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ASSESSMENT

Module 5 OVERVIEW OF ASSESSMENT To successfully start a new student, it is imperative to begin with an accurate assessment. A comprehensive assessment program supports the educational process by providing information that educators can use to guide students and promote achievement. In addition, test scores are required by state and federal agencies to demonstrate student progress and program effectiveness. Adult education programs provide a variety of learning opportunities including basic literacy skills, GED preparation, preparation for postsecondary education and skills training, or job seeking, and English as a Second Language. Assessments determine the proper placement of the adult learner into the appropriate level of instruction. Additionally, the assessments that you will be using are easily related to instructional materials that are commonly used in adult education programs. In this module, we will discuss the purpose of testing, the types of testing we use in adult education, communicating the results to a student, and applying the results of testing. This process lays the foundation for developing assignments and organizing a student’s folder. Purpose of Assessment: • To receive funding, programs are required to show educational gains • To place student at appropriate instructional level • To diagnose student needs and set goals • To develop lessons and effective programs • To measure student progress • To measure program effectiveness and plan program improvements

GENERAL REQUIREMENTS

TABE GUIDELINES CTB McGraw-Hill developed the Tests of Adult Basic Education (TABE) to assess basic reading, math, and language for skills usually learned in Grades 1-12. Adults eligible to be tested are 16 years of age and older, not enrolled in school. The TABE tests are norm-referenced tests designed to measure achievement of basic skills commonly found in adult education curricula and taught in instructional programs. The tests provide percentile and scale scores, along with grade equivalent scores. Five levels of TABE assessments are available: L (literacy), E (easy), M (medium), D (difficult), and A (advanced).

1. Wyoming uses the TABE locator to determine which diagnostic level of standardized assessment is appropriate for the student. Two subtests (reading and math) are used for initial placement in the appropriate educational functioning level (EFL). The lowest pre-test score determines the EFL. The exception is if the student would be studying in only one area, such as language or math. The student would only be assessed in that particular area, and the EFL would be determined by the particular test given. Programs may use just the reading or math for placement when the Locator indicates that the L through M should be given in Reading or Math. The language test could be given at a later date.

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2. The TABE has several levels available at different grade level equivalencies (GLE):

• L (Literacy,) GLE 0-1.9; • E (Easy,) GLE 2.0-3.9; • M (Medium), GLE 4.0-5.9; • D (Difficult), GLE 6.0-8.9; • A (Advanced), GLE 9.0-12.9.

NOTE: With the exception of the Advanced Level, these correspond to the NRS Levels through High Intermediate. Advanced corresponds to Levels 5 and 6 which is also called Adult Secondary Education (ASE). NOTE: If a student has been approved for accommodations because of a disability, these same accommodations apply to the pre/post TABE assessment.

Refer to TABE Complete Battery Test Directions for complete instructions. Large-print, Braille, and audio editions of TABE 9 & 10 are available through CTB/McGraw Hill and may be ordered on line at www.ctb.com or customer service (800) 538-9547.

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Accommodations checklist (#53862) is provided with this guide or is also available through CTB.

3. To show progress on the NRS in a level or movement to higher educational functioning levels, the post-assessment must show progress in the area of the lowest pre-test score and/or the subject area in which the student received instruction. This differs from the assessment you do for instructional purposes where aspects of the subject area may need greater analysis. An example would be Reading and its component areas needing instructional-based assessments in alphabetics, fluency, vocabulary and fluency.

4. When a student pre-tests and the educational functional level (EFL) is at the High Adult Secondary level only and the goal is to earn the GED, it is not necessary to post-test. The successful completion of the GED is allowed to show the educational movement. This is a state imposed rule.

5. TABE re-assessment (post-testing) should be completed at least one time each fiscal year. The policy is to post-test students after 45 to 60 contact hours, at the end of a managed enrollment class of 6 weeks or greater, or after four months if the student is in an intensive study program in an institution. Exceptions should be documented in the student file and used for instructional purposes. Teacher judgment may be used for post-testing students who demonstrate readiness to take the GED early. A waiver must be ABE director or ABE coordinator to test prior to the 45 hour minimum. A written request from the student is required, and this is documented in the student’s file. Teacher judgment may help determine readiness, but a waiver must be approved.

6. If the TABE pre-test or post-test is administered in March through June, and the student continues class in the new fiscal year, the last recorded score is used as the pre-test for the next year. In most other cases, the student needs to be retested.

7. The Math TABE assessment is divided in two sections: Applied Mathematics and Math Computation. The calculator is an optional choice for Applied Math ONLY. The calculator is not allowed for Math Computation. The calculators should not be available while students are taking the Computation section.

8. The TABE 9 complete battery is used for assessment, or pre-test, as indicated by the Locator. The TABE 10 Complete Battery form which matches the pretest is to be used for post-testing. Forms of the test (TABE 9 and TABE 10) must be alternated. The same form may not be used to pre and posttest within 60 days to prevent memorizing the test and, thus, invalidating it as a posttest measure for that student.

9. The TABE must be timed according to the directions found in the Examiner’s Manual. Each subject area test should be completed in one sitting. A program may administer all three tests and the Locator in one block of time or spread the tests over sessions, but program personnel should not begin testing if the student cannot be present for the length of at least one full subject area test. All teachers are to be trained to administer the TABE tests using the TABE training video and/or attend New Teacher Training where the complete training is provided.

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10. Initial TABE assessment needs to take place before finalizing initial student goals and determining initial EFL placement. The student profile should be shared with the student. All teachers working with the student should have the profile or ready access to the profile.

11. Scores should be entered into LiteracyPro (LACES) Data Collection Program promptly by the end of the month the assessment is given.

12. Forms 9 & 10 of the TABE Complete Battery are to be used. No earlier editions will be acceptable.

13. Assessment can be done only in the classroom/learning center, under the supervision of qualified personnel. Students cannot take the test home. Other than explaining the directions for taking the assessment and giving out scratch paper, no other assistance can be provided. TABE scores should be considered confidential.

14. Students who have “stopped-out” by not attending for 180 days or more must be administered a new pretest. The data system recognizes 90 with no attendance as a student who has left.

15. The TABE is not to be used as study tool. This invalidates the test for further use with that student. Students should not be left on their own taking the test in the center, open lab, etc. No other assessment is valid for EFL placement.

16. Educational Functioning Level (EFL) Descriptors for ABE are a part of the NRS Outcome Measure Definitions. There are three descriptors: Basic Reading and Writing; Numeracy Skills; and Functional and Workplace Skills. These three areas are defined under each of the six literacy levels. Learning activities reflecting each of these skill levels should be incorporated into the ABE curriculum. The ability to meet the skills described in these six levels should be taken into account when determining if students are meeting their individual goals. Every teacher has been given this at training, and every new teacher receives it at the New Teacher Training workshop.

NOTE: Decisions to move ESL students to ABE should be made at the start of the year (July) if the student is close to making the transition to ABE. Teachers should attempt to identify those students as early as possible in the instructional period. IMPORTANT: All students remain in the program area they initially entered – ABE or ESL – for the entire fiscal year. This means all contact hours are placed in that area. It is understood that an ESL student may actually be spending more time in ABE at some point during the year, but for the purpose of the NRS, we cannot really change from one to the other during the fiscal year. We will simply count all hours in the placement area. This paragraph refers to distinguishing between ABE and ESL, not to other considerations within the program areas, such as the direction in #3 above. WHEN TO USE THE TABE LOCATOR: Balancing good assessment practices and expediency in programs with constant movement of students is an ongoing challenge. Since our target population attends voluntarily with little external pressures to do so, we need to be able to capture their educational progress in as an effective and efficient manner as possible to meet our accountability requirements, to give students feedback on their progress, and to help teachers and programs adjust practices and evaluate their effectiveness.

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To successfully start a new student, it is important to determine with which assessment level of TABE is appropriate to begin. The Locator is to be used during the intake process to determine the appropriate pre-test level. The Locator test allows the instructor to quickly and easily determine the proper Level of the TABE test to administer for prescriptive and diagnostic purposes. It gives scores for reading, mathematics, and language items. Some examinees may have scores that vary significantly in these content areas so may need to be assigned to different TABE levels. Using the Complete Battery TABE as the pre-test is more useful for educational planning and diagnosing strengths and weaknesses. It is mandatory that you use the same type of assessment for both pre- and post-testing. The Wyoming ABE State Assessment policy is the back of this module. Please read it and become acquainted with the rules you are to follow. The National Reporting System (NRS) provides the guidelines to the state for reporting. It requires the state to have a data management system. The one Wyoming uses is the LACES system. The system is set up to reflect the student demographics, educational gain, attainment of goals, and attendance. Each state must aggregate the data from their local providers, and submit it to the Office of Vocational and Adult Education (OVAE) who in turn compiles a national report that is submitted to Congress. NRS has created the “Functioning Level Table” which has the Educational Functioning Level Descriptors for all Adult Basic Education Levels. This table describes the six (6) ABE levels and the six (6) ESL levels and what the student is typically able to do at that level. It also describes the Assessments and their ranges for each level. Testing Procedures: Purpose of Assessments

• To place student at appropriate instructional level • To diagnose student needs and set goals • To develop lessons and effective programs • To measure student progress • To measure program effectiveness and plan program improvements

Test items you must have:

• User’s Manual • The Norms Book • The Examiner’s Manual • Locator booklets and answer sheets (unless you are using a computer version) • Test Booklets, form 9 & 10 . . .Levels L,E, M, D and A (if paper/pencil version) • Answer sheets • Diagnostic reports

Good test Procedure

• Pre-test within the first 12 hours of attendance. • Use a quiet area for testing. • The tests should be introduced in a non-threatening manner, stressing that the student will not

PASS or FAIL. The information is important to determine the student’s needs. • For accurate information, the test must be timed.

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• Use one form (i.e., TABE 9) for the pre-test and another form (i.e., TABE 10) for the posttest. • Always maintain the integrity of the test. Keep the test booklets in a secure place. • Never de-brief after the test. • Remember that the student must be pre-tested and post-tested at the same level. • The Post-test needs to be given before the GED exam or after required hours of instruction. • The Post-test MUST be given once a year to every participant. • Everyone who goes through orientation and one hour of class must be entered into LACES.

Proper test Handling

• Only appropriately trained staff should handle and administer the test. • The responsibility for appropriate test use and interpretation rests with you. • Tests must be administered as directed or they are invalid. • Examinees must not be left alone with test materials. • You are responsible for protecting the security of test materials as well as test results. • You must not photocopy test books or answer sheets. • You must shred worn out test booklets.

TABE Test Validity TABE test level Valid grade range L (Literacy) 0 to 1.9 E (Easy) 1.6 to 3.9 M (Medium) 3.6 to 6.9 D (Difficult) 6.6 to 8.9 A (Advanced) 9.0 to 12.9 It is possible for a student to score above or below the range of validity on the TABE test. For example, the M Level of the test is accurate between 3rd grade-6th month and 6th grade-9th month. The skills on the test reflect the typical skills taught at those grade levels. If a student receives a grade equivalent of 9.9 on the M Level math test, that does not mean that the student has 9th grade skills. It means the student has scored above the range of validity at the M Level. The Standard Error of Measurement is too great to be considered accurate. The ideal choice for the teacher at this point is to administer the level D TABE. This would be a more accurate picture of the student’s skill level. Look at the Table below and use the abbreviations to interpret the ranges.

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The Table below is for TABE 9 on the D Level for Reading. By checking the validity level above we know that it is valid for 6.6 GL to 8.9 GL. It contains tests items that would appear on the other tests (A,M,E, and L) from 0.7 GL to 12.9 but it is valid for 6.6 to 8.9 and will give you the most diagnostically accurate information for this level.

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It is not uncommon for students to test on different levels for different subjects. (Reading at the D Level and Math at the M Level). When using the computerized versions the computer will time the Locator and place the student at the level indicated by their score. Encouraging students to guess on the Locator can throw off the placement of a student.

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Guidance on Tests and Placement for Special Populations 1. During orientation students will be informed of their rights to disability accommodations. 2. Students with documentation of a disability will be provided services as outlined in the

American with Disabilities Act (ADA). Appropriate documentation may include IEP, doctor’s report, diagnosis by doctor or psychologist, and/or referral from an appropriate agency.

3. If necessary services are not available at the Adult Education program, they will coordinate with appropriate agencies to see that these services are provided in a reasonable amount time.

4. All students needing to use Large Print or Audio Cassette versions of the TABE will have this available, or it will be obtained by the Adult Education Program.

5. Each adult education program will coordinate services with other appropriate agencies/services as needed – Department of Vocational Rehabilitation, services for the blind, interpreters for the deaf, etc.

General and NRS Goal Setting Procedures

1. Adult Education and Literacy instructors will work with each student in determining appropriate long and short term goals, taking into consideration the results of the assessment.

2. Long-term goals help the students clearly identify their goals. Short term goals ensure the steps are specific, measurable, achievable, reasonable, and that there is a timeline for achieving the plan.

3. NRS goals are specific to “increasing an educational functioning level” as determined by the TABE (BEST or BEST Plus for ESL) OR “Obtaining a GED” by passing the General Educational Development Battery of Tests.

Request to Post-test Early (Sample) Request to take TABE Post-test:

1. Readiness to take the GED prior to 39 hours of instruction ___________ (See instructor’s justification notes below)

2. Readiness for entrance exam into job training program or post-secondary education ___________ (See instructor’s justification notes below)

3. Relocating ___________ Request to test ESL student with BEST literacy or BEST Plus early ___________ (See instructor’s justification notes below)

Instructor’s justification: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Student signature _______________________________________ Date _____________________ AEL Coordinator’s signature: ______________________________ Date _____________________

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Types of Testing There are two types of testing used in the adult education classroom. We start with formal testing that is standardized, has validity and reliability, and is approved for NRS reporting. Each state must approve the test to be used for this purpose. Wyoming uses the TABE tests or BEST Plus/BEST Literacy. Formal testing uses accepted testing standards. Timing, lighting, space and distractions must be considered so the student has the best opportunity to demonstrate what the knowledge and gaps he brings to class. Without accurate testing the teacher cannot plan nor will the student feel his needs are being met. The second type of testing is the informal testing. This takes place when the teacher prepares or uses quizzes, chapter tests, or assessments built into software programs. During class presentations or discussions the teacher may informally assess the knowledge gained or skills demonstrated by the students. Adjustments are made to the lessons accordingly. Cooperative learning groups may be a way for teachers to listen and assess progress as well. Communicating Test Results The results of all testing must be communicated to the student. Written results should be given to the student of all formal testing. But is does not stop there. The teacher must discuss the results, plan the next steps in the education plan with the student, and continue the rapport and support the student needs. Some teachers have tracking sheets for students, while others allow the student to design their own success tracking sheet. Seeing the results in a visual way helps the student know he is making progress. The student’s EFL often will suggest the type of communication that is needed. There are certificates of completion, level gain charts, and other symbolic ways to encourage student. As stated earlier under the characteristics of adult learners, they are motivated by an internal sense of success. When you know what the student’s goals are for learning and how they apply to their stated goals for attending the program, you can tie academic success to these goals. Ultimately, we are here to help the students reach their goals be it work or further education. The following are two examples of test results:

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There are many types and styles of reports that come from a computer testing or scan scoring. The one below would come from hand scoring. The selected section will be used later in the individual diagnostic profile sheet.

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The item numbers are located and a hash mark for incorrect responses is marked. Each correct answer is counted for the objective. A Mastery Level summary box indicates if there is no mastery, partial or mastery of the objective. Each of the Master Levels is totaled and the sum is placed by the name of the subject area (Reading) as above. This information is then plotted on the front cover of the Individual Diagnostic Profile. Additional information is found in the TABE norms book. Refer to the norms page earlier in this section. Applying Test Results From the formal testing every person should have a diagnostic or test report which describes the subjects and objectives being tested and the mastery levels. Many providers use computer testing,

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paper and pencil tests with either score cards or sheets that are scanned, or they hand score the tests. Each method can produce a test report that diagnoses the skill levels and informs the teacher of what areas must be studied for that student. Teachers have a variety of curriculum available. Publishers have products ranging from workbooks, texts, and manipulatives to full range courses at all levels and all subjects. Some are work oriented such as Keytrain or WIN while others are academic oriented like Aztec, Plato, and Skills Tutor. With such a wide variety to choose from the teacher should be able to match the learning style of the student to the materials available. Lesson planning is the key to moving your student along. How you integrate the tools and curriculum allows you to be creative within the classroom. Some teachers work with a larger staff that can divide into classes and levels. Others are in a “one room school house” and are the sole teacher for all who walk through the door. There are excellent teachers in both settings.