Q: How does the ACES Post-Test work?
A: The ACES 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.
Please keep the following in mind: Student results can sometimes be *lower* at the end of the term than at the start. This is by no means a sign of failure. Students usually become *more* self-aware over the semester in a college success class, so it’s likely that their results will be less positive than they were at the start of the course. 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, we recommend using the End-of-Term ACES Self-Assessment of Change.
Q: Can I use ACES if a student adds my class after the first week of the term?
A: It is fine for a student to take the ACES after the class begins if a student adds the course later in the term.
Q: Can I take ACES myself?
A: Completing the ACES Inventory in a live course section as an instructor will skew student data. To understand the student experience of taking the ACES Inventory, branch your ACES course to create an isolated environment for your private use. For more on branching, see "How to Take the ACES Inventory as a Student."
Q: What are some ways that the results from ACES can be used throughout the term?
A: Students can be asked to reflect on their ACES results throughout the term. The Instructor's Guide includes suggestions about how to use ACES with your class. You can also have students complete the ACES Post-Test or the End-
Q: What do I do if a student is adamant that the results are not reflective of his/her skills?
A: Agree with the student completely. Tell the student that no assessment tool is perfect. The value of ACES is the conversation you can have with students. Ask the student to rate himself or herself on each scale while reviewing the report. Where does the student see himself or herself on each scale? Using students' own view of their skills, encourage them to engage in goal setting and other activities in your course.
Q: What can I do with the class results?
A: Instructors can use aggregate results to tailor their learning objectives and classroom activities. For example, if 60% of the class scored low on notetaking, the instructor may want to spend more class time on that topic and/or create an additional assignment that would help students practice that skill.
Q: How can ACES be used with an entire first-
A: See above. Instructors can use aggregate results to tailor their learning objectives and classroom activities. For example, if 60% of the class scored low on notetaking, the instructor may want to spend more class time on that topic and/or create an additional assignment that would help students practice that skill.
Q: How important is it to have some sort of follow up after the inventory is given?
A: It is extremely important to provide either an individual or group follow-
Q: How do I know that the results represent a true student population?
A: ACES reports show student performance relative to the national norm group, which is comprised of the more than 1,200 students who piloted ACES in 2014.
Q: What if a student does not take the inventory seriously?
A: Research suggests that in general, college students respond honestly to measures assessing psychosocial attitudes and behaviors (Metz, Hu, Kelly, Fox, Shirley, & Shirey; 2015). Could there still be students who don’t take ACES seriously or try to present themselves in a positive light? It's possible. For this reason, it’s particularly important to help students understand the purpose of the ACES and how their results will be used before they take it.