1. Appropriate Testing Administration
Assessing with TABE
Appropriate Testing Administration
February 2011

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

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. TABE Levels/Content Ranges
L 0.0 – Literacy
E 2.0 – 3.9 Easy
M 4.0 – 5.9 Medium
D 6.0 – 8.9 Difficult
A 9.0 – 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.

9. 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.

10. 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.

11. 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

12. 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

13. 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.

14. 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

15. 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.

16. 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.

17. 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.”

18. 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

19. For other TABE resources:
Assessing with TABE
For other TABE resources:
(Online course)
ViewAction?productFamilyId=608&p=products
Add link to KYAE online course when finished

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