McLendon and Polis1 An Administrator’s Guide to Assessment: A Menu of Assessment Options for MAERS and Instructional Guidance

McLendon and Polis2 Workshop Objectives By 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 Polis3 Workshop Objectives By 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 Polis4 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 Polis5 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 Polis6 Activity 1: How well do you understand the assessment policy? Respond to the questions on the Activity 1 handout.

McLendon and Polis7 Examining Michigan’s Assessment Policy What it says –Policy abstract What it means –The Assessment Technical Assistance Paper

McLendon and Polis8 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 Polis9 TABECASASWorkKeys Norm-referencedCriterion-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 TimedUntimedTimed Forms: 9 and 10Forms: 2 forms for each test level Multiple forms available Levels: Limited Literacy, Easy, Medium, Difficult, Advanced Levels: Pre-A, A, B, C, DLevels: 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 GECASAS scaled scoresLevels 3 – 7 plus scaled scores Training recommendedAt least one person from program must be trained Must be an ACT-licensed provider

McLendon and Polis10 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 Polis11 The Importance of Range Post-test with different form of same level except… Example: TABE LevelGrade Range L (Limited literacy)0-1.9 E (Easy) M (Medium) D (Difficult) A (Advanced) If pre-test score falls at top of the range, post-test with next highest level If significant progress has been made in class, post-test with next highest level

McLendon and Polis12 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 Polis13 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 Polis14 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 Polis15 Reviewing Program Data Look 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 Polis16 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 Polis17 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 Polis18 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 Polis19 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 Polis20 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 Polis21 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

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McLendon and Polis23 Reading Component AndrewBarbaraCarlos Silent Reading Comprehension 8.0 Word Recognition Spelling Word Meaning (Vocabulary)

McLendon and Polis24 Reading Assessment Resources Test Bank MC_Test_Bank.htm MC_Test_Bank.htm Mini-Course MC_Intro.htm MC_Intro.htm

McLendon and Polis25 Learning Styles C.I.T.E. Learning Styles Inventory – –Information gathering: auditory language, visual language, auditory numerical, visual numerical, auditory- visual language –Work conditions: alone or group –Expressiveness: oral or written

McLendon and Polis26 Learning Styles Activity 5: What is your learning style?

McLendon and Polis27 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 Polis28 GED Practice Test Paper Copies –GED Testing Service, American Council on Education – Online—Steck-Vaughn –

McLendon and Polis29 Workshop Objectives By 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 Polis30 Workshop Objectives By 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 Polis31 Assessment Thank You We are always willing to help Kathi Polis Lennox McLendon