Texas Higher Education Assessment

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Texas Higher Education Assessment

• Blueprint for Test Success
• Presentation provided by UTPB West Texas Literacy
  Center an HSI funded program. HSI is a federally
  funded program granted by the Department of
  Education Title V programs.
• Developed by Ana Miller, M.A.. Ed., Reading
  Specialist

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OVERVIEW

• Purpose -To assess reading, mathematics, and
  writing skills that entering freshmen-level
  students should have if they are to perform
  effectively in undergraduate certificate or
  degree programs in Texas public colleges and
  universities.
• Developed in place of TASP
• Determines placement in developmental courses

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WHO SHOULD TAKE THE THEA?

• Students entering a Texas public college or
  university before enrolling in any college-level
  coursework
• Texas high school students planning to enroll in
  college courses that count for both high school
  and college credit under dual credit/concurrent
  enrollment programs
• Students seeking admission to an Educator
  Preparation program

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THEA FORMAT- Three Sections

• Reading
• Approximately 40 multiple-choice questions
• About seven reading passages of 300-750 words
  each
• Covers six reading components
• Passing standard scale 230/260 for Education
  Program
• Math
• Approximately 50 multiple-choice questions
• Covers four math components
• Passing standard score - 230
• Writing
• Approximately 40 multiple-choice questions and a
  300-600 word essay
• Covers two writing components
• Passing standard score 220 with a score of 6 or
  above on writing sample

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READING SELECTION DESCRIPTIONS

• General Description
• Represent a variety of subject areas
• Similar to first year college text
• Several questions about each reading selection

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SKILL DESCRIPTION - 1

• Determine the meaning of words and phrases
• Use of context clues to determine meaning of
  words and phrases that
• Are multiple meaning words words with more than
  one meaning
• Are unfamiliar and uncommon such as content
  area terms
• Contain figurative expressions language that is
  not meant to understood word for word
• Contain affixes prefixes and suffixes

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FIGURATIVE LANGUAGE

• Similes Comparing unlike people, objects, or
  ideas, using like or as
• Ex.- Our classroom felt like a freezer.
• The runner was as nimble as a deer.
• Metaphors Comparing unlike people, objects, or
  ideas without using like or as
• Ex. The brides eyes were diamonds as she
  glided
• down the aisle.

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FIGURATIVE LANGUAGE

• Hyperbole An exaggeration
• Ex. We had to wait in line forever.
• Personification Giving an animal or object
  human characteristics
• Ex. The moon quietly peeked into the window to
  watch the sleeping children.

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SKILL DESCRIPTION - 2

• Understand the main idea and supporting details
  in text
• Identifying explicit (stated) and implicit
  (implied) main ideas
• Recognizing ideas that support, illustrate, or
  elaborate the main idea

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SKILL DESCRIPTION - 3

• Identify a writers purpose, point of view, and
  intended meaning
• Recognize a writers expressed or implied purpose
  for writing
• Evaluating the appropriateness of written
  material for a specific purpose or audience
• Recognizing the likely effect that a writers
  choice of words would have on an audience
• Using the content, word choice, and phrasing of a
  passage to determine a writers opinion or point
  of view

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SKILL DESCRIPTION - 4

• Analyze the relationship among ideas in text
• Identify sequence of events or steps in a process
• Identify cause-effect relationships
• Compare and contrast Analyze similarities and
  differences
• Identify problem and solution relationships
• Draw conclusions inductively and deductively from
  stated or implied information

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Inductive Reasoning

• Specific observations to broader generalizations
  and theories
• Example
• Conclusion or Theory
• Therefore, Socrates ate fish.
• Hypothesis
• Most Greeks eat fish.
• Observation, Pattern
• Socrates was Greek.

• BOTTOM UP APPROACH
• 4. Develop general conclusions or theory
• 3. Formulate tentative
• hypothesis
• 2. Detect patterns
• 1. Specific observation

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Deductive Reasoning

• More general to the more specific
• Example
• All men are mortal.
• Socrates was a man.
• Therefore, Socrates was
• mortal.

• Top down approach
• 1. Formulate a theory
• 2. Make a hypothesis
• 3. Observation
• 4. Confirmation based on evidence

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SKILL DESCRIPTION - 5

• Use critical reasoning skills to evaluate text
• Evaluate the validity of the writers stated and
  implied assumptions and arguments
• Judge the relevance or importance of facts,
  examples, or graphic data presented to support
  the writers argument
• Evaluate the logic of the writers argument
• Distinguish between facts and opinions
• Assess the writers or a sources credibility or
  objectivity
• Evaluate the validity of analogies

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Analogies

• A statement in which two pairs of things are
  compared, because they have something in common.
• Example slice bread log ______
• Read slice is to bread as log is to _____
• The key to solving an analogy is to determine the
  relationship between the complete pair.
• The same relationship should exist between the
  incomplete pair.

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Most Common Types of Analogies

• Antonyms insipid flavorful fictitious ___
  
• Synonyms - succumb expire valiant ____
• Part to Whole arm ____ brick wall
• Item to Category milk _______
• professor
  faculty
• Descriptive candle wax dress _____
• There are other types of analogies the key is
  to determine the relationship of the complete
  pair.

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SKILL DESCRIPTION - 6

• Apply study skills to reading assignments
• Organize and summarize information for study
  purposes
• Follow written instructions or directions
• Interpret information presented in charts,
  graphs, or tables

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TEST TAKING PREPARATION

• Gain access to a THEA study guide.
• Take the diagnostic test.
• Note your weak areas.
• Start reviewing for the test well ahead (6-8
  weeks) of your scheduled test date, depending on
  your diagnostic test results.
• This reviewing is intended to refresh your memory
  of the skills you have already been exposed to
  over the years.
• Avoid cramming Cramming two or three days
  before the exam will probably not help your test
  performance. The tested skills represent those
  that you have learned over many years.

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GENERAL TEST TAKING STRATEGIES

• Follow directions carefully.
• Raise your hand and ask questions if you do not
  understand any part of the directions.
• Pace yourself you have five hours.
• You may take all three sections during one test
  administration approximately 135 multiple-choice
  questions and one writing sample.
• Most examinees should set aside at least one hour
  to complete the writing sample.
• You may take one, two, or three sections of the
  test at one test administration.

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GENERAL TEST TAKING STRATEGIES

• Make a mark in your test booklet by the questions
  you skip so that you can return to them later.
• Be sure to leave a blank space on your answer
  document for any questions that you skipped.
• Read all test questions and choices carefully.
  Select the most reasonable answer.
• If you change an answer, erase your previous
  answer completely.
• Do not make any stray marks on your answer
  document.

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GENERAL TEST TAKING STRATEGIES

• Make notes and marks in your test booklet.
• Guess wisely Eliminate responses that are
  clearly incorrect to increase your odds of
  selecting the correct response.
• Use any time left at the end of the session to
  check the accuracy of your answers and your
  answer document.
• All answers and writing sample must be written in
  your answer document.

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FOUR STEP APPROACH

• Step 1 - Preview
• Take about 30 seconds to preview the passage to
  provide a purpose for reading.
• Read the first sentence of each paragraph, the
  concluding sentence of the passage, and the
  questions, but NOT the choices.

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FOUR STEP APPROACH

• Step 2 Read Actively
• Be an engaged reader
• Underline important words, topic sentences, main
  ideas, and words denoting the tone (authors
  attitude) of the passage.
• Make notes in the margin of the passages to
  remind you of key points.
• As you read ask yourself
• What is the overall goal or objective of the
  writing?
• Is the writer trying to persuade by proving or
  using facts to make a case? (P)
• Is the writer trying only to inform and enlighten
  me about an idea or event? (I)
• Is the writer trying to amuse or entertain? (E)
• Circle signal words or phrases such as although,
  on the other hand, but, or, except, however,
  which can point out comparisons.
• Underline definitions of words when they are
  defined within the text.

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FOUR STEP APPROACH

• Step 3 Review the Passage
• Take 30 seconds to look over the main ideas and
  topic sentences that you have marked and the key
  words and phrases to place them in your recall
  memory.
• Step 4 Answer the Questions
• In step 2 you gathered information from the
  passage to answer questions dealing with the main
  idea, purpose, supporting details , facts vs.
  opinions, text organization, and summarization.
  Now use this information to help you answer the
  questions.

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MATH SKILLS

• Fundamental Mathematics
• Solve word problems involving integers,
  fractions, decimals, percents, ratios and
  proportions, and units of measurement and
  conversions (including scientific notation)
• Solve problems involving data interpretation and
  analysis

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MATH SKILLS

• Algebra
• Graph numbers or number relationships
• Solve one and two variable equations
• Solve word problems
• Solve quadratic equations
• Solve quadratic models
• Solve operations with algebraic expressions and
  functional notation

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MATH SKILLS

• Geometry
• Solve problems with geometric figures
• Solve problems with geometric concepts
• Problem Solving
• Apply reasoning skills
• Solve applied problems with a combination of
  skills

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WRITING SKILLS

• Elements of Composition
• Recognize purpose and audience
• Recognize unity, focus, and development
• Recognize effective organization
• Sentence Structure, Usage, and Mechanics
• Writing Sample

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PREPARE

• Prepare well in advance
• Write a study plan
• Choose a place to study
• Select a time for studying
• Use a study guide
• Concentrate when you study
• Take notes
• Plan to practice
• Plan to review
• Dont make excuses
• Choose a realistic test date
• Get enough sleep 2-3 days before the exam
• Be sure youve eaten before the exam

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References

• McCune, S., Wright, N., Elder, J. (2004). How to
  prepare for the THEA. NY Barrons.
• Trochim, W. K. (2006). Research methods knowledge
  base. http//www.socialresearchmethods.net/kb/dedi
  nd.php
• REA The Best Test Preparation for the THEA
  (2004). New Jersey REA.
• THEA Faculty Manual. NES, Inc. (2006).