Following Up on ACES Reports

Following Up on the ACES Student Report—Individual Student Projects

After students respond to the final page of questions, they’ll receive a color-coded report that shows their percentile rank on each scale.


For each scale and for each skill range (high, moderate, low), students receive feedback that defines the scale, justifies its importance, recommends next steps, and suggests relevant campus resources. As noted previously, students are shown only feedback that matches their result for each scale, but instructors can access feedback for high, moderate, and low percentile rankings on each scale using the View Feedback button on the Instructor Home page.

Independent Use of Student Reports

Students can use the reports independently. For more impact, consider the following additional activities:

In-Class Use of Student Reports

Students might use their reports for small-group discussion in the following ways.

Instructor Conference with Student Reports

Most important, the individual reports can also guide your one-on-one conversations with students. Use their reports as a reason to bring students into your office early in the term and help them shape their plan of action.

Particularly if some students score in the lowest percentile rank on most or all of the ACES scales, be sure to connect with them personally and ask for their reaction to the instrument. Perhaps these students didn’t take ACES seriously. But if students did take ACES seriously and still scored low, let them know that that’s okay. Reassure them and offer hope. You might say, “The first term of school is the best time to assess your habits, behaviors, and skills to find out what you need to change. This course will help you think more about each of these areas, establish goals, and grow. I’m confident that by the end of the term you will feel much more confident in these areas. In fact, let’s check back in. . . .”

Encourage students to share their reports with advisers, tutors, or other instructors who may be able to help them. The online reports in LaunchPad are visible only to students and to you; use the export and print features to share with others.

Following Up on the ACES Class Report—Class Activities

The ACES Class Report for instructors (see Class Report) shows how your class’s distribution of skill ranges (high, moderate, low) compares to the national norm.

For your class, use the Class Report to help you:

For your program, use the Class Reports to help you:

ACES Post-Test

This version of ACES includes a Post-Test. The Post-Test will be the same as the initial inventory, but with 12 additional questions. The 12 additional questions are available as a separate assignment in which students rate their change in confidence since the beginning of the term in each of the 12 areas measured by ACES.

For the Post-Test, please keep in mind that student results can sometimes be *lower* at the end of the term than they were at the start. This is by no means a sign of failure. Students usually become *more* self-aware over the term in a college success class, so many students' results will be less positive than they were at the start of the course because they've developed a more realistic view of their own strengths and challenges. ACES is designed to give students a check-in point, a place to start their work at the beginning or the end of the course. For an alternative end of term activity, consider assigning the End-of-Term ACES Self-Assessment of Change.

End-of-Term Self-Assessment of Change (PDF)

ACES includes a student self-assessment of change. Students revisit where they were at the beginning of the term, and assess how they've changed over the course of the term.

To use the results of this self-assessment with the class, you can discuss the results together or in small groups, or create a writing assignment that asks students to reflect on the self-assessment experience and how far they've come over the course of the term.