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Tests of Adult Basic Education

Tests of Adult Basic Education. Workshop Objectives. Practical knowledge needed for implementation, including planning, scheduling tests, registration and the preparation of students Introduction to scoring and reporting TABE results Discussion of how to accommodate students with disabilities

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Tests of Adult Basic Education

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  1. Tests of Adult Basic Education

  2. Workshop Objectives • Practical knowledge needed for implementation, including planning, scheduling tests, registration and the preparation of students • Introduction to scoring and reporting TABE results • Discussion of how to accommodate students with disabilities • Discussion of basic test management • Discussion of other organization and implementation needs

  3. Why TABE? • It provides a complete picture of adult student performance • Provides both norm-referenced and competency-based/ criterion-referenced information • Helps educators and other users evaluate clients’ abilities in basic skills (reading, language, mathematics) • Provides data for initial placement in an Educational Functioning Level (EFL) and subsequent promotion to a higher EFL • Approved for NRS Reporting

  4. Tests of Adult Basic Education • Most widely used adult test in the United States (ABE) • Proven “Validity” and “Reliability” • Norms based on adult reference groups • Content reflects adult learning • Built on 45 years of experience • Grounded in Basic Skills/Higher Order Thinking Skills – Cognitive Complexity • Bloom, Rankin-Hughes, Norm Webb

  5. History of CTB/McGraw-Hill’sTests of Adult Basic Education (TABE) • TABE 1 & 2 1964 • TABE 3 & 4 1974-1975 • TABE 5 & 6 1983 • TABE 7 & 8 1994 • TABE 9 & 10 2003-2004 • TABE Online 2006 • TABE Adaptive 2012 • TASC 2014

  6. TABE Content Validity • Higher Order Thinking Skills • Cognitive Complexity • National Adult Literacy Survey (NALS) • Standards and Guidelines • NCTM, IRA, NCTE • Culturally Diverse Content • Maximum Bias Elimination • Ethnicity • Age • Gender

  7. Content Validity Content measures three types of literacy needed for the High School Equivalency and today’s jobs: • Prose literacy —reading and understanding written text • Document literacy —understanding content of common documents (diagrams, maps, charts, tables, forms, and consumer labels ) • Numeracy —merging knowledge of numerical and word content (the ability to understand complex documents such as tax forms or advertisements that require both text and math skills 2003 NALS Comparative Report to the Nation on Adult Literacy Performance

  8. Versions of TABE • Two Alternate Forms – 9 &10 • Two versions for each form • Complete Battery (3 hours, 37 minutes) • Complete norm- and criterion-referenced information • Detailed diagnostic information • Survey (2 hours, 8 minutes) • Shorter testing time • Easy screening and placement

  9. TABE Test Booklets • Level L Form 9 or 10 (consumable) • Complete Battery Form 9 or 10 (reusable) • Levels E, M, D, or A • Survey Form 9 or 10 (reusable) • Levels E, M, D, or A • Large Print Test Books • Braille (9 only) • Audio (9 only)

  10. *Core Tests: Reading Language Mathematics Mathematics Computation Applied Mathematics Plus Tests (Optional): Language Mechanics Vocabulary Spelling Advanced Tests (Optional): Social Studies and Science Algebra/Geometry Writing ( 2 prompts) Instructional Support Getting to Know TABE Building Skills With TABE Scoring Options Hand-scoring TABE-PC or TestMate TABE TABE Online TABE 9 and 10: A Flexible, Modular Structure *approved for federal reporting

  11. Literacy Level

  12. TABE Administration and Support Materials • Test Directions • Norms Book • Technical Report • Individual Diagnostic Profiles • Building Skills with TABE • Getting to Know TABE

  13. TABE 9 & 10 Flexible Options: TABE Online • Web based version of TABE 9&10 • Rapid Registration of student in the system • Test scored immediately and automatically • Auto Locator for placing students in test level • Completely secure test administration and data storage • Timer and book marking features • Reports allow for aggregation of data • Improved accommodation functionality – font color/size

  14. TABE 9 & 10 Flexible Options: TABE PC • Entire test or any part completed on computer • Test scored immediately and automatically • Auto Locator for placing students in test level • Option for randomizing distractors/ correct answer to improve test security • Timer and book marking features • Option for integrating data with TestMate TABE testing and upload • Same reporting formats as TestMate TABE

  15. Understanding and Using TABE Appropriately

  16. Time prior to post-testing 50- 60 hours of instruction (40 min) recommended for ABE students 30-59 hours of instruction recommended for ASE students same level, different form 120 hours of instruction recommended same level, same form Frequency of TABE assessments?

  17. TABE Levels by Content Difficulty L 0 - 1.9 E 2.0 - 3.9 M 4.0 - 5.9 D 6.0 - 8.9 A 9.0 - 12.9 • Most questions on tests are written at the content difficulty indicated • Small amount of questions above and below content range for vertical scaling

  18. Using Best Practices to Administer TABE 9 and 10

  19. Pre-test/Post-test Evaluation

  20. Best Practices in Administering TABE • Inform student about the test experience. • Purpose of testing and use of results • When and where the test will be given • What subject matter will be tested • Types of test questions • Timing and test length • Practice questions • Create and maintain appropriate testing environment. • Trained administrators and proctors • Appropriate spacing/seating of students

  21. Student Fatigue Motivation level Physical discomfort Test anxiety Environmental Light levels Temperature Noise level Ventilation Other distractions Variables That Can Affect Test Results

  22. Best Practices in Administering TABE • Use “Locator” to determine appropriate test level. • May not be used instead of test level • Is not an absolute prediction of ability • Has limited number of items • Avoid administering a level “too easy” or “too difficult” • Use determined test level in a “standardized” manner. • Use proper timing • Read script verbatim • Follow test directions explicitly • Ensure comparable testing situation for all examinees

  23. How to Help Examinees Do explain: • Won’t know all the answers • Time frame • No preparation needed • Current skills • Breaks • No trick questions Do not say: • Easy test • Extra time is allowed

  24. Hand Scoring • Must have the following to complete: • Scoreze Answer Sheet or CompuScan Answer Sheet • Stencil overlay or Answer Key to score • Norms Book • Diagnostic Profile Sheet

  25. Using TABE with Special Needs Students

  26. Adult Students with Disabilities • Must self-identify • Must provide approved documentation • Must request accommodation

  27. Modifications / Accommodations of Testing Procedures • Flexible scheduling • Flexible setting • Flexible responding • Flexible presentation • Flexible timing

  28. TABE Accommodations • Making Test Accessible for Adult Students with Special Needs • TABE 9 & 10 -Large Print-(available in Complete and Survey editions) • TABE 9-Braille-(available in Complete and Survey Editions). • TABE 9-Audio Taped Edition-(available in Complete and Survey Editions). • Use of TABE Online or TABE PC.

  29. Maintaining Security and Integrity of TABE 9 and 10

  30. Security Issues • Handling Testing Materials • Tracking with TABE Administrators, Students • Keeping Materials in Locked Storage • No cell phones or electronic devices • Number tests and answer sheets • Plan for contingencies • Active monitoring • 1 proctor for every 15 students being tested • Direct observation for entire test period

  31. Interpreting and Using TABE Results

  32. Score Range vs. Content Range Grade Equivalent Content Range

  33. How to interpret scores • The “raw score” (number correct) cannot be compared from Form to Form • Forms are “alternate” • but not 100% equal item by item • Number Correct (NC) is starting point for determining meaningful scores • For manual scoring, use norms book to interpret NC • TestMate TABE, TABE PC & TABE Online generate instant test reports

  34. Interpretation of Grade Equivalent Scores • A GE of 7.6 in mathematics does NOT mean the student is capable of doing 7th grade math • it depends on the level of the test being given • The GE score may not always keep pace with academic growth. • Is a 5.5 GE on M level the same as 5.5 on the D level? • Can a student’s GE stay the same, but still demonstrate academic growth?

  35. TABE 9 & 10 Score Types • Norm-referenced Scores • National Percentile (NP) • Stanine (1-9) • Scale Score (0-999) • GE (0 – 12.9) • Standard Error of Measurement (SEM) • All tests have error, but how much? • Criterion-referenced Scores • Number correct • Percent mastery

  36. Scale Scores…0 to 999 • Scale scores are used as • a basis for deriving the other TABE 9&10 norm-referenced scores that can be used to describe test performance • The scale score takes into consideration • the difficulty of the form: • it takes more items correct in “M” than it does in “D” to get the same scale score • Scale score is the only way to assess educational gain • All items are on a “vertical” scale • Being on an equal-interval scale means that the distance between the two scale scores has the same meaning at different points on the scale

  37. Standard Error of Measurement (SEM) • Every test has error; important to use SEM for correct interpretation of test scores • Estimate of amount of error to be expected in a particular score from a particular test • SEM is: • Attached to each scale score and takes a student’s “true score” into account • Much larger near the floor or ceiling of the range of performance for a given test • Range of performance may be calculated by adding and subtracting the SEM to/from the scale score

  38. Linking Data to Instruction

  39. Linking Data to Instruction • Building Skills with TABE • Achieving TABE Success • Contemporary • Steck-Vaughn • Number Power and Number Sense

  40. Turning the Focus to Instruction • Diagnostic Reports - Why Create Them? • Gives an instant view of TABE skills on which to focus prior to post-testing • Gives teachers the opportunity to look at their entire class or select individuals performance on TABE Pre-test • Helps teachers plan instruction • Small group and/or entire class activities based on common skill weaknesses • Target specific weak skills utilizing the Study Guides books and • Form daily lesson plans • Provides a reference for pulling extra materials for supplemental practice • Shapes daily, direct instruction between teacher and student

  41. Turning the Focus to Instruction: Item Analysis Data • Individual Diagnostic Profile • TestMate for TABE software or TABE PC • TABE Online Group Item Analysis Report • TABE Teachers Guides Instructional Binders

  42. Turning the Focus to Instruction Correlations from Publishers Content • Where to find them? • In the front of some of the Instructional materials • Links each question to targeted skill lessons in that publisher’s materials • Used for an Individual Students

  43. Turning the Focus to Instruction Creating & Using a TABE Study Plan (Prescriptive) • WHY Create Them? • Provides relevant information to the student about areas of skill strength & weakness • Ties relevance to TABE skills & skills needed for other academic areas (e.g., HSAP, HSE, etc.) • Gives an immediate assignment • Focuses on appropriate TABE – Skill practice along with the use of HSE materials • Gives instant success • Promotes student confidence

  44. Assessment Results • Results of both pre- and post-tests are important to the: • Learner: They should know the reason they are placed at a certain level, in certain materials, etc. They can also see how much progress they make. • Teacher: Results should be used to guide instruction and curriculum development. • Program: Critical for program improvement and accountability for achieving targeted outcomes. Results should DRIVE the Instructional Program & TRANSLATE into POSITIVE Program Performance

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