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McLendon and Polis 1 An Administrator’s Guide to Assessment: A Menu of Assessment Options for MAERS and Instructional Guidance
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McLendon and Polis 1
An Administrator’s Guide to Assessment: A Menu of Assessment Options for MAERS and Instructional Guidance
McLendon and Polis 2
Workshop ObjectivesBy the end of the workshop, you will be able to: Identify the similarities and differences in the
format, content, administration, and scoring procedures of the TABE, CASAS, and WorkKeys assessments.
Use a checklist to determine your program’s current level of compliance with Michigan’s new assessment policy and standardized testing protocol.
Develop a local assessment policy using an electronic, customizable template.
McLendon and Polis 3
Workshop ObjectivesBy the end of the workshop, you will be able to:Determine appropriate standardized testing
accommodations for adults with special learning needs.
Analyze your program’s assessment data to identify instructional areas needing attention.
Guide teachers in using standardized tests and alternative assessment procedures, including learning styles inventories, to plan and evaluate learning.
McLendon and Polis 4
Why do we assess?
Compliance– State and federal policy requirements– Consistent way to measure educational gains
Instructional Guidance– To identify student strengths and weaknesses– To guide development of individualized learning
plans– To guide selection of appropriate materials– To help students see the progress they are
making
McLendon and Polis 5
How do we assess?
Standardized Tests– Norm-referenced– Criterion-referenced
Alternative Assessments– Interviews, self-evaluations, teachers’
reports, portfolio development
Ongoing Assessments of Instruction– Class responses, informal tests
McLendon and Polis 6
Activity 1: How well do you understand the assessment
policy?
Respond to the questions on the Activity 1 handout.
McLendon and Polis 7
Examining Michigan’s Assessment Policy
What it says– Policy abstract
What it means– The Assessment Technical Assistance
Paper
McLendon and Polis 8
The Big Three: TABE, CASAS, and WorkKeys
How are they the same?
How are they different?
Why do I need to use locator or appraisal tests?
How do I know which test is best?
McLendon and Polis 9
TABE CASAS WorkKeysNorm-referenced Criterion-referenced Criterion-referenced
Reading, Math, Language
(Optional: Spelling)
ABE/ASE: Reading, Math
ESL: Listening, Reading
Optional tests available
Applied Mathematics, Reading for Information
Locating Information
Optional tests available
Timed Untimed Timed
Forms: 9 and 10 Forms: 2 forms for each test level
Multiple forms available
Levels: Limited Literacy, Easy, Medium, Difficult, Advanced
Levels: Pre-A, A, B, C, D Levels: no separate leveled tests -5 levels of difficulty within each test; begins at high intermediate
Battery: 3 ½ hours to complete; Survey: 2 hours to complete
Takes about 1 hour to complete each pre-test.
2 hours 15 minutes for AM, RI, and LI
Locator test to determine level
Appraisal tests to determine level
Readiness test available
Scaled scores and GE CASAS scaled scores Levels 3 – 7 plus scaled scores
Training recommended At least one person from program must be trained
Must be an ACT-licensed provider
McLendon and Polis 10
Locator and Appraisal Tests
Why:– Determine the appropriate level of pre-
test to administer– Must be used to ensure valid test
results– Prevents students from being
frustrated or overwhelmed with test questions that are too easy or too difficult
McLendon and Polis 11
The Importance of Range
Post-test with different form of same level except…
Example: TABELevel Grade Range L (Limited literacy) 0-1.9 E (Easy) 2.0-3.9 M (Medium) 4.0-5.9 D (Difficult) 6.0-8.9 A (Advanced) 9.0-12.9If pre-test score falls at top of the range,
post-test with next highest levelIf significant progress has been made in
class, post-test with next highest level
McLendon and Polis 12
Which test is best?
Depends on student goals– GED preparation
– Enrollment in postsecondary
– Job retention or employment
– Focus on life skills
– English as a Second Language
McLendon and Polis 13
Activity 2: You Be the Judge!
Decide if you like one test better than the other.
Try your skill at the sample math problems taken from TABE, CASAS, and WorkKeys.
Do you notice any differences or similarities?
McLendon and Polis 14
How is your program doing?Assessment Checkpoints
– Have staff complete the standardized testing checklist and discuss the results.
– Observe staff conducting assessments, using the checklist during your observations.
– Review a sample of student records.– Review program data.
McLendon and Polis 15
Reviewing Program DataLook for anomalies or things that “don’t
make sense”Examine the:
– Number and percentage of students pre- and post-tested.
– Number of students placed in each level.– Percent of students advancing by level.– Average number of instructional hours it takes
students to advance by level.– Average number of hours of instruction
received by level.
McLendon and Polis 16
Activity 3: What can you learn from your assessment data?
With your table partners, examine the sample data tables for activity 3. Each set of data has a number of potential problems. See how many you can identify.
McLendon and Polis 17
Developing a Local Assessment Policy
Why?– To provide clear guidance and expectations– To ensure consistency across all classes– To clarify local assessment decisions
• When should pre-testing occur?• What procedure should be used to review initial
assessment results with students and jointly develop a learning plan?
• What procedure should be used to review student progress and revise learning plan?
McLendon and Polis 18
Developing a Local Assessment Policy
Activity 4: Examining a Local Policy Assessment Template
Examine the sample template and discuss with your table partners:– Would a similar format work for you?– Is there anything missing?– How would you adapt it to meet your
needs?– How would you communicate the policy
to your staff?
McLendon and Polis 19
Why do we assess?
Compliance– State and federal policy requirements– Consistent way to measure educational gains
Instructional Guidance– To identify student strengths and weaknesses– To guide development of individualized learning
plans– To guide selection of appropriate materials– To help students see the progress they are
making
McLendon and Polis 20
Assessment after MAERS
TABE, CASAS, and WorkKeys provide some information
What else will help?– Reading: a complex science– Learning Styles: learners learn
differently– GED Practice Test: pinpointing
learners strengths and weaknesses
McLendon and Polis 21
Reading
Print Skills (Alphabetics) – Phonemics – Word Recognition
• Sight Words • Word Analysis
– Spelling – Reading Rate & Fluency
Meaning Skills – Word Meaning (Vocabulary) – Background Knowledge – Silent Reading Comprehension
McLendon and Polis 22
McLendon and Polis 23
Reading Component
Andrew Barbara Carlos
Silent Reading Comprehension
8.0 8.0 8.0
Word Recognition
10.0 3.0 5.0
Spelling 8.0 3.0 5.0
Word Meaning (Vocabulary)
7.0 8.0 6.0
McLendon and Polis 24
Reading Assessment Resources
Test Bank http://www.nifl.gov/readingprofiles/MC_Test_Bank.htm
Mini-Course http://www.nifl.gov/readingprofiles/MC_Intro.htm
McLendon and Polis 25
Learning Styles
C.I.T.E. Learning Styles Inventory– www.wvabe.org/cite.htm– Information gathering: auditory
language, visual language, auditory numerical, visual numerical, auditory-visual language
– Work conditions: alone or group– Expressiveness: oral or written
McLendon and Polis 26
Learning Styles
Activity 5: What is your learning style?
McLendon and Polis 27
GED Practice Test
Assess learners skills– Language arts—writing– Language arts—reading– Social Studies– Mathematics– Science
Use to guide development of the student’s learning plan
McLendon and Polis 28
GED Practice Test
Paper Copies– GED Testing Service, American
Council on Education– www.gedtest.org
Online—Steck-Vaughn– www.gedpractice.com
McLendon and Polis 29
Workshop ObjectivesBy the end of the workshop, you will be able to: Identify the similarities and differences in the
format, content, administration, and scoring procedures of the TABE, CASAS, and WorkKeys assessments.
Use a checklist to determine your program’s current level of compliance with Michigan’s new assessment policy and standardized testing protocol.
Develop a local assessment policy using an electronic, customizable template.
McLendon and Polis 30
Workshop ObjectivesBy the end of the workshop, you will be able to:Determine appropriate standardized testing
accommodations for adults with special learning needs.
Analyze your program’s assessment data to identify instructional areas needing attention.
Guide teachers in using standardized tests and alternative assessment procedures, including learning styles inventories, to plan and evaluate learning.
McLendon and Polis 31
Assessment
Thank You
We are always willing to help
Kathi [email protected]
Lennox [email protected]
