assessment targeted instruction educational gain
TRANSCRIPT
LET’S WORK SMARTER NOT HARDER!
Assessment
Targeted Instructi
on
Educational Gain
TABE LOCATOR:
• Score of 7 • Recommend an E
• Score of 10• Recommend a D
TABE LEVEL RESTRICTIONS Reminders:
NO Level A test given at levels under NRS 5
NO Level E (max 6.9 GE) in NRS 4 (6 – 8.9) or above
NO Level M (max 9.9) in NRS 5 (9 – 10.9) or above
NO Level L after NRS Level 2
Levels A and L are optional in New York State
TABE DIAGNOSTIC PROCESS
ReadingMath
Or hand score and complete the diagnostic
tool on the score sheet
Design lessons
around the student’s
needs
DIAGNOSTIC TOOL:
Count the number of incorrect answers, subtract from the total number of questions = NC (number correct)
Will translate to:• Scale Score• Grade Equivalent• NRS Level
SCORING TABLES (norms book)
NRS Level
National Reporting System (NRS)Levels
Grade Level Equivalents
1 Beginning ABELiteracy 0 – 1.9
2 Beginning BasicEducation 2 – 3.9
3 Low Intermediate Basic Education 4 – 5.9
4 High Intermediate Basic Education 6 – 8.9
5 Low Adult Secondary Education 9 – 10.9
6 High Adult Secondary Education 11 – 12.9
SCORING EXAMPLE
TABE Form 9, Level M Reading NC = 37 Scale Score = 511 Grade Equivalent = 5.7 NRS Level = 3 What does this student already
know? What does this student need to
learn?
TABE SCORE SHEET
Serves as the teacher’s diagnostic tool Hand scored Scantron
Regardless, deficient skill sets are revealed
For each incorrect answer, circle/slash the corresponding number at the bottom of the page
DIAGNOSTIC TOOL
ROAD MAP TO INSTRUCTION
Identifies the areas in which the student needs skill development
Will serve as a road map to the teacher’s Educational Plan for each student
SCORING ACTIVITY
Score the practice sheet
Check the Form…9 or 10 first
Circle/Slash each incorrect answer at the bottom of the score sheet
Develop a Learning Plan for this student
Choose APPROPRIATE materials for this student
CUSTOMIZED LEARNING PLAN
What areas did your student show proficiency?
What areas are deficient? Prioritize this student’s learning
plan: Lower in math or reading? Skills needing instruction/practice Materials appropriate to this
student’s needs
STRATEGIC POST TESTING
TABE TRAINING
Reminders: Analyze ASISTS report:
Students Not Moving to Higher Level
Indicates not only those with no post test but also those with no gain
BEFORE POST TESTING
Has the teacher: Assessed the students needs
(diagnostic tool) Selected appropriate learning
materials Taught new skills (underdeveloped
skills) Provided guided practice Review material learned THEN Post Test
STUDENTS NOT MOVING TO A HIGHER LEVEL
EXCESS HOURS AND NO GAIN
Investigate root cause Reason why student has not
learned? Let’s suggest:
1. Undiagnosed learning disability 2. Sporadic attendance 3. Inappropriate materials 4. Needs more practice
NEEDS FURTHER INVESTIGATION
DIAGNOSTIC PROCESS: HOW TO BEGIN
Locator
Full Battery
Scoring
Placement in
Instructional Program
Compare to the Educational Functioning Level descriptors
What should your student be able to do in the next EFL?
Seek materials relative to those skills Teach those skills first Provide targeted practice Post Test!
CUSTOMIZED EDUCATIONAL PLAN:
STRATEGICALLY POST TESTING
Use NRS Table 4 Data Check Report to target students with heavy hours and no gain
Dig deep to hunt out students that are at the cusp of showing gain At high end of Educational Functioning
Level This applies to both ESL and ABE students Use the Turnaround Documents to hunt out
the students with most probable gain
NRS Strategy is CRITICAL!Teachers and test assessors should make certain
they look at each student’s scores to see where on the
progress chart the student enters and how far they need to move to achieve the next NRS Level
Student #1 Studen
t #2
NRS Strategy is CRITICAL!Teachers and test assessors should make certain
they look at each student’s scores to see where on the
progress chart the student enters and how far they need to move to achieve the next NRS Level
Student #1 Studen
t #2
DIAGNOSTIC PROCESS: ESL
BEST Plus ScoringPlacement in Instructional
Program
Compare to the Educational Functioning Level descriptors
What should your student be able to do in the next EFL?
Practice those skills first Provide targeted practice Post Test!
CUSTOMIZED EDUCATIONAL PLAN:
ESL EDUCATIONAL FUNCTIONING LEVELS