Assessment, not just testing Anson Green Adult Education and Literacy Texas Workforce Commission *

One of our challenges… …adult education lacks a comprehensive student assessment approach

Notice I said “assessment” We do a lot of “testing” in adult education, but we do very little “assessment.”

Defined Testing Objective: Academic placement and progress Results: Remediation gaps and progress Psychological impact: Often results in trepidation, fear, worry Structured Assessment Objective: Identify areas of strength, weakness, interests and goals Results: Qualitative information on goals, support needs, and ability to commit to program requirements Psychological impact: Builds commitment and rapport

The pitfalls of standard “assessment” models Lack of preparation Lack of exposure to standardized assessment process and protocols – There is only one right answer – Bubble in the answer Still only a slice of knowledge, skills, abilities Sends a message to students on “what matters”

Poor or no structured assessment is one reason programs may have weak retention and transition rates.

While these qualitative aspects are often covered in orientations, it is not always well documented nor communicated to instructors or built into learning plans.

What programs have found that works Testing Structured Interview

What programs have found that works Testing Structured Interview “Structured” means that all staff follow a protocol, collect the same information, and use that information to develop strategies and learning plans.

What programs have found that works Testing Structured Interview

Holistic Assessment What programs have found that works

What do we measure? Assessment, not just testing

TABE, GAIN, BEST Plus, TSI etc…

What do we measure? Assessment, not just testing Structured interview

Assessment, not just testing Anson Green Adult Education and Literacy Texas Workforce Commission *