Download - Assessment Policies 1 Implementation and Monitoring American Institutes for Research February 2005
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Assessment PoliciesImplementation and Monitoring
American Institutes for ResearchFebruary 2005
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State Assessment Policy State Assessment Policy States are required to have an
assessment policy that describes: Valid and reliable assessments,
appropriate for adult literacy students Standardized administration procedures Scoring and reporting procedures Training activities
DAEL verifies policy through data quality checklist and monitoring visits
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Findings from Review of State Findings from Review of State Assessment Policies Assessment Policies
Only 36 states submitted a complete assessment policy
Inappropriate tests still being used “Informal classroom/teacher
observation” still listed as assessment method
Allowed use of same form for pre- and post-test
Time for post-testing not specified or widely variant – few standards for post-testing specified
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DAEL Monitoring Visits Also DAEL Monitoring Visits Also Found:Found: Lack of written assessment policies Insufficient or incomplete policies in several
areas Use of inappropriate tests Most common problems:
Time interval between pre- and post-testing was uneven, inappropriate or inconsistently implemented
Much information in data quality checklists could not be verified by the monitoring team.
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Requirements for Requirements for AssessmentsAssessments Standards test, conforming to
psychometric standards Test designed to measure progress in
basic and/or functional literacy skills Multiple, parallel forms Identify unacceptable assessment
methods
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Required Administration Required Administration ProceduresProcedures Set times for pre- and post-testing
followed by all programs Number of hours or weeks of attendance
How to test and place special populations (e.g., unable to test)
Different forms used for pre- and post-tests
Correct test procedures used
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Scoring and Reporting Scoring and Reporting RequirementsRequirements Placement benchmarks for pre-test
scores Advancement benchmarks for post-
test scores tied to assessments Teachers should have access to scores
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Effective TrainingEffective Training Local test administration staff trained on
test administration and scoring procedures
Conducted by a qualified person Sufficient number of staff trained in
each program Quality training materials used Multiple and ongoing, follow-up training
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Improved Pre-Post Test RatesImproved Pre-Post Test Rates Without post-test no level gain can be
reported Improved post-testing leads to better
overall performance Table 4B data limited
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Monitoring Assessment Monitoring Assessment ProceduresProcedures Test scores recorded with:
Administration date Test name and form used in database Scale scores Hard wire to EFL
Timely review of data -- on-site monitoring and review
Training: who trained, by whom, how many staff?