in major by faculty
Keeping Track of ENGL 0099: Attendance Sheets
To encourage student responsibility and contact time with the Academic Intervention Specialists, students will have their attendance sheets signed whenever they attend mandatory tutoring and will be responsible for turning this sheet in to the AIS Office (Library 218) at the end of each week.
Plan renegotiation
At the fifth week of the semester or later, students may request a meeting for renegotiation of their individual plan. It is the students' responsibility to provide evidence from all areas of the contract that they have fulfilled the expectations/purposes of the plan (for example, cooperation & progress in writing center consultations, a "b" on a portfolio, etc.) in order to change their plan. They may not, however, be withdrawn from the plan unless the have tested out.
Developmental Education for Writing Exit Policies—Initial Score 205-220
Students who initially scored between a 205 and 220 on the writing portion of the THEA (or equivalent score on an alternate exam) are not required to retest. They must complete their coursework with a "C" or better, and complete their ISP successfully. If a student earns a "C" but does not complete their ISP successfully, their exit will be reviewed by the Texas Success Initiative Team (Academic Intervention Specialists, the Faculty Partner in Writing, Writing Center Consultants, the students' teachers, and possibly advising, the SSD Office, Athletics, etc.) to determine whether or not continued developmental education would be helpful to the students.
Developmental Education for Writing Exit Policies—Initial Score below 205
To exit developmental status, students who initial scored less than a 205 on the writing portion of the THEA (or equivalent exam) must retest and have those scores delivered to the university no later than the first day of classes of the student's second semester. Students must remain on an ISP until the university receives retest scores.
Retest with passing score
Student who score a 205 or above, or the equivalent on an alternate exam, are removed from THEA-liable status. Registration for courses is not affected. ISPs are cancelled. Fees for ENGL 0099 are not refunded.
Retest with failing score
Students who retake the THEA and score less than a 205 on the writing, or the equivalent on an alternate exam, before the beginning of the second semester, may or may not exit THEA-liable status. Exit will depend on (1) the grade they receive in their coursework, and (2) completion of their ISP.
Success in all areas
Students who earn a "C" or better in their coursework, and who complete their ISP successfully, are removed from THEA-liable status and registered for appropriate course(s) for the subsequent semester.
Success in one area
Students who earn a "C" or better in their coursework, but who do not complete the IP satisfactorily, will be removed from THEA-liable status only upon review by the TSI team for that student. The performance and potential of these students will be assessed by the Academic Intervention Specialists, the Faculty Partner in Writing, Writing Center Consultants, and the students' teachers to decide whether or not they should remain on an ISP during the subsequent semester.
Success in no area
Students who do not earn a "C" or better in their coursework will have their performance and potential assessed by the TSI Team: Academic Intervention Specialists, the Faculty Partner in Writing, Writing Center Consultants, the students' teachers, and possibly advising, the SSD Office, Athletics, etc. The team will decide what actions will benefit the students the most: to remain on an ISP during the subsequent semester, to repeat the coursework, and/or to be placed on academic probation.
Refusal to retest
If students do not re-take the THEA or equivalent exam, but they earn a "C" or better in their coursework, and complete their ISP satisfactorily, they will progress in their coursework, but will remain on an ISP until that point that the university receives retest scores.
Students who earn a "C" or better in their coursework, and who complete their ISP successfully, are removed from THEA-liable status and registered for appropriate course(s) for the subsequent semester.
Success in one area
Students who earn a "C" or better in their coursework, but who do not complete the IP satisfactorily, will be removed from THEA-liable status only upon review by the TSI team for that student. The performance and potential of these students will be assessed by the Academic Intervention Specialists, the Faculty Partner in Writing, Writing Center Consultants, and the students' teachers to decide whether or not they should remain on an ISP during the subsequent semester.
Success in no area
Students who do not earn a "C" or better in their coursework will have their performance and potential assessed by the TSI Team: Academic Intervention Specialists, the Faculty Partner in Writing, Writing Center Consultants, the students' teachers, and possibly advising, the SSD Office, Athletics, etc. The team will decide what actions will benefit the students the most: to remain on an ISP during the subsequent semester, to repeat the coursework, and/or to be placed on academic probation.
Refusal to retest
If students do not re-take the THEA or equivalent exam, but they earn a "C" or better in their coursework, and complete their ISP satisfactorily, they will progress in their coursework, but will remain on an ISP until that point that the university receives retest scores.
English Course Descriptions
See attached syllabi for ENGL 1301, 1302, 2332, 2333, 2334, 2335. These are illustrative only, and may vary. All courses have with the same course number have similar writing tasks and assessment procedures.