Appropriate Testing Administration Assessing with TABE Appropriate Testing Administration February 2011

Assessing with TABE This Power Point provides an overview of appropriate TABE testing administration. All test administrators must be familiar with proper testing procedures.

Appropriate TABE Level – Why? To best inform instruction To ensure the best diagnostic To maximize student progression toward goals To minimize re-testing by preventing out-of- range scores To place in appropriate NRS level Note: Programs should NOT test every student with the same TABE assessment, e.g. always using Level D.

Choosing the Appropriate Level Test Locator = Levels E, M, D or A Word List = Level L Using the Locator by itself is insufficient. The TABE Locator Test should be used along with professional judgment and information about the student’s prior education and workforce experience. What we are “shooting for” is an accurate approximate level for the student from the Locator. Low functioning students will not be able to take the Locator, and would be defeated if they had to try. If ,through the orientation process, it appears that the student’s reading skills are below the level of the Locator, the TABE Word List should be given. If a student cannot read four or more words, from the Word List, they should take the TABE Level L (Literacy Level). The Level L assesses Reading and Math but not Language.

Rules of the Locator It is a timed and proctored test It is just an estimate of the student’s skill level in each content area “Cut points” are guidelines. Use professional judgment along with the cut points and any other knowledge of the examinee’s skills, current or previous performance to help determine placement in TABE levels The Locator is a GUIDE – you can determine from other sources (student interview, teacher observation during orientation, etc.) that a different level is more likely to be appropriate. This means your local program should have a guide to assist you in determining which is the appropriate level TABE for a student to “start” with. The cut points for Reading and Language were calculated independently. The cut points for Mathematics were calculated using the combined Math Computation and Applied Math scores.

TABE 9 & 10 Locator Test Item Count and Testing Times # of Items Testing Time (minutes) Reading 12 Mathematics Computation 8 5 Applied Mathematics Language These times are guidelines only. Because the purpose of the Locator Test is to gain information, not to compare an examinee’s performance to that of others, allow an examinee some extra time if needed.

9 & 10 Locator Test Scores Evaluation Chart This is a good time to address the issue that “the 9 & 10 Locator is not as accurate as we’d like” and that McGraw Hill has said “It is OK to use the 7 & 8 Locator to choose the correct level of the 9 & 10 to administer. The 7 & 8 Locator has more questions and takes more time, but may yield a more accurate prediction. Also a good time to re-emphasize that Locator is a GUIDE – and that programs are allowed to develop tools to assist TABE administrators to choose the appropriate level of the TABE; you do NOT HAVE to do exactly as the Locator indicates if you feel it may not be accurate. *Everyone* in a program, however, should be consistently using the same process to decide which level of TABE is appropriate.

TABE Levels/Content Ranges L 0.0 – 1.9 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”) McGraw Hill – test creator/vendor says that this is the approximate grade level of the *content* covered on each of these levels of the TABE. YES we KNOW that you can get “scores” that are higher or lower on each of these levels of the TABE, but they are *less accurate* because that content was *NOT covered* by that version. By “cut point” we mean student “score” point at which you should consider shifting from one level of the test to another.

Out of Range Scores When a student’s test score on the TABE falls outside of an acceptable range (2 level ranges above or below), retesting shall occur with a higher or lower level of the test. Retesting is essential to gathering accurate diagnostic information about a student’s abilities. The purpose of any/all assessment is to identify academic skills that the learner/student has mastered. Let’s take a closer look at this issue of “the correct level of the TABE” for the student… or Functional level testing.

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 results  Math Scale Score 438 Since 438 is out of range for the TABE D, then Math subtest score/info is not accurate. Student should be re-tested on the TABE M for Math. TABE D math score should NOT be used as the enrollment score. Note it is MORE critical to retest if a student ‘bottoms out” in a single area than if they “top out” in a single area. Since NRS level is always calculated based on lowest subject area, it is important that the lowest area be accurate. Also – lowest area is the area you are going to target with instruction 1st – so you want THAT instructional info to be as accurate as possible. If a student ‘blows the top off” in ALL subject areas, however, re-testing *should* occur – as the student will start off with an artificially high “level” and gain will be difficult to demonstrate.

For Valid Scores… Test must be Timed appropriately Administer & Score Test According to Guidelines: Guide to Administering TABE 9 & 10 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. Consistent assessment practices contribute to accurate progress measures

Using the 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” number-correct (NC) scores (even unreliable ones) Check to be sure score is reliable Check scale scores for TABE Level (A, D, M, E, L). Are scale scores in range? Refer to KYAE’s Out-of-Range Chart

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) Ex: a student scores a 517 in reading on TABE M (near top of designated content for that level of TABE), likely, they need to take a TABE D for reading next time. You can use in any order (9,10 or 10, 9) YES – it is OK to post-test a student on a different level of the TABE than the initial assessment. It is in fact, recommended by the test manufacturer/vendor that instructors use their best judgment to determine what level is most likely to yield the best/most accurate results.

Testing Accommodations Accommodations are: Intended To Provide Equal Access Designed to Minimize An Advantage Or Disadvantage Unlike the GED® test, paper documentation of accommodations is not required for the TABE Accommodations should NOT be used on assessments unless they are used regularly in classroom instruction Students should be “used to” using an accommodation on classroom tasks before using it in an assessment situation. Documentation of any accommodations/adaptations used on the TABE should be recorded in the student folder. For list of adaptations go to http://kyae.ky.gov/NR/rdonlyres/B8F8DCB9-F484-4094-984F-EDF672AEC810/0/TestingAdaptations.pdf

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) Keep test booklets clean of markings. Students should not be confused by seeing a previous test-taker’s answer marked in the booklet. It can cause them to question their own answer choice and/or use extra time in their decision, resulting in a less than valid score.

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 questions [For post-test students, practice timed review tests or classroom exercises] Taking time to prepare a student sufficiently enhances that student’s comfort level as well as their confidence in your program.

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 Official statement from McGraw Hill: “To maintain the integrity of the normative information derived from a standardized test, testing conditions should simulate as closely as possible the conditions under which the test was standardized.”

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

For other TABE resources: Assessing with TABE For other TABE resources: (Online course) http://www.ctb.com/ctb.com/control/productFamily ViewAction?productFamilyId=608&p=products Add link to KYAE online course when finished

Questions?????? If you have a specific question regarding TABE testing, please direct it to KYAE staff.