The Test of Essential Academic Skills (TEAS) is a scholastic aptitude assessment that can be used as one component of the selection process for admitting students into post-secondary education programs. Screening qualified candidates for college admission is crucial for best matching of available resources to individuals with a minimum level of ability relevant to program study requirements. The goal is to predict those candidates with the highest likelihood of academic success in a future area of study.

Content and psychometric experts helped develop the test construction process to ensure content relevance, accuracy, statistical strength, and integrity of the test. A random sampling of geographically diverse state standards for the selection and use of assessment instruments was performed to guide the development of the assessment blueprint and objectives for the TEAS.

A table of specifications was used to ensure adequate representation of items that reflect objectives for testing.  The TEAS consists of four content areas: math, reading, English, and science. All subtests contain multiple-choice items with one correct answer. The applicant is directed to answer each item as accurately as possible within the allotted time. The reporting system for the TEAS includes a composite score for each of the four general areas. Sixteen sub-scores are generated to assess specific content mastery.

The Math subtest covers whole numbers, metric conversion, fractions and decimals, algebraic equations, percentages, and ratio/proportion.

Reading covers paragraph comprehension, passage comprehension, and inferences/conclusions.

The English subtest measures knowledge of punctuation, grammar, sentence structure, contextual words, and spelling.

The Science portion of the exam covers science reasoning, science knowledge, biology, chemistry, anatomy and physiology, basic physical principles, and general science.

The TEAS score is one of the indices percent correct score, creating a profile of the test taker's academic performance. The individual scores are compared with the established minimum scores (cut-score) for entry into the program. The TEAS score is one of the predicts used to predict a candidate’s likelihood of success within an academic program. Criteria for the interpretation of ATI assessment scores are the sole responsibility of the institution. ATI encourages the use of multiple sources of information when making decisions about individuals.

A well-written exam is an opportunity for test takers to show what they know.  The steps taken to construct this standardized aptitude assessment were: 1) determining the test objectives, 2) using a test matrix outlining the content domain and the relative weights of those areas, 3) collating original, multiple-choice items that meet the specifications for content and style, 4) analyzing the test items, 5) alpha and beta testing results prior to use, 6) finalizing standardized forms of the test, 7) creating equated forms and levels.

ATI’s Test of Essential Academic Skills (TEAS) was developed by Drs. John Poggio and Douglas Glasnapp, nationally recognized leaders in the area of assessment and test development.

The purpose of the cut-score is to separate test takers with demonstrated academic mastery from those who have not met the criterion. Standard setting process is determined by the modified Angoff method. High cutting scores help select more highly qualified students, but reduce the number given an opportunity for admission. The scores are set by the individual program depending on the availability of positions for admission, the number of qualified applicants, funding, attrition rate, and various other factors.  The TEAS was developed for use in conjunction with other criteria used for screening purposes. Criteria for the interpretation of ATI assessment scores are the sole responsibility of the institution. ATI encourages the use of multiple sources of information when making decisions about individuals.