TABE Assessment

1
TABE Assessment

• Presenter Name
• Local Program name
• Designed and sponsored by the
• TN Dept of Labor Workforce Development,
  Division of Adult Education

2
Why Are We Here?

• Do you administer the TABE?
• Do you base instruction on the TABE?

3
TN Assessment Policy

• Why have an Assessment Policy?
• Federal/NRS Requirement
• Fact-based decision making for
• Student Instruction Progress
• Program Statewide Improvement Efforts
• Why these Changes?
• Changes in Federal Requirements
• Federally Approved Assessment Policy
• Changes Implemented April 1, 2007

4
Assessment Policy - Changes

• Assessment Administrator Training
• All persons administering an assessment must
  show documentation of training for that
  assessment.
• All persons trained must show annual
  documentation of competence in administering
  each assessment.

5
Objectives for this Session

• Overview TABE Assessment procedures
• Share information
• Debunk common myths misunderstandings
• Answer commonly asked questions
• Complete TABE Certification requirements
• Improve assessment procedures thus
• Improve data consistency accuracy
• Improve ABE/GED instruction
• Show accurate level gains

6
TABE Certification

• Qualifications Of TABE Administrator
• General Knowledge Of Measurement Principals
• Willing To Abide By Assessment Standards
• Appropriate TABE Administration
• TN Assessment Policy
• Assessment Security Guidelines

7
TABE Training Video

• Edited for length
• Companion Workbook
• Review some workbook questions after
• Be sure to note any questions for discussion
  afterwards

8
Review of Training Materials

• Three Main Topics
• Overview of TABE Assessment
• Assessment Accommodations
• Administering the TABE
• Certification Certificate

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Why Do we Assess?

• Guide Instruction
• Informing the Instructor
• Inform Students
• Note Effective Instruction ?student outcomes
• Program Improvement
• Accountability to Funders
• Initial Assessment - Functioning Level to count
  the student for state federal funding
• Routine post-assessment - to determine level
  gain/student progress (performance funding/state
  goals)

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Who do we Assess?

• Beginning Literacy Students
• Pre-GED GED Students
• English Language Learners
• For Employers - Employees/Applicants
• Computer Basic Skills Students
• for eligibility only

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What do We Assess?

• Assessment is Based on Students Goals
• For Most Students ? Goal GED
• Reading, Math, Language
• Exception
• I only want to improve X (test only in X)

12
Workbook Focus Questions

• Page 7 Local Focus Questions
• Which TABE tests best meet the needs of your
  program/students?
• How do you use TABE to pre- and post test
  students? (include how often)
• How do you currently score the TABE?
• Also Page 14 Local Focus Question
• 2 What is the Purpose of the Locator test?

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Appropriate Testing Administration

• Uses Current Versions of TABE
• Uses Appropriate Level TABE For Students
  Functional Level in each Content Area (Locator)
• For Valid Scores
• Is Timed
• Is Administered According to Instructions
• Is Scored Accurately
• Offers Accommodations as Appropriate
• Takes place in appropriate Testing Conditions

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Current Version(s) of the TABE
History of CTB/McGraw-Hills Tests Of Adult
Basic Education TABE

• TABE 12 1964
• TABE 34 1974-1975
• TABE 56 1985
• TABE 78 1994
• TABE 9/10 2002

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Initial Assessment

• Should take place within the first 12 hoursof
  instruction/services
• Assessment preparation and pre-counseling
• Locator (to determine correct Level of TABE)
• Post Assessment review/counseling
• New initial assessment required if student has
  no attendance hours in 90 calendar
  days(application is closed in CMATS, intake
  process repeated when student returns)
• Federal requirement close after 90 days no
  attendance

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TABE Levels/Content Ranges

• L 0.0 1.9 Pre - Literacy
• E 2.0 3.9 Easy
• M 4.0 5.9 Medium
• D 6.0 8.9 Difficult
• A 9.0 12.9 Advanced
• (these are also called cut points)

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Functional Level Testing

• Purpose of Locator is to assist in assigning a
  test level of appropriate difficulty that will
  yield most reliable scores.
• Test too easy Frustration level too
  high/inaccurate
• Test too difficult Frustration level too
  low/inaccurate
• Test Just Right better Accuracy
• Scores are most reliable when examinees get
  approximately 40 to 75 of the items correct
  (e.g. when they fall near the middle of the
  distribution of scores).
• Scores near the ceiling/floor, have relatively
  little diagnostic value.

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Rules of the Locator

• It is a timed test
• It is just an estimate of the clients skill
  level in each content area
• Subject Area cut points calculated
  independently
• Cut points are guidelines. Use them along with
  any other knowledge of the examinees skills,
  current or previous performance to help determine
  placement in TABE levels

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9 10 Locator Test Scores Evaluation Chart
Based on Example below Locator suggests student
use Reading Level D, Math - Level E, and
Language Level M
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Frequently Asked Question Locator levels of
TABE

• What if student takes wrong level of
  TABE?Repeat initial assessment with correct TABE
  level (whole test or individual subject area(s),
  as needed)
• Example Locator ? student should take TABE D
  in all areas, BUT 9D Survey results ? Math SS
  438 GE 3.9
• Since TABE D Content Range 6.0 8.9, then
  Math subtest score/info not accurate, thus
  student should be re-tested on the TABE M for
  Math, and TABE D math score should NOT be used as
  an initial level.

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Frequently Asked Question Locator

• Can I use the locator alone to place a Student
  in a class?NO The locator alone cannot be used
  for placement
• Other Questions?

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For Valid Scores

• Administer Score Test According to Guidelines
• Guide to Administering TABE 9 10 (or 7 8)
• Test Directions for TABE being Administered
• Test must be Timed appropriately
• Test must be Monitored (administrator in the
  room)
• Examiners should be familiar with test items,
  tasks, and directions.Note, however, EVERYONE
  should AVOID
• Incorporating specific test content into
  instruction
• Giving extra practice on specific item(s) or task
  formats.
• Show students ACTUAL test questions before testing

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Norms Table Abbreviations

• NC Number-Correct Score
• SS Scale Score
• SEM Standard Error of Measurement
• GE Grade Equivalent
• P Percentile
• S Stanine
• ABE-all Adult Basic Ed Enrollee
• ABE-juvenile Enrollees (Ages 14-20)
• VO Vocational Tech school enrollees, COL
  College Students

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Using Norms Book

• Remember Scores are most reliable when
  examinees get approximately 40 to 75 of the
  items correct
• Norms book gives you Scale Scores and GE for ALL
  raw NC scores (even unreliable ones)
• Check to be sure score is reliable
• Check Content Range for TABE Level (A, D, M,
  E, L) is it more than 2 grade levels
  above/below?

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Post-testing with TABE

• Goal ALL Students have at least ONE Post-test
• Post-Test every 60 hours of instruction.
• YES post-tests may occur 2-3 times/year/student.
• YES post-test can occur sooner, BUT
• Exception must conform to local program procedure
• Exception must be documented
• Remember, if a student has no attendance hours in
  90 calendar days, they must re-test before
  re-entry
• Post Test (or re-test) with Alternate Version OR
  Different Level, of TABE (from previous version)

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Test Versions (9 vs 10)

• MUST Post-test with an Alternate Version of the
  TABE, if Level is the same
• Why? - To reduce exposure to the content of a
  particular test avoid memorization/practice
  effect.
• DO NOT have to post-test using the same Level of
  the TABE (program/teacher judgment)
• You can use in any order (9,10 or 10, 9)
• Avoid switching from 7 or 8 to 9 or 10

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Frequently Asked Questions - Post-Testing
Single Subtest

• Can I post-test in a single subtest area?
• YES.
• Focus is on improving students weakest area(s)
  1st
• ExampleTABE 7 SS R562 (D), M420 (E), L503
  (M)
• Focus instruction on Math
• Re-test on Math only (7M) SS 482 (NRS level
  gain!)
• Focus instruction on Math AND Language
• Re-test in Math AND Language (M L - 7D).

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Workbook Focus Questions

• Page 14 Local Focus Questions
• 7 How does your program deal with disabled
  students who request accommodations?
• 4 How do you use the Level L test with your
  students?

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Testing Accommodations

• Accommodations are
• Intended To Provide Equal Access
• Designed to Minimize An Advantage Or Disadvantage
• Unacceptable Accommodations
• Untimed Test
• Taking test at home or without monitor
• Reviewing test questions before hand
• Accommodations should NOT be used on assessments
  unless they are used in regularly in classroom
  instruction

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Who gets Accommodations?

• Everyone must be made aware that accommodations
  are available.
• Per TN Assessment Policy
• The following statement must be read to each
  person upon entering the program
• If you suspect or know you have
• a physical/chronic health, learning or other
  disability, ADD/ADHD, and/or an emotional/mental
  health disorder that may require accommodations,
  please let someone on the Adult Education staff
  know.

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Who gets Accommodations?

• Local programs should inform students that they
  may qualify for accommodations if
• Student requests assessment accommodation(s)
• Student reports a limitation that may require
  accommodation(s)
• Local AE program staff suspect a limitation that
  may require accommodation(s)
• For ANY formal testing, disability must be
  officially documented for accommodations
  requiring approval.

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Assessment Accommodations

• Many simple accommodations do NOT require
  approval
• Allowed accommodations require documentation
  for ANY assessment
• For more info on allowed GED
  Accommodations http//www.acenet.edu
• Click on Programs Services tab in top menu bar
• Click on link to GED Testing Service from list
• Scroll down to link for Special Accommodations
  for Documented Disabilities

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Test Security

• Keep Tests In Locked Storage
• Monitor Students During Testing
• No phones, beepers, hats, coats, talking, sharing
  answers, crib sheets, etc.
• Collect Documents After Each Testing Session
• Erase marks in booklets
• Shred scratch paper (students cannot keep)
• Do Not Use TABE Test For Practice

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Preparing Students to Take the TABE

• Have A Positive Attitude
• Testing does NOT have to be the very 1st thing
• Before giving Locator - Take time to
• Interview student
• Discuss The Test Format, answer sheet format
• Discuss Test Taking Strategies
• Provide timed TABE practice questionsFor
  post-test students, practice timed review tests
  or classroom exercises

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Administering the TABE

• Provide standardized testing conditions
• Quiet, uninterrupted time/space
• Good lighting, temperature, etc.
• Spacing between students
• Be sure to have all materials (timer, pencils,
  etc.)
• Review check identifying information
• Check that students are marking answers in right
  places
• Post end times and give warnings

36
Post-Assessment Counseling

• Discuss general feelings/reactions to assessment
• Provide scale scores and list of skills missed
  (item analysis)
• Discuss goals for subject area improvement
• Discuss plans for instruction
• Subject area skills
• Test-taking strategies/skills

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Item Analysis Instruction

• Instructor should ALWAYS receive
• Level(s) and version(s) of TABE administered
• Scores/results - Scale Score, NRS Level GE
  for each subject area
• Copy or list of actual items missed so they can
  perform an item analysis (or an item analysis
  itself)

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Wrap Up

• Fill out Test Administrator Certification Form
• TURN IN BEFORE LEAVING SESSION
• Evaluation
• Further Questions?
• Phyllis Pardue phyllis.pardue_at_state.tn.us
• 1-800-531-1515
• Hope Lancaster hope.lancaster_at_state.tn.us
  1-800-531-1515
• Duren Thompson duren.thompson_at_utk.edu
  1-877-340-0546

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Resources

• TN Assessment Policy other assessment
  informationhttp//aeonline.coe.utk.edu/TNassessme
  nt.htm
• Learning Skills Curriculumhttp//www.cls.utk.edu/
  ls_curriculum.html
• CTB/McGraw Hill Guidelines for Inclusive Test
  Administrationhttp//www.ctb.com/media/articles/p
  dfs/general/guidelines_inclusive.pdf