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For reading, each band outlines the typical abilities to locate information, infer meaning, determine main purpose, analyze relationships and paragraph functions, and make cross-text connections. 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\nSkill/Knowledge Statements are based on an analysis of the performance of thousands of test takers and don’t necessarily describe the knowledge, skills, and abilities of individual test takers. They are also cumulative, which means test takers scoring in a particular band are likely to know and be able to do what’s described in that score band as well as in lower score bands.  \nScore band 200–220  \nStudents scoring in this band are beginning to demonstrate foundational skills and knowledge needed to be college ready.  \nScore band 221–230  \nStudents scoring in this band can typically demonstrate the following skills and knowledge in moderately challenging (grades 9–10) texts:  \n§ Locate clearly stated information and draw simple reasonable text-based inferences  \n§ Determine the meaning of a common word or phrase using clear context clues  \nScore band 231–240  \nStudents scoring in this band can typically demonstrate the following additional skills and knowledge in moderately challenging (grades 9–10) texts:  \n§ Locate the explicitly stated main purpose or determine the subtly stated main purpose of a paragraph  \n§ Describe a relationship (e.g., causal, comparative, sequential) based on minor or subtly stated information or reasonably infer a simple implied relationship  \n§ Determine the function of a part of a paragraph (e.g., a sentence) in relation to the whole paragraph when that function is simple  \nScore band 241–250  \nStudents scoring in this band can typically demonstrate the following additional skills and knowledge in moderately challenging (grades 9–10) and complex (grade 11– undergraduate entry level) texts:  \n§ Locate clearly stated information and draw simple reasonable text-based inferences  \n§ Determine the meaning in context of a common high-utility academic word or phrase (a word or phrase that appears with relative frequency in texts across content areas and is more common in writing than in speech)  \n§ Reasonably infer the main purpose of a paragraph or text  \n§ Determine the point of view or perspective from which a text is related when that point of view or perspective is clearly established  \n§ Make connections between information and ideas from multiple texts on the same topic or similar topics  \nScore band 251–260  \nStudents scoring in this band can typically demonstrate the following additional skills and knowledge in moderately challenging (grades 9–10) and complex (grade 11– undergraduate entry level) texts:  \n§ Locate and interpret subtly stated information and draw reasonable text-based inferences  \n§ Determine the meaning in context of a relatively common high-utility academic word or phrase (a word or phrase that appears with relative frequency in texts across content areas and is more common in writing than in speech)  \n§ Determine the function of a part of a text (e.g., one or more sentences) in relation to the whole text when that function is straightforward  \n§ Reasonably infer a central idea or theme  \n§ Make somewhat complex connections between information and ideas from multiple texts on the same topic or similar topics  \n§ Describe the main effect that word choice has on meaning or tone  \nACCUPLACER COLLEGE READINESS SKILLS INSIGHT 1  \n© 2024 College Board. College Board, ACCUPLACER, Skills Insight, and the acorn logo are registered trademarks of College Board.  \nScore band 261–270  \nStudents scoring in this band can typically demonstrate the following additional skills and knowledge in moderately challenging (grades 9–10) and complex (grade 11– undergraduate entry level) texts:  \n§ Determine the function of a part of a text (e.g., one or more sentences) in relation to the whole text when that function is complex  \n§ Determine the main purpose of a text when that purpose is complex  \n§ Make moderately complex to subtle or complex connections between information and ideas from multiple texts on","cbCaiqLCK5BdFYtv","https://ap.wps.com/l/cbCaiqLCK5BdFYtv","pdf",180366,"English","# ACCUPLACER Reading\n## Skill/Knowledge Statements approach\n## Score bands 200–220\n## Score bands 221–230\n## Score bands 231–240\n## Score bands 241–250\n## Score bands 251–260\n## Score bands 261–270\n## Score bands 271–300\n# ACCUPLACER Writing\n## Skill/Knowledge Statements approach\n## Score bands 200–220\n## Score bands 221–230\n## Score bands 231–240","[{\"question\":\"How are the Skill/Knowledge Statements determined?\",\"answer\":\"They are based on analysis of performance from thousands of test takers and don’t necessarily describe the knowledge or abilities of any individual test taker.\"},{\"question\":\"What does it mean that the statements are cumulative?\",\"answer\":\"Test takers scoring in a particular band are likely to know and be able to do what is described for that band as well as in lower score bands.\"},{\"question\":\"What reading skills are typically addressed in the ACCUPLACER Reading score bands?\",\"answer\":\"The bands describe abilities such as locating clearly stated information, drawing inferences, determining main purpose, understanding relationships and paragraph functions, and making connections across multiple texts.\"}]","Consolidated Skills Insight Statements - ACCUPLACER College Readiness Skills Insight | PDF",23]