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Proficiency Exam
Review Guide
University College Dacotah Hall 101
1200 S Jay St Aberdeen, SD 57401
605-626-7782
TABLE OF CONTENTS
INTRODUCTION TO EXAM 3
GENERAL TESTING TIPS 4
MATH STUDY GUIDE 5-6
READING STUDY GUIDE 7-8
SCIENCE STUDY GUIDE 9
WRITING STUDY GUIDE 10-13
MATH SAMPLE TEST 14-24
READING SAMPLE TEST 25-33
SCIENCE SAMPLE TEST 34-45
WRITING SAMPLE TEST 46-58
MATH ANSWER KEY 59-60
READING ANSWER KEY 61-62
SCIENCE ANSWER KEY 63-65
WRITING ANSWER KEY 66-68
REMEDIATION SPECIALISTS
VICKI EVANS,
WRITING CENTER DIRECTOR
DACOTAH HALL 101
605-626-2665
KAMI FISCHBACH,
MATH CENTER DIRECTOR
DACOTAH HALL 101
605-626-7782
JENNIFER LOFSWOLD,
COORDINATOR OF READING AND PROFICIENCY EXAM REMEDIATION
DACOTAH HALL 101
605-626-7676
FUTURE TESTERS,
Reviewing and mentally preparing for the Proficiency Exam is one of the best ways to
ensure that you can confidently test and successfully pass each of the four sections
of the Proficiency Exam. Because passing all sections of the exam is required for
continued enrollment and graduation, it is important to take every opportunity to review
and prepare prior to testing. This packet contains subject-specific information and a
sample test for all four sections: math, reading, science, and writing.
In addition to this review packet, the University College offers tutoring in each of the
four areas of the exam. To receive tutoring, please contact the University College for
more information about available tutoring hours. As always, we are happy to help you
as you prepare for your academic success, and this includes successfully completing
the Proficiency Exam.
Please contact me with any questions as you prepare for the exam, and good luck!
Jennifer Lofswold
Coordinator of Reading and Proficiency Exam Remediation
INTRODUCTION TO THE PROFICIENCY EXAM
WHAT IS THE PROFICIENCY EXAM?
The Proficiency Exam is an exam that is required for all students within the state
university system. All students are required to pass the exam for continued
enrollment and graduation.
There are four sections of the exam: Math (35 questions), Reading (36
questions), Science Reasoning (45 questions), and Writing (72 questions).
For each section, 40 minutes is the allotted amount of testing time.
The Proficiency Exam (CAAP) is created by ACT and is very similar to the ACT
exam.
All students completing a Bachelor’s Degree or Associate’s Degree are required
to successfully pass all sections of the Proficiency Exam.
First-time testers will sit for the exam on Assessment Day, which is typically in
early November for the fall semester and early March for the spring semester.
ESL students should notify the Assessment Office (605-626-3290) prior to testing
to discuss testing accommodations.
Students with disabilities should contact Disabilities Services (605-626-2371) to
discuss testing accommodations.
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SOUTH DAKOTA BOARD OF REGENTS TESTING RULES
Students who are called to test and fail to attend testing on Assessment Day are
required to sit out of classes for two consecutive semesters.
Students who do not pass one or more sections of the exam are required to retest
those areas and pass within one calendar year of the initial test.
Students are responsible for retesting fees and are required to complete the
remediation process.
REST AND EAT BEFORE THE EXAM.
The testing period is from 8 a.m. until 12 p.m. on
Assessment Day. It is important to be well rested so that
you can be focused on the day of the exam.
GENERAL TESTING TIPS: BEFORE THE EXAM
GENERAL TESTING TIPS: DURING THE EXAM
PREPARE THE MATERIALS THAT YOU WILL NEED DURING TESTING.
You need to bring the following on Assessment Day:
#2 pencils
Erasers
Student ID
Calculator (any regular, non-keyboard calculator)
REVIEW THE PACKET INFORMATION AND REQUEST TUTORING AS NEEDED.
Being confident about each area of the exam on
Assessment Day will help you to be successful. After
completing the sample tests, contact the subject-specific
specialist for tutoring. Students who receive tutoring prior
to testing are often more successful than students who do
not.
ANSWER EVERY QUESTION.
On the Proficiency Exam, you are not penalized for
guessing incorrectly. For each question, make an
educated guess prior to moving on to another question.
For any questions that you want to review, circle the
question in the packet (not the answer key). If you have
time, you can go back and review your answer.
CHECK YOUR ANSWER KEY TO MAKE SURE YOU ARE FILLING OUT THE CORECT BUBBLE WITHIN THE ANSWER SHEET.
It is important not to answer the wrong question on the
answer sheet. Missing one bubble could mean that all of
your answers are wrong for an entire section, and that is a
simple mistake that no one wants to make.
TIME YOURSELF
Timing yourself will help you to pace yourself and make
sure that every section of each exam is completed. One of
the biggest reasons that students give for not passing a
section of the exam, especially the Reading and Writing
sections, is time.
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PRACTICE SAMPLE TEST IN A TESTING ENVIRONMENT.
The testing environment will be very quiet with few
distractions. To get an accurate diagnostic score, practice
testing with few distractions.
ELIMINATE ANSWERS
It is important not to waste time on answers that you know
are incorrect. Cross out obviously incorrect answers in the
test booklet and then choose from the options that could
possibly be correct. This will help you to select the best
answer.
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GENERAL INFOMRATION
This test is designed to measure your mathematical reasoning ability. It assesses your
ability to solve mathematical problems encountered in many college courses (not just
math courses). It emphasized reasoning rather than memorization of formulas.
The content areas included are pre-, elementary, intermediate, and advanced algebra,
coordinate geometry, trigonometry, and introductory calculus. (Only a non-proficient
score through college algebra is reported.)
MATH STUDY GUIDE
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TEST PREPARATION TIPS
Know how to distinguish the various types of problems, which is the most difficult part.
Evaluate—there isn’t an equal sign, and the answer should be a number
Simplify—there isn’t an equal sign, and the answer could be a number or variable
Solve—there is an equal sign, and the answer should be a constant variable
Math is a cumulative subject. You need to know basic material to understand difficult
material.
Write down the first step to each problem. Understanding the first step is sometimes
the most difficult part of answering the question.
Do as many sample problems as you can to be familiar with the material and note any
questions that you don’t understand. Don’t leave preparing to the last minute.
Make sure you leave time to ask questions, and use available tutoring resources in the
Math Center (Dakotah Hall 209, 605-626-7782). Don’t “let it go” if you don’t understand
sample questions.
When working with a tutor, it may take up to 20 minutes to work through each question,
so make sure to allow enough time for tutoring. Multiple appointments may be
necessary.
TEST-TAKING TIPS
Before answering questions, preview the entire test.
Read the directions for each question carefully, and answer all parts of the question.
For multi-part questions, don’t give up if you can’t do the first part. Attempt the other
parts.
Do the problems in the order that works best for you, and start with problems that you
know how to complete. This will build confidence and allow you to save time for the
difficult problem.
Don’t waste time erasing in the question booklet. Information written in the question
booklet is not scored.
Verify all answers—does your answer make sense?
Make estimates for answers, and pick the best option.
If you finish early, check all of your answers, especially difficult problems.
For “all of the above” or “none of the above” choices:
If any of the options could be true, do not choose “none of the above.”
If one of the options is wrong, do not choose “all of the above.”
If you know that at least two options are correct and there is an “all of the above
option,” choose it.
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MATH STUDY GUIDE, CONT. TYPES OF QUESTIONS
Arithmetic: operations on numbers and fractions, ordering of fractions, percentages,
averages, rates, pattern identification, converting units, proportions, factoring, decimals
and their ordering, place value, the roles of zero and one, absolute value, real number,
powers, roots, simple probabilities, data tables and graphs and performing
computations
Algebra: combining like terms, evaluation of algebraic expressions, first degree and
quadratic equations, polynomials, word-to-symbol translations (story problems),
powers and roots, complex numbers, undefined expressions, factoring, inequalities,
absolute value equations and inequalities, graphs, solving equations (linear and
quadratic) by graphs, logarithms, geometric sequences
Coordinate Geometry: points on the number line, points in the coordinate plane, vertical
and horizontal lines, points of line intersection, the concept of slope and determining
the slop of a line, length and midpoint of a line between two points, parabolas and
hyperbolas and their properties
Plane Geometry: recognition of geometric figures, areas, and perimeters of both
regular and irregular geometric figures, vertical and parallel lines, slope, angle
properties, application of properties of 30, 45, 60, 90, and 180- degree angles,
Pythagorean Theorem, using algebra in solving geometric problems, and scaling
Trigonometry: identify particular trigonometric ratios when all the necessary side
lengths of a right triangle are given, exhibit knowledge of the complex number I, apply
basic trigonometric ratios to solve right triangle problems, use of trigonometric concepts
and basic identities to solve problems, exhibit knowledge of unit circle trigonometry,
and recognize graphs of basic trigonometric functions
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READING STUDY GUIDE GENERAL INFORMATION
The reading section of the Proficiency Exam has 36 multiple-choice questions, 9 questions
for each of four passages. The four passages contain approximately 900 words each and
are representative of college reading, containing both fiction and non-fiction. Science,
social science, arts and humanities, and literature are the focus of the passages. After
reading each passage, you will answer questions based on the content of what you read.
DIFFERENT TYPES OF QUESTIONS
Literal Comprehension Questions (typically more than ½ of the questions):
Include straight-forward questions, used to test comprehension
Focus on the main idea or supporting ideas, the primary purpose or organization, or the
meaning of words used in the passage
“according to the passage,” “the passage clearly indicates,” or “the passage says”
Critical and Inferential Questions
Look beneath the surface or require reading between the lines in order to understand
the deeper meanings under what is implied in the passage
Take longer than literal comprehension questions
Focus on the argument’s strengths or weaknesses, the relevance of what the passage
says, or whether the ideas are fact or opinion
Expect the reader to look for what is implied or assumed in the passage, what the
author’s attitude is towards the content, and generalizations or conclusions that can be
made to other situations
Implies—something is suggested in the passage but not stated word for word
“infer from the passage that,” “the passage implies that,” “probably means,” or “one may
conclude”
STRATEGIES FOR SUCCESS
No outside knowledge is necessary for you to complete the test successfully.
All of the questions can be answered based on information provided within the passage,
either specifically stated or implied.
Use only stated or implied information to answer the question, and choose the best
answer from the options.
The most important skill is to be able to read actively and mark the passage as you go.
Pre-read the questions prior to reading the passage. This will help you to read the
passage effectively because you will know what to read for.
Mark up the passage.
You are reading to answer the questions; one effective strategy is to mark information
in the passage that is required for answering the questions. Don’t over mark the
passage, but mark enough so that you can answer the questions efficiently.
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READING STUDY GUIDE, CONT. QUESTIONS TO ASK YOURSELF AFTER READING
Main Idea: What is the main point of the passage? First find the main idea or what the
author is writing about. Then figure out what the author is saying about the topic: that
is your main idea. The main idea should cover all ideas within the passage. Every
passage from the reading exam will ask one or two questions that relate directly to the
main idea of the passage.
Details: What details support the main idea? The details will usually be found in facts,
statistics, experiences, examples, etc. These details are used to support or strengthen
your understanding of the main idea. The test is assessing whether or not you can
identify details that agree or disagree with a specific point.
Purpose: What is the purpose of the passage? Why is the author writing the passage?
There are four general purposes:
To narrate or tell a story
To describe
To inform
To persuade
Style and Tone: Are the style and tone of the passage objective or subjective?
Objective: Is the author writing about factual information (real events, concepts,
etc.)?
Subjective: Is the author writing in an opinionated tone? Is the tone optimistic,
pessimistic, angry, humorous, serious, etc?
What are the difficult words in the passage? Mark these words as you read to draw
your attention later and look for context clues to find meaning. Longer words and
phrases add variety to the passage, and they can indicate that there will be a related
question following the passage.
OTHER TIPS FOR THE READING PORTION OF THE EXAM
Certain words in the question are used for emphasis:
Except or not: If these words are included in the question, you are looking for the
answer that doesn’t fit or that is not like the rest. These questions are usually more
difficult for students than other questions. A good strategy is to reword the question so
that except or not is not used but the meaning is the same.
However: This shows a change of focus in the question. Make sure that you
understand what the question is asking you to find. Try to remove unnecessary
information from the question prior to answering.
It is important to have a strategy that works to your advantage. Trying a new testing strategy
(like reading the question before reading the passage) is good on a practice test, but it is
best not to try something new on the actual test. Practice all new strategies prior to testing
to find what works best for you.
Plan for time. The most challenging aspect of the reading portion of the exam is finishing
the readings and the questions within 40 minutes.
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SCIENCE STUDY GUIDE GENERAL INFORMATION
The science section of the Proficiency Exam has 45 multiple-choice questions, drawing
from biology, chemistry, physics, and physical sciences. The test is both a test of reasoning
and analytical skills and a test of analytical reading.
TYPES OF QUESTIONS
Data Representation
Requires graph reading, interpretation of scatterplots, and interpretation of information
from tables, diagrams, and figures
Includes approximately 15 data representation questions
Research Summaries
Includes information in paragraph format
Explains 1 or more experiments
Requires the analyzing of the experiments and the details within the passage
Includes approximately 24 research summary questions
Conflicting Viewpoints
Includes different viewpoints of data or information
Requires analysis of charts, graphs, tables, diagrams, and figures
Tests for understanding and ability to compare accurately
Includes approximately 6 conflicting viewpoints questions
STRATEGIES FOR SUCCESS
No outside knowledge is necessary for completion of the test.
All of the questions can be answered based on the information provided with in the exam.
You are responsible for choosing the best answer among the choices given.
The most important skill is to be able to actively read the questions and find specific
information within the table, chart, passage, etc.
Preview the questions prior to analyzing charts, graphs, etc.
It is not important that you remember every detail from the chart, graph, etc. It is important
that you can find information. To do this, you need to understand what the questions
are asking you.
WORDS TO KNOW
Understanding: the ability to read a graph, diagraph, etc. or read a passage and be able
to evaluate the data or be able to reword the information and maintain the meaning
Analyzing: the ability to draw conclusions from information, apply the information to a
different situation, or evaluate different viewpoints to choose the most accurate
Generalizing: using information to make predictions, combining similar information to
draw conclusions
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WRITING STUDY GUIDE GENERAL INFORMATION
Format of the Exam: there are six passages of fiction and non-fiction.
You will be asked grammar, wording, and content questions about sentences in the
passages. Read the sentences carefully; whisper them aloud to yourself if necessary.
There are 72 multiple-choice questions, and the allotted time for the exam is 40 minutes.
The approximate amount of time that you can spend on each question is 30 seconds.
Pacing is very important.
TYPE OF QUESTIONS: GRAMMAR
Questions deal with punctuation, subject/verb agreement, verb tense, etc.
You must be able to tell whether or not a group of words is a sentence.
Punctuation
Semicolon
A semicolon functions the same as a period. The following three options can be used
between any two sentences:
; = . = , conjunction (and / but / or / so / yet)
Sample Question: She remembered more than just the color, she remembered the
unique brightness of the light.
A. NO CHANGE B. color; she had remembered
C. color; she remembered D. color, she will remember
Colon
A colon usually appears before a list and may follow the words “the following.”
Sample Question: You can run a financial checkup on yourself by applying the
following rules of thumb; First, determine the ratio of your credit debts to your income,
and second, look at your expenses to income ratio.
A. NO CHANGE B. thumb; first
C. thumb: first D. thumb, first
Apostrophe
An apostrophe is usually used to show possession or ownership.
’s = singular ownership (the dog’s tail)
s/es = plural (ten dogs, three branches)
s’ = plural ownership (ten dogs’ tails)
Sample Question: Weather forecasting used to be done according to aches and
pains or farmer’s knowledge of what wind brings what weather.
A. NO CHANGE B. farmers
C. farmers’ D. farmers,
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Comma
Commas are used within sentences to make them read more smoothly and indicate
a pause.
A comma alone cannot join two sentences. A conjunction is required (see below).
The following three uses of the comma show up frequently on the exam:
1. Comma with a conjunction to join two sentences
Sample Question: Georgia O’Keefe met many leading artists in her lifetime, and they
treated her with admiration and respect because of her talent.
A. NO CHANGE B. lifetime and
C. lifetime; and D. lifetime—and
2. Comma after an introductory phrase that starts with a signal word (when, if, since,
because, although)
Sample Question: When the performance day is added, the work days add up to six.
A. NO CHANGE B. added; the
C. added—the D. added the
3. Commas used in pairs to separate unnecessary information
Sample Question: The loon, a direct descendant of early Archaenorinthes, is an
unusual bird.
A. NO CHANGE B. Archaenorinthes is
C. Archaenorinthes D. Archaenorinthes; is
Dash
The dash is very similar to a comma.
The dash is used in two ways on the exam:
1. Dash to indicate a pause in a sentence when the comma is not an option
Sample Question: Some researchers feel that Stonehenge was oriented to the
movements of the sun and moon a marvel for the time period.
A. NO CHANGE B. moon—a
C. moon; a D. moon. A
2. Dashes in pairs to separate unnecessary information that may already contain
commas
Sample Question: Under unusual conditions—hypnosis, direct stimulation of the
brain, or drug-induced states. It seems possible to recall buried detail.
A. NO CHANGE B. states—it
C. states; it D. states it
WRITING STUDY GUIDE, CONT.
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WRITING STUDY GUIDE, CONT. Subject / Verb Agreement / Verb Tense
You must be able to make subjects agree with verbs (both singular and plural).
You must be able to make verb tenses agree (all present, all past, all future, etc.).
Sample Question: The most important defense against hypothermia for vulnerable
people living in cool or cold homes are personal insulation.
A. NO CHANGE B. are insulation
C. is personal insulation D. is insulation of yourself
Sample Question: The students run hard and expend a great deal of energy. Toward
the end of the usual 30-minute class, the students cool off slowly again with stretch
movements, enabling the heart to return to normal.
A. NO CHANGE B. cooling off
C. cooled off D. had cooled off
Wording
Repetition / Wordiness
Eliminating awkward or repetitious wording is required.
Start with the shortest answer; it is often correct.
Sample Question: Across the northern hemisphere of the United States, a society
that watches loons has sprung up.
A. NO CHANGE B. society in charge of loons
C. society whose job it is to watch loons D. loon-watching society
Similar Words
You must know the difference between the following pairs of words:
its (shows possession) it’s (it is)
whose (shows possession) who’s (who is)
affect (verb--action—could add “ed”) effect (noun—could substitute “result”)
Sample Question: The observer’s environment, physical health, motives, and beliefs
all effect what he remembers, how well, and how long he continues to remember.
A. NO CHANGE B. effects
C. affects D. affect
Moving a word / phrase within a sentence
You must be able to place a word or phrase in the most appropriate location in a
sentence.
Sample Question: The farmer had built ingenious his own refreshing refuge from the
brutal effects of the hot sun.
A. NO CHANGE B. before farmer
C. before had D. before built
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WRITING STUDY GUIDE, CONT. Content
Questions deal with the content of the passage. They are more time consuming, so don’t
spend more than 30-35 seconds on any of them. If you don’t know the answer, mark a
guess and move on. You can come back to these questions when you’ve finished all
the others.
Deleting a phrase within a sentence
Begin with the options “No Change” and “Omit the underlined phrase.”
Omit the phrase if it is repetitious or if it is not relevant to the passage.
Sample Question: Here in the United States, time conservation was in effect from
February 1942 until September 1945 as part of our all-out war effort, which also
included rationing food and other vital resources.
A. NO CHANGE
B. that also included rationing food and other vital resources
C. along with rationing food and other resources
D. OMIT the underlined phrase
Deciding what effect a phrase has on a sentence
Try to eliminate answers that are obviously wrong so you can narrow your choices.
Sample Question: This seems to interest and, I think, soothe the rabbits for a few
moments until they hop away, nervously. What effect would it have on this sentence
if the writer were to delete the words I think?
A. It would make the sentence seem more a fact than the narrator’s speculation. B.
It would make the sentence seem more the narrator’s speculation than a fact.
C. It would weaken the idea that the rabbits are interested, but nervous.
D. It would strengthen the idea that the rabbits are interested, but nervous.
Supporting / developing a paragraph or sentence
Match the answer to the type of support asked for in the question.
Sample Question: I was awed by her skill on a treadle machine—I saw a machine
just like it at a garage sale once.
The writer wishes to emphasize the old-fashioned nature of her grandmother’s
sewing even in later days. Which of the following alternatives would most effectively
accomplish this?
A. NO CHANGE
B. so many clothes had come from that machine.
C. she never saw a need to convert to an electric one.
D. we used to call that machine “the monster.”
Interpreting the tone of a passage
Decide if the passage is formal (similar to a textbook) or informal (may use slang, “I”
or “you”).
Sample Question: A new dance craze has its followers buzzing with excitement, and
it has German scientists who are studying the dance freaked out.
A. NO CHANGE B. knocked off their feet.
C. equally abuzz. D. totally weirded out.
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UNIVERSITY COLLEGE DACOTAH HALL 101 1200 S JAY STREET ABERDEEN, SD 57401 605-626-7783
