Rethinking Placement Exams

Traditional placement exams are high stakes assessments on which students receive either a passing or failing grade. Those who fail are placed into costly remediation courses that delay progress. In contrast, DAACS provides students with detailed information and feedback on their preparation for college-level work, as well as resources for shoring it up. Students can build needed skills while enrolled in courses that lead to the completion of their degrees.

Assessing the Whole Student

Current research suggests that self-regulated learning, mindset, and motivation are better predictors of college success than traditional placement or entrance exams. DAACS assesses these and provides students with strategies to be a more successful college student.

Predictive Analytics

Data provided by DAACS has been shown to increase the efficacy of predictive analytic models. These data not only help institutions identify their most academically at-risk students, but also provide specific information as to why they are at risk. With this information, more targeted interventions can be developed that better serve students’ needs.

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What's New

Recent research, presentations, and news from the DAACS team.

American Educational Resarch Association

By DAACS on April 5, 2019

Efficacy of the Diagnostic Assessment and Achievement of College Students on Multiple Success Indicators Authors: Jason Bryer; Angela M. Lui; Heidi L. Andrade; David W Franklin; Timothy J. Cleary Abstract The purpose of this study is to examine the effects and predictive power of the Diagnostic Assessment and Achievement of College Skills (DAACS) on student success. DAACS is a no-stakes, open-source, formative assessment tool designed to measure newly enrolled college students’ reading, writing, mathematics, and self-regulated learning (SRL) skills, and provide them with feedback and resources to enhance their functioning and success.

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National Council on Measurement in Education

By DAACS on April 5, 2019

Relationship Between Intraclass Correlation and Percent Rater Agreement Authors: Jason Bryer; Guher Gorgun Abstract Inter-rater reliability (IRR) is a critical component of establishing the reliability of measures when more than one rater is necessary. There are numerous IRR statistics available to researchers including percent rater agreement, Cohen’s Kappa, and several types of intraclass correlations (ICC). Several methodologists suggest using ICC over percent rater agreement (Hallgren, 2012; Koo & Li, 2016; McGraw & Wong, 1996; Shrout & Fleiss, 1979).

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National Association of School Psychologists

By DAACS on February 26, 2019

Improving Interventions: Development of the Implementer Perception of Intervention Survey Authors: Jacqueline Slemp, Devora Panish, Erica Pawlo, Timothy Cleary Abstract The Implementer Perception of Intervention Survey (IPIS) was developed to evaluate academic support personnel’s perceptions of the usability, feasibility, and importance of an academic intervention for developmental, entry-level college students. Principal axis factoring of the IPIS yielded a two-factor structure. The factors were labeled perceived acceptability and perceived usability. Practitioners can adapt the IPIS for use in a variety of academic interventions and educational contexts.

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SIG Writing Conference 2018

By DAACS on August 30, 2018

Developing and Validating the DAACS Writing Assessment Authors: Heidi Andrade, Jason Bryer, and Robert Yagelski Abstract This paper describes an ongoing project in which on-demand writing is used as part of a diagnostic evaluation of newly admitted college students. The authors will present preliminary evidence of the validity and reliability of human and machine scored essays and the usefulness of the feedback provided to students on their writing and their self-regulated learning.

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