tabe train the trainer 2013 power point i

TABE Administrator

Certification – Updated for New “Validity” TablesDeveloped by Rosemary Matt, Director of AccountabilityPresented by Ann Marie Przybyl, Director,ACCES/West RAEN

Today’s ObjectivesToday’s Objectives

Today’s ObjectivesToday’s ObjectivesMorning session:

Learn proper test administration and effective use of the scoring tables

Clarify the relationship between TABE test scores and NRS levels

Utilize the NYSED Validity TablesAfternoon session:

Hands on activities emphasizing how TABE assessment scores inform teacher instruction

Strategizing for effective post testing

TABE LevelsTABE Levels

Two Forms 9 and 10Two Forms 9 and 10Pre and Post test must toggle the

formsMultiple Post tests must toggle

between the two forms

Form 9 and Form 10 are considered of equal challenge

One is not preferred nor required over the other!

Two sections required by Two sections required by NYSEDNYSEDMath – Full Battery Reading – Full Battery

Other sections may be provided at the discretion of the program administrator

Activity one: Activity one: Exploring the TABE test Exploring the TABE test levelslevelsTake 10 minutes to browse

through each TABE Level test booklet

What are the commonalities?What are the differences?

Commonalities:Commonalities:Same number of questions (with

the exception of the L Level)All multiple choice formatDirections are the same

Time on each section is equal across all levels

Differences:Differences:Front cover color on each Level is

differentFont changes as levels increaseWhite space decreases as levels

increaseComplexity and length of the text

for questions increasesGraphics prominent in Lower Levels

TABE Locator TestTABE Locator TestRequiredRequired by New York State under

NRS PolicyMust be entered into student folder

The cut points are ONLY guidelines Use the cut points along with any

knowledge of the examinee’s previous performance to help determine placement into TABE levels

TABE Locator Test TipTABE Locator Test TipLocator is not recorded in ASISTSIf Locator places student on the “A”

Level test, reconsider especially if student is new to your adult education program

If you know something about the student, base your judgment on that knowledge and not just the Locator

TABE Locator Test TipTABE Locator Test Tip

Locator must be timed and administered according to the Guidelines on pages 23 – 32 in the TABE ® “Complete Battery Test Directions”.

TABE Locator: TABE Locator:

• Score of 7 • Recommend an E

• Score of 10• Recommend a D

TABE Levels Required by TABE Levels Required by NYSEDNYSED

If an L Level is used, it can only show gain from Level 1 to Level 2, then the student must transition to the TABE Level E testIf Locator places student on the “A” Level test, reconsider especially if student is new to your adult education program

TABE Levels Need Not TABE Levels Need Not Match!Match!

Students may be tested on one level for Math and a different level for Reading

TABE Online Users: the administrator may (and should) override the Level chosen if the need arises (post test level is chosen by the software in TABE Online product)

Administration of the Administration of the TABETABE

Programs should have at least one copy of the Test Directions/Complete Battery and

Locator Test, All Levels, Forms 9 & 10


Tests must be administered in a contiguous flow:

EXAMPLE:◦Pre test on an M, then Post may be an

M, D, or an A (the A Test is not required for NYSED funded programs, it is optional)

◦Pre test on an M, cannot Post on an E

ExceptionExceptionAudio version of the TABE is

published in only one formWhen students are assessed with

the audio version, the administrator will not have the ability to move between forms

Must send the post test scores to Rosemary Matt in the office of accountability so she can convert the scores appropriately.

Testing Times 9 & 10 Testing Times 9 & 10 Series:Series:

Reading 50 minutes

Mathematics ◦ Computation 24 minutes

◦ Applied Mathematics 50 minutes

Testing Times 9 & 10 Testing Times 9 & 10 Series:Series:

Test Administrator must read the directions to all test takers

Regardless of any Level test taker, directions are identical

Administration of the Administration of the TABETABETimed Tests

◦Test should be scheduled for time frames suitable for completing each section of the test

Breaks should be given between sections of the test NOT during the sections


If the test is interrupted (ie. a student leaves before the section is complete, a fire drill interrupts the test, student is taken ill)

◦The test results are rendered invalid

◦Retest must be scheduled


Testing environment must be conducive to student comfort

Calculator Use on the Calculator Use on the TABETABERemember to teach your students

the proper use of the calculatorIf you are using a scientific

calculator you must provide guided practice

A four-function calculator (like that from the dollar store) functions very differently!

Calculator Use: Calculator Use: Calculator made available during the Applied

Mathematics sectionMandated by the National Reporting System (NRS)Program must provide the calculator, must not be

one the student carries inKnow in advance the type of calculator that is

available to the student

Scientific Calculato

rTI-30 xs

as required on the TASC

Four Function Calculato

r

Why is a Calculator Why is a Calculator Necessary? Necessary?

Calculator made available during the Applied Mathematics section

This section is assessing the student’s ability to implement mathematical theory

No need to assess the student’s ability to calculate numbers Cannot be used on the Computational Math Section

Score SheetsScore Sheets

Mandatory documentation:•Name•Examiner•School•Test Date•Test FormOriginal score sheet MUST be placed in

student’s folder

TABE Modifications for TABE Modifications for Learning Disabled StudentsLearning Disabled Students

Most Important to Most Important to Remind:Remind:Students must have a DOCUMENTED

clinical diagnosis of a Learning Disability within the past 5 years

Bear in mind, some modifications, even if documented on an IEP, would render the TABE results invalid

Remember, the purpose of the TABE is to ASSESS the student’s SKILLS!


Two instances for modifications: Category 1: Students may take

the test alone or in a study carrel. Category 2: Students may use

extra time when taking the test or may take sections of the test at different times or on different dates.


Special note: Please note that calculators

cannot be used when taking the mathematics computation section of the test

Calculators may be used by any test taker on the Applied Mathematics component only

TABE Modifications for TABE Modifications for Disabled StudentsDisabled Students

If a student is blind and needs the test read to them, you must use the TABE audio test or the TABE in braille

There is only one form of the test (only Form 9, no 10) so when you are administering a post test, you must notify the Accountability Specialist, Rosemary Matt so she can manage the scores appropriately in ASISTS

The Norming ProcessThe Norming ProcessNorm-referenced assessment is

the process of evaluating (and grading) the skills students possess by comparing against the performance of peer groups

When an assessment is normed, the publisher will note the reference groups that were used as the “peer group”

The Norming ProcessThe Norming Process

Reference GroupsABE Adult Basic Education Enrollees

VO Vocational/Technical School Enrollees

A/JO Adult/Juvenile Offenders

COL College Students

For the TABE, the following Reference Groups were used in the Norming Process:

The Norming ProcessThe Norming Process

ScoresNC Number-Correct Score

SS Scale Score

SEM Standard Error of Measurement

GE Grade Equivalent

P Percentile Rank

S Stanine

Acronyms you will see on the

Norming Page

Basic Bell CurveBasic Bell Curve

Most Desirable Scores

NYS Valid Score Range

• The Standard Error of Measure is the smallest at the middle of the score range…this is the center of that Bell Curve!

• This section represents the most reliable scores on an assessment

Next Tool:Next Tool:

New York State’s Validity Tables …

NRS Levels- 1-4Grade Level Equivalents -0-

6.9

NRS Levels- 1-5Grade Level Equivalents -1.3-

9.9

NRS Levels- 2-6Grade Level Equivalents -

2.2-12.9

NRS Levels- 1-4

Grade Level Equivalents -1.3-6.9

NRS Levels- 2-5

Grade Level Equivalents – 2.2-9.9

National Reporting National Reporting SystemSystem

Educational Functioning LevelsTo show Educational Gain in the NRS

System, the student must achieve scores that move them from one Educational Functioning Level to the next

A total of 6 LevelsGain is calculated on the lower score ONLY

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

Educational Functioning Educational Functioning LevelsLevels

These descriptors are especially useful when helping students understand

their TABE scores. They outline the skills that are associated

with each of the Grade Levels

Please note:Please note:The Maximum valid Grade Equivalent

on the Level L test is a 3.9 GE

If a student needs to move from NRS Level 2 to NRS Level 3, they cannot do that on a Level L test!


on the Level E test is a 6.9 GE

If a student needs to move from NRS Level 4 to NRS Level 5, they cannot do that on a Level E test!

Cannot use a Level E to move from NRS Level 4 to

NRS Level 5!


on the Level M test is a 9.9 GE

If a student needs to move from NRS Level 5 to NRS Level 6, they cannot do that on a Level M test!

Cannot use a Level M to move from NRS Level 5 to

NRS Level 6!

To Make a Wise Decision To Make a Wise Decision Regarding Which Form and Regarding Which Form and Level of the TABE, the Test Level of the TABE, the Test Administrator must have the Administrator must have the following tools:following tools:Valid Score RangesNRS Educational Functioning Level Chart

Remember NRS Rules!Remember NRS Rules!Students are measured for

Educational Gain by their LOWEST skill level

The gain is measured in whichever TABE score is LOWER

Either Math or Reading!

Measuring Educational Gain Measuring Educational Gain One Educational Gain per fiscal year per student◦More testing desired? ◦Use a non-NRS test◦Recommendation: Test Ready

Curriculum Associates, LLC LiteracyLink McGraw Hill/Contemporary

Students with invalid test scoresStudents with invalid test scores

Note: When the Scale Score, GE, and NRS Level is zeroed out (all zeros), the student’s

score fell outside the valid range

Students with invalid test scoresStudents with invalid test scores

Note: When an asterisk (*) appears next to the TABE Level, this indicates that either the

FORM or LEVEL was an incorrect choice

Student Pre Tests on a TABE Read, form 9, Level E with 45 correct.

•Is this a NYS valid score?•Yes, the range is 0 - 49

•What NRS Level is this score?•The Grade Equivalent is a 6.2 which is an NRS Educational Functioning Level 4

•What NRS Level must the student move into to show gain?

•NRS Educational Functioning Level 5

ScenariosScenarios

Student Pre Tests on a TABE Read, form 9, Level E with 45 correct.

•What Level TABE test should be administered?

•The student must achieve at least at 9.0 Grade Equivalent to demonstrate gain, that is not even possible on a Level E test so the Post Test must be a Level M

•What form of the Post Test?•The Form must be the opposite of the pre test which was a form 9, so the post test must be a form 10

ScenariosScenarios

ScenariosScenariosStudent Pre Tests on a TABE Read, form 10, Level M with 30 correct.

•Is this a NYS valid score?

•What NRS Level is this score?



•What form of the Post Test?

ScenariosScenariosStudent Pre Tests on a TABE Read, form 9, Level D with 41 correct.






ScenariosScenariosStudent Pre Tests on a TABE Read, form 10, Level M with 48 correct.






ScenariosScenariosStudent Pre Tests on a TABE Read, form 9, Level E with 11 correct.






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