Curriculum 100: Assessment to Instruction Part II

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Curriculum 100Assessment to InstructionPart II

• WV Adult Basic Education
• Office of Adult Education and Workforce
  Development
• West Virginia Department of Education

Revised September 2008
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Training Objectives

• Review the purposes for conducting assessment in
  ABE.
• Review the process for moving students from
  assessment to instruction.
• Develop and share activities for using authentic
  materials to teach skills.
• Describe processes for monitoring student
  progress.
• Examine methods for documenting mastery of IGOs
  and completion of FFLs.

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Components of West Virginia CBE Programs

• Participant needs assessments
• TABE, CASAS, BEST, CELSA
• Goal-setting

Identification of competencies (IGOs) to be
addressed
Use of various assessments to monitor progress
in mastery of IGOs
Instruction with a variety of materials
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Assessment to Instruction Process
Review

• At intake, conduct global assessment of basic
  skills/needs.
• Determine the individuals program placement and
  FFL.
• Plan curriculum and instruction.
• Monitor progress.
• Verify educational gains.
• Record student achievements.

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Competency-Based Education
Review

• Competencies (also referred to as IGOs) are
  statements that integrate basic skill instruction
  with life skill content.
• Basic skills (e.g., reading, computation, etc.)
  are the "enabling skills" or the "building
  blocks" needed to perform learning tasks or solve
  daily life problems.
• Life skills apply to problems in the real world
  (e.g., comparing prices, preparing a resumé,
  etc.).

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Using Real Life Materials to Teach Basic Skills
Activity 1

• Work with a small group.
• Select three basic skills for teaching/ learning
  this life skill Interpret and calculate sales
  tax, rebates, and discounts.
• Using some of the authentic materials provided,
  create three to five activities for teaching
  these skills.
• Write a brief description of how you would use
  the materials in the classroom.

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Life Skill Interpret and calculate sales tax,
rebates, and discounts.
Activity 1

• Select three of these basic skills to teach the
  life skill.
• M.4.3.1 Identify place value for decimals.
• M.4.4.1 Add decimals add decimals and whole
  numbers.
• M.4.4.2 Subtract decimals subtract . . . .
• M.4.4.3 Multiply decimals multiply . . . .
• M.5.4.1 Convert percents to decimals/fractions.
• M.5.4.2 Compute percents by finding the part,
  the percent and the whole.
• M.5.4.3 Solve real life work problems using
  percents.

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Monitor ProgressFormal Informal Assessment
Step 4

• Use formal and informal assessments to conduct
  frequent progress checks to assess completion of
  the Essential IGOs and the selected additional
  IGOs.
• Employ a variety of assessment tools and methods
  to track student progress.

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Monitor Progress (cont.)Formal Informal
Assessment
Step 4

• Much of the assessment at this step is informal.
  
• Class assignments
• Quizzes
• Student self-evaluations
• Teacher observations
• End-of-chapter tests
• Computerized assessments

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Monitor Progress (cont.)Mastery of Essential IGOs
Step 4

• To track progress toward mastery of Essential
  IGOs, the student must complete an assessment
  task appropriate to each IGO.

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Monitor Progress (cont.)Essential IGOs
Monitoring System
Step 4

• The WVABE Essential IGOs Monitoring System
  consists of three components
• Essential IGOs
• Performance Descriptors
• Benchmark Tasks

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Monitor Progress (cont.)Essential IGOs
Monitoring System
Step 4

• Essential IGOs specify basic skills that a
  student needs to master to be successful at each
  Federal Functioning Level (FFL).
• Essential IGOs are listed by FFL on the WVABE
  Verification Checklists.

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Monitor Progress (cont.)Essential IGOs
Monitoring System
Step 4

• Essential IGOs were placed at a specific FFL for
  two reasons
• The IGOs match the descriptors of skills
  developed by the National Reporting Service for
  the educational functioning level.
• The IGOs match items on the standardized tests
  that are correlated to the FFLs.

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Monitor Progress (cont.)Essential IGOs
Monitoring System
Step 4

• Two components of the Essential IGO Monitoring
  System will help to verify mastery of specific
  IGOs
• Performance Descriptors
• Benchmark Tasks
• Currently, there are no performance descriptors
  or benchmark tasks for ESL, GED, or Computer
  Literacy.

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Monitor Progress (cont.)Essential IGOs
Monitoring System
Step 4

• For each ABE Essential IGO a performance
  descriptor specifies the criteria for assessing
  student mastery of the IGO and for developing an
  assessment task for that IGO.
• It guides instructors in selecting appropriate
  and consistent assessment tasks.
• Performance descriptors for Essential IGOs are
  listed on the back of the verification checklists.

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Monitor Progress (cont.)Essential IGOs
Monitoring System
Step 4

• A benchmark task is a learning task or activity
  that meets the criteria stated in the performance
  descriptor and is used to monitor progress and
  indicate deficiencies.

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Examining the Monitoring System
Activity 2

• Examine the four IGOs and their performance
  descriptors.
• Does each performance descriptor state the
  criteria for mastery?
• Compare the four performance descriptors to their
  accompanying benchmark tasks (yellow handout).
• Does each benchmark task meet the criteria
  specified in the performance descriptor?

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Important Note
Step 4

• Copies of the WVABE Benchmark Tasks are available
  to instructors by calling the Curriculum
  Technology Resources Center (CTRC) at Cedar Lakes
  at 1-800-WVA-JOBS.
• WVABE Benchmark Tasks must be treated as secure
  documents.
• Store them in a locked file to which students do
  not have access.

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Another Important Note
Step 4

• The Essential IGOs Verification Checklists cannot
  be used to verify that the student has completed
  an FFL or moved from one FFL to the next.
• Only standardized test scores can be used for
  this verification.

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Monitor Progress (cont.)Mastery of Essential IGOs
Step 4

• Track mastery of Essential IGOs by having
  students complete benchmark tasks (assessment
  activities).
• As each benchmark task is completed successfully,
  date and initial the IGO on the checklist.
• Place supporting documentation in a student
  portfolio maintained by the instructor.

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Monitor Progress (cont.)Benchmark Tasks
Step 4

• Instructors have choices regarding benchmark
  tasks
• Use the WVABE Benchmark Tasks available from the
  CTRC.
• Develop benchmark tasks based on the criteria
  stated in the performance descriptor.
• Use commercial materials that meet the
  performance descriptor criteria to assess IGO
  completion.

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Monitor Progress (cont.)Benchmark Tasks
Step 4

• Suggested resources for developing benchmark
  tasks
• Teacher-made tests
• Student projects assessed by rubrics
• Performance samples
• End-of-chapter tests
• Worksheets
• Computerized tests

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Monitor Progress (cont.)Benchmark Tasks
Step 4

• When a student fails to demonstrate mastery on a
  benchmark task, the instructor will need to find
  or develop a second task which meets the criteria
  in the descriptor.

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Monitor Progress (cont.)Benchmark Tasks
Step 4

• Creating a second benchmark task can be
  accomplished by using the original task as a
  guide for developing a new assessment tool.

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Creating a Benchmark Task
Activity 3

• Select any one of the four WVABE Benchmark Tasks
  just examined.
• Use the selected task as a guide to create a new
  assessment task for the IGO.
• Remember that your new task must meet the
  criteria specified in the performance descriptor.

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Monitor Progress (cont.)Additional Monitoring
Methods
Step 4

• Learners who need to know if they qualify to take
  the GED Tests will take the Official GED
  Practice Tests (OPT).
• The OPT may be used to document student
  achievement on the ABE 400B form.
• The OPT may not be used for pre- and post-testing
  to determine educational gains.

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Monitor Progress (cont.)Rubrics
Step 4

• Another assessment tool used for monitoring
  progress is a rubric.
• A rubric is used to rate or score a students
  performance or product.

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Monitor Progress (cont.)Rubrics
Step 4

• The rubric identifies the criteria for creating
  the performance or product.
• It provides indicators (usually a rating scale)
  by which to judge the work on each of the
  identified criteria.
• It can also indicate progress toward meeting the
  criteria.

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Monitor Progress (cont.)Rubrics
Step 4

• Rubrics are commonly used in a variety of ways
• Diving meets
• Hiring Qualifications
• Consumer Reports evaluations
• GED /OPT writing assessment
• Job interviews

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Rubrics
Step 4

• Life skills lend themselves to assessment with
  authentic materials and by performance or
  demonstration.
• Through real or simulated activities students
  perform the skill described by the IGO.
• A rubric is a helpful tool for rating student
  performance and progress.

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Creating a Rubric
Step 4

• Decide what you want students to do, perform, or
  produce.
• List the items you would assess in the product or
  performance.
• This list should detail your expectations for
  what you want to see in the final product.
• Use the list you created as the criteria to
  evaluate how well the student has met
  expectations.

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Creating a Rubric
Step 4

• Determine the type of rating/scoring you would
  like to use.
• This could be a numerical scale
• 1poor 2fair 3average 4good
  5excellent
• The scale could describe frequency of use
• never seldom usually always

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Using a Performance Assessment to Assess IGO
Mastery
Rubrics

• Life Skill Count money and make change (M.2)
• Basic Skill 1 Recognize currency (up to 20)
  and coins count and trade pennies, nickels and
  dimes to 100 cents. (M.2.1.1)
• Basic Skill 2 Count back change (up to 5)
  using coins and currency. (M.2.1.2)
• Basic Skill 3 Identify and write amounts of
  money using decimals and words. (M.4.2.1)
• Basic Skill 4 Solve simple addition and
  subtraction problems by computing costs from a
  menu. (M.6.2.1)

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Performance Assessments
Rubrics

• Two kinds of activities can be used as
  performance assessments
• Performance Observation
• Performance Simulation

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Performance Observation
Rubrics

• Provide coins to students and have them count out
  the amounts you indicate.
• Provide currency and coins and have students
  count out the amounts you indicate.
• Provide currency and coins and have students
  count back change in the amounts you indicate.

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Performance Simulation
Rubrics

• Pair students.
• Give one student a menu and a 20 bill.
• Give the second student a couple of dollars in
  coins and an assortment of currency.
• The first student orders from the menu.
• The second student records the amount of the meal
  order and counts back change for the 20.
• Switch roles.
• More advanced students also compute the sales tax.

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Checklist For Performance
Rubrics

• See the Handout.

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Checklist For Performance
Rubrics

• The student can . . .
• identify all US coins.
• count out coins for various amounts.
• use various coins to total same amount of money.
  
• count out bills in various amounts as directed.
• count out a combination of bills and coins in
  amounts indicated.
• compute costs of a meal from a menu.
• make change for bills.
• compute sales tax.

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Rubric For Performance
Rubrics

• See the Handout

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Rubric For Performance
Rubrics

• The student can . . .

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Sample Rubric Scales
Rubrics

• The student can. . .
• Scale 1
• identify all US coins
• _____________________________
• not yet sometimes usually always
• Scale 2
• count out coins for various amounts
• _____________________________
• 1 2 3
  4

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Verify Gains (cont.)Standardized Pre- and
Post-Tests
Step 5

• Verify that a student has completed an FFL or
  moved to a higher FFL by administering a
  post-test using the parallel form of the
  standardized instrument used to pre-test the
  student.

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Verify Gains (cont.)Standardized Pre- and
Post-Tests
Step 5

• Pre-Test
• An entry assessment is administered within the
  first 12 hours of instruction. The lowest
  subject area determines the Entry FFL.
• For returning students, the previous program
  years post-test may be used for the entry
  assessment as long as the test scores are not
  more than 6 months old.

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Verify Gains (cont.)Standardized Pre- and
Post-Tests
Step 5

• Post-Test
• Administer an interim assessment after a minimum
  of 50 hours of instruction and a maximum of 70 to
  100 hours of instruction.
• Administer a final assessment after a minimum of
  50 additional or prior to a students withdrawal
  from the program.

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Verify Gains (cont.)Standardized Pre- and
Post-Tests
Step 5

• Both the Completion of an FFL and Movement to a
  Higher FFL are determined by comparing the
  post-test score to the pre-test in the lowest
  subject area recorded in AEMIS at the beginning
  of the current program year.

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Verify Gains (cont.) Documenting Completion of
Entry FFL
Step 5

• To Complete the Entry FFL, the students
  post-test score must be at or above the
  completion level benchmark of the Entry FFL.
• Post-test using the appropriate parallel form of
  standardized test (TABE, CASAS, BEST Literacy,
  BEST Plus, or CELSA).
• The Entry FFL is based on the lowest subject area
  recorded in AEMIS at the beginning of the current
  program year.

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Verify Gains (cont.) Documenting Movement to
Higher FFL
Step 5

• To Move to a Higher FFL, the students post-test
  score must be at or above the beginning level
  benchmark of the next level above the entry FFL.

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Important Note
Step 5

• Students cannot complete an FFL and move to the
  next FFL based on completion of IGOs.
• However, the Essential IGOs Verification
  Checklist may be used to document and report
  other educational achievements on the 400 Form.

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Verify Gains (cont.) Documenting IGO Mastery
Step 5

• To Master Essential IGOs, the student must
  perform one of the activities on the following
  slides.

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Verify Gains (cont.) Documenting IGO Mastery
Step 5

• Complete a pre-developed benchmark task with 80
  accuracy.
• Complete to a level of at least 80 on a project
  with clearly defined criteria or performance
  standards (rubric) or on a teacher-made test.
• Project or test must meet the criteria described
  in the performance descriptor for the IGO.

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Verify Gains (cont.)Documenting IGO Mastery
Step 5

• Correctly answer question(s) related to an IGO on
  a TABE or CASAS assessment.
• Computerized TABE use the item analysis printout
  to identify correct test responses and verify
  mastery of individual IGOs.
• Paper version of TABE or CASAS use the TABE
  Individual Diagnostic or CASAS Student
  Performance by Competency instrument to identify
  correct test responses.
• Record the date of the test and initial each
  matching IGO on the Essential IGO Verification
  Checklist.

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Verify Gains (cont.) Documenting IGO Mastery
Step 5

• Score at least 80 on a textbook
  end-of-chapter/unit test, computerized
  assessment, or worksheet that meets the
  performance descriptor criteria for the specific
  IGO.
• Satisfactorily complete at least 80 of the items
  on a rubric/performance checklist (i.e., computer
  literacy, Ready To Work) that meets the
  performance descriptor criteria for the specific
  IGO.

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Verify Gains (cont.)Documenting IGO Mastery
Step 5

• Satisfactorily complete a work sample (i.e.,
  assignment, student writing, computation, reading
  inventory) that meets the performance descriptor
  criteria for the IGO.
• Record a satisfactory audio or video tape that
  meets the performance descriptor criteria for the
  IGO.

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Important Exception For Computer Literacy Only
Step 5

• Unlike ABE and ESL students, Computer Literacy
  ONLY students CAN complete an FFL and move to the
  next FFL based on completion of an IGOs
  Verification Checklist.
• This is because they are considered Work-based
  Project Learners (that complete 12-30 hours of
  instruction).

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Computer Literacy ONLY

• Note
• Instructors must maintain a folder/portfolio that
  documents 80 mastery of each of the Computer
  Literacy IGOs.
• Samples of additional work completed by the
  student should also be maintained in the
  individual student folders/ portfolios.

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Special Note forComputer Literacy Only

• If a student receives academic instruction, as
  well as computer literacy, you cannot select the
  computer literacy goal and you must assess the
  student with a standardized assessment (TABE or
  CASAS).

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Special Note forComputer Literacy Only

• For Computer Literacy students that exceed 30
  hours of instruction
• The goals must be changed/updated.
• A standardized assessment must be administered.
• An entry FFL must be assigned.

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Record Student Achievements
Step 6

• Based on the students goals, track their
  achievements
• Educational
• Employment-related
• Further education/training
• Personal
• Family
• Community-related
• Document goal attainment on the ABE 400 Form.

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Record Achievements (cont.)Revisit Goals
Step 6

• Because students program goals may change over
  time, a periodic review of goals is helpful for
  documenting achievements.
• At a minimum, revisit the goals after interim
  assessment.
• Students may achieve several of the items listed
  on the 400B Form.
• Achievements and goals must match.

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Record Achievements (cont.)State Educational
Achievements
Step 6

• Increased score on TABE post-test by .5 grade
  level.
• Increased scale score on CASAS post-test by three
  points.
• Increased one level in learning management system
  (PassKey, KeyTrain, PLATO, etc.).

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Record Achievements (cont.)State Educational
Achievements
Step 6

• Mastered at least three Essential IGOs (e.g., 2
  in reading and 1 in math).
• Mastered all Essential IGOs in the entry FFL.
• Completed an entire vocational assessment
  battery/test (e.g., LPN, TABE, CASAS, ACT,
  WorkKeys).

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Record Achievements (cont.)State Educational
Achievements
Step 6

• Completed the Official GED Practice Tests (OPT).
• Passed all parts of the OPT.
• Completed a GED orientation/seminar.
• Passed one to four parts of the GED.

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Record Achievements (cont.)Other State
Achievements
Step 6

• Further Education/Training
• Met score requirements on entrance exam for
  college/ technical training.
• Met score requirements on English proficiency
  exam for college (for non-native English
  speakers).

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Record Achievements (cont.)Other State
Achievements
Step 6

• Employment-Related (ABE and ESL)
• Obtained a better job or job promotion.
• Obtained / retained a subsidized job.
• Completed a worksite learning experience.
• Passed an employment or state. licensing exam.
• Entered the military.

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Record Achievements (cont.)Other State
Achievements
Step 6

• Employment-Related
• Completed an approved job readiness program
  (i.e., SPOKES, HTGR, LINKS).
• Earned a Ready To Work Certificate.
• Earned a Work-Readiness Certificate (i.e.,
  SPOKES).
• Earned a Customer Service Certificate (i.e.,
  SPOKES).
• Earned an Achievement Certificate (i.e., SPOKES).

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Record Achievements (cont.)Other State
Achievements
Step 6

• Family--Increased Involvement In Childrens
  Education
• Helped children more frequently with school.
• Increased contact with childrens instructor.
• Increased involvement in childrens school
  activities.
• Read to children more frequently.
• Visited library more frequently.
• Purchased books or magazines for children.

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Record Achievements (cont.)Other State
Achievements
Step 6

• Community
• Increased involvement in community activities.
• Voted or registered to vote for the first time.
• Passed state-approved test of citizenship skills.
• Became a US citizen.
• Volunteered for community service.

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Record Achievements (cont.)Other State
Achievements
Step 6

• Personal Goal
• Obtained Computer Skills
• Other Goal
• Educational
• Employment
• Further Education/Training
• Personal
• Family
• Community

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Record Achievements (cont.)Other State
Achievements
Step 6

• Select all of the achievements for which you have
  documentation.
• All documented achievements should be marked
  regardless if they are within the students
  initial primary or secondary goal areas.

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Record Achievements (cont.)NRS Core Outcome
Measures
Step 6

• The NRS requires adult education programs to
  document Core Outcome Measures that demonstrate
  program effectiveness.
• Educational Gains show improvements in the FFLs.
• Follow-up Measures address employment and
  training status of students after program
  completion.

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Record Achievements (cont.) Educational Gains
NRS Core Measures
Step 6

• NRS Core Outcome Measures related to Educational
  Gains include
• Completed an FFL.
• Moved to a higher FFL.
• Educational gains are verified by the
  state-approved standardized assessment data that
  each program enters in AEMIS.

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Record Achievements (cont.)Educational Gains
Core Measures
Step 6

• Educational Gains only count for students that
  attend class at least 12 hours.
• If pre- and post-test scores are not recorded in
  AEMIS, then no credit can be given for these
  achievements.

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Record Achievements (cont.) Follow-up Core
Measures
Step 6

• NRS Follow-up Core Outcome Measures include
• Achieved the GED.
• Completed the EDP.
• Obtained an unsubsidized job.
• Retained an unsubsidized job.
• Enrolled in job training or post-secondary
  education.
• Had public assistance reduced or eliminated.

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Record Achievements (cont.) Follow-up Core
Measures
Step 6

• Follow-up Core Measures are
• Verified by state data-match.
• Measured only for students with an AEMIS goal of
  meeting the specific outcome.
• NOT tracked by the local program (but the program
  is accountable for the achievements).
• If the student has not provided the SS or has
  not signed a release of information, no
  data-match can be made and no credit can be given
  for Follow-up Measures.

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Record Achievements (cont.)Data-matching
Step 6

• Data-matching for receipt of secondary school
  diploma or GED diploma can only be accomplished
  when
• The GED or EDP is completed within West Virginia.

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Record Achievements (cont.)Data-matching
Step 6

• Data-matching for employment can only be
  accomplished when
• Employment can be verified by matching data with
  WorkForce WV, and with the surrounding states of
  Maryland, Virginia, Ohio, Pennsylvania, New
  Jersey, and Washington, DC. (Kentucky is not
  included.)

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Record Achievements (cont.)Data-matching
Step 6

• Data-matching for placement in postsecondary
  education or training can only be accomplished
  when
• Enrollment is in public higher education
  institutions within West Virginia. (Private
  colleges and those in surrounding state schools
  are not included in the match.)
• Enrollment is in full-time vocational programs
  and can be matched through the West Virginia
  Education Information System (WVEIS).

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Record Achievements (cont.)Student Withdrawal
Step 6

• When the student exits the program complete the
  Extended Information section of the 400B Form.
• Indicate that student is
• Continuing Next Program Year (enrolled as of June
  30 and continuing on July 1).
• Withdrawn (90 calendar days of non-attendance).

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Review Objectives

• Review the purposes for conducting assessment in
  ABE.
• Review the process for moving students from
  assessment to instruction.
• Develop and share activities for using authentic
  materials to teach skills.
• Describe processes for monitoring student
  progress.
• Examine methods for documenting mastery of IGOS
  and completion of FFLs.

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Wrap-up

• Please complete a training evaluation.
• Ask your trainer to sign your Certificate of
  Completion.

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Other Core Training for General ABE Instructors

• Instructional Strategies and Materials for the
  GED Language Arts Tests (GED 100)
• Instructional Strategies and Materials for the
  GED Math, Social Studies, and Science Tests (GED
  101)

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Other Core Training for General ABE and ESL
Instructors

• Technology for the ABE Classroom (TECH 100)
• Integrating Technology into the ABE Curriculum
  (TECH 200)
• Introduction to Learning Disabilities and Other
  Special Needs (SLN 100)
• Introduction to Beginning Literacy Instruction
  (LIT 100)

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Other Core Training for ESL Instructors

• English Literacy and Civics Curriculum (ESL CURR
  100)
• Planning Lessons for Adult ESL Classes (ESL CURR
  101)
• Listening and Speaking Skills Strategies (ESL
  CURR 200)
• Language Acquisition and the Adult ESL Learner
  (ESL 100)