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WVAdultEd Instructor Handbook, Section 6, 2020-21 1

Adult Education (AdultEd) ProgramOffice of Career Technical Education and Governor’s Economic Initiatives

West Virginia Department of Education

Section 6Adult Education Assessment Procedures for the National

Reporting System (NRS)

WVAdultEd Instructor Handbook2020-21

The West Virginia Adult Education (WVAdultEd) Program is funded by the Adult Education and Family Literacy Act, enacted August 7, 1998 as Title II of the Workforce Investment Act of 1998.

WVAdultEd is administered through the West Virginia Department of Education Office of Adult Education, Building 6, Suite 825, 1900 Kanawha Boulevard, East, Charleston, West Virginia 25305-0330.

The WVAdultEd Instructor Handbook is produced by the WVAdultEd Professional Development Program, whose fiscal agent is the Mountain State Educational Services Cooperative, 501 22nd Street, Dunbar, West Virginia 25064-1711.

For questions or concerns related to Section 6 of the WVAdultEd Instructor Handbook, contact Pam Young at 1-800-642-2670, or via email at [email protected]

Mountain State Educational Services Cooperative does not discriminate on the basis of race, color, religion, sex, national origin, age, disability, or any other characteristic protected by law in access to, employment in, or provision of any of Mountain State Educational Services Cooperative’s programs, benefits, or activities.


mailto:[email protected]

Section 6

Adult Education Assessment Procedures for theNational Reporting System (NRS)

GENERAL ASSESSMENT PROTOCOLS.................................................................................................................... 7

WHY DO I HAVE TO USE A STANDARDIZED ASSESSMENT INSTRUMENT?...................................................................................7WHAT QUALITY CONTROL PROCEDURES ARE IN PLACE?........................................................................................................8WHO NEEDS TO BE ASSESSED USING A STANDARDIZED ASSESSMENT INSTRUMENT?...................................................................8WHAT ASSESSMENT INSTRUMENTS MAY BE USED TO DETERMINE THE ENTRY AND EXIT EDUCATIONAL FUNCTIONING LEVEL (EFL)?....9WHAT ASSESSMENT INSTRUMENTS AND METHODS MAY NOT BE USED TO DETERMINE EFLS?....................................................9IN WHAT SKILL AREAS SHOULD STUDENTS BE ASSESSED?......................................................................................................9HOW DO I RECORD ASSESSMENT SCORES?......................................................................................................................10DO I NEED TO USE LOCATORS AND APPRAISALS?..............................................................................................................10WHEN DO I ADMINISTER THE INITIAL ASSESSMENT?..........................................................................................................10HOW DO I MATCH STANDARDIZED ASSESSMENT RESULTS TO EFLS?.....................................................................................11HOW DO I DOCUMENT EDUCATIONAL GAINS?..................................................................................................................12WHAT ASSESSMENT FORM SHOULD BE USED FOR POST-ASSESSMENT TO DETERMINE EDUCATIONAL GAINS?.................................13HOW FREQUENTLY SHOULD A STANDARDIZED ASSESSMENT BE ADMINISTERED?......................................................................13HOW TO HANDLE ASSESSMENT EXCEPTIONS DURING THE COVID-19 PANDEMIC?..........................14CAN THE INTERIM/OR EXIT ASSESSMENT SCORE FROM ONE POP BE USED AS THE INITIAL ASSESSMENT FOR THE NEXT?..................14ARE STANDARDIZED ASSESSMENTS INTERCHANGEABLE?.....................................................................................................14ARE STANDARDIZED ASSESSMENTS THE ONLY KIND OF ASSESSMENT TO BE USED IN THE CLASSROOM?........................................15WHERE SHOULD ASSESSMENT TAKE PLACE?....................................................................................................................15HOW DO I SECURE THE ASSESSMENT CONDITIONS?...........................................................................................................15HOW SHOULD ASSESSMENT MATERIALS BE STORED?.........................................................................................................16IS IT POSSIBLE TO MODIFY THE TESTING CONDITIONS FOR STUDENTS WITH DOCUMENTED DISABILITIES?......................................16WHAT TYPES OF ASSESSMENT MODIFICATIONS DO NOT REQUIRE FORMAL DOCUMENTATION OF A DISABILITY?.............................16

SHARING ASSESSMENT SCORES WITH OTHER AGENCIES....................................................................................17

WHAT DO I DO IF THE REFERRING AGENCY DIDN’T SHARE LOCATOR SCORES?........................................................................17WHAT ABOUT STUDENTS REFERRED TO THE PROGRAM FOR ASSESSMENT ONLY?.....................................................................17

GUIDANCE ON SPECIFIC TYPES OF STUDENTS....................................................................................................18

HOW DO I ASSESS STUDENTS WHO ONLY WANT TO TAKE THE TASC READINESS ASSESSMENT (TRA) OR WHO HAVE SOME OTHER SPECIFIC SHORT-TERM GOAL?.......................................................................................................................................18IS IT POSSIBLE TO TAKE THE TASC TEST OR THE TRA IN SPANISH?......................................................................................18HOW DO I ASSESS STUDENTS WHOSE SHORT-TERM GOAL IS TO TAKE THE SPANISH TRA OR TASC TEST?....................................18WHAT IS DIFFERENT ABOUT ASSESSMENT FOR ENGLISH LANGUAGE LEARNERS (ELLS)?............................................................19HOW DO I ASSESS STUDENTS PREPARING FOR U.S. CITIZENSHIP?........................................................................................19HOW DO I ASSESS VERY LOW-LEVEL ADULT LEARNERS?......................................................................................................19HOW DO I ASSESS STUDENTS WITH DISABILITIES?.............................................................................................................19ARE ASSESSMENT INSTRUMENTS AVAILABLE IN SPECIAL FORMATS FOR STUDENTS WHO MAY NEED ACCOMMODATIONS?................20HOW ARE DISTANCE EDUCATION LEARNERS ASSESSED?......................................................................................................21

GUIDANCE ON THE USE OF THE HIGH SCHOOL EQUIVALENCY READINESS ASSESSMENT.....................................21

WHAT IS A HIGH SCHOOL EQUIVALENCY READINESS ASSESSMENT?.......................................................................................21


..............................................................................................................................................................................22WHAT IS THE TASC READINESS ASSESSMENT?................................................................................................................22WHO IS REQUIRED TO TAKE THE TRA?...........................................................................................................................22ARE THERE UNOFFICIAL READINESS ASSESSMENTS TO TRY BEFORE TAKING THE TRA?..............................................................22WHAT SCORES ON THE TRA ARE REQUIRED TO TAKE THE TASC TEST IN WV?......................................................................22WHAT HAPPENS IF A STUDENT DOES NOT GET A PASSING SCORE ON THE HIGH SCHOOL EQUIVALENCY READINESS ASSESSMENT THE FIRST TIME?..............................................................................................................................................................23HOW DO I SCORE THE HIGH SCHOOL EQUIVALENCY READINESS ASSESSMENTS?.......................................................................23HOW MUCH TIME IS REQUIRED TO ADMINISTER THE TRA?................................................................................................23HOW DO I DETERMINE THE TRA GRADE EQUIVALENT OR EFL?...........................................................................................24WHAT ACCOMMODATIONS CAN BE MADE WHEN ADMINISTERING TASC READINESS ASSESSMENTS?...........................................24WHAT MATERIALS DO I NEED TO ORDER TO GET STARTED?................................................................................................24

GUIDANCE ON THE USE OF TABE....................................................................................................................... 25

WHAT ARE THE TESTS OF ADULT BASIC EDUCATION (TABE)?............................................................................................25WHAT IS THE DIFFERENCE BETWEEN THE TABE ONLINE AND PAPER-BASED VERSIONS?...........................................................25HOW DO I GET ACCESS TO THE TABE ONLINE ASSESSMENT?.............................................................................................25WHAT PARTS OF THE TABE ONLINE ASSESSMENT NEED TO BE ADMINISTERED?.....................................................................25HOW DO I SCORE THE TABE?......................................................................................................................................25HOW CAN I LEARN MORE ABOUT THE TABE ONLINE ASSESSMENT?.....................................................................................26HOW MUCH TIME IS REQUIRED TO ADMINISTER TABE INSTRUMENTS?.................................................................................26WHEN DO I USE THE TABE LOCATOR?..........................................................................................................................26WHAT TABE TEST CAN BE USED FOR LOW-LEVEL STUDENTS?.............................................................................................27WHICH TABE TESTS ARE USED TO DETERMINE THE EFL?..................................................................................................27IS IT IMPORTANT TO ADMINISTER THE TABE SECTIONS IN A PARTICULAR ORDER?...................................................................28HOW DO I KNOW WHEN TO USE DIFFERENT LEVELS AND FORMS OF THE TABE?....................................................................28WHAT SCORES ARE NOT VALID?....................................................................................................................................28ARE BREAKS ALLOWED DURING THE ADMINISTRATION OF THE TABE?..................................................................................28WHAT ACCOMMODATIONS CAN BE MADE WHEN ADMINISTERING THE TABE TO STUDENTS WITH SPECIAL LEARNING NEEDS?..........29WHAT IS THE RECOMMENDED NUMBER OF INSTRUCTIONAL HOURS BETWEEN TABE ASSESSMENTS?..........................................29CAN TABE SCORES BE USED TO PREDICT TASC TEST READINESS?.......................................................................................30WHAT MATERIALS DO I NEED TO ORDER TO GET STARTED?................................................................................................30

GUIDANCE ON THE USE OF THE CASAS.............................................................................................................. 32

WHAT IS THE COMPREHENSIVE ADULT STUDENT ASSESSMENT SYSTEM (CASAS)?.................................................................32WHICH CASAS SERIES DO I USE?.................................................................................................................................32HOW DO I USE THE CASAS APPRAISAL TO DETERMINE THE PRE- AND POST-ASSESSMENT LEVEL TO ADMINISTER?........................32HOW DO I KNOW WHEN TO USE DIFFERENT LEVELS AND FORMS OF THE CASAS?..................................................................32HOW DO I KNOW WHICH CITIZENSHIP TEST TO GIVE?........................................................................................................33HOW DO I USE CASAS ASSESSMENTS TO DETERMINE THE CORRECT EFL?............................................................................33WHAT ACCOMMODATIONS CAN BE MADE?.....................................................................................................................33WHAT IS THE RECOMMENDED NUMBER OF INSTRUCTIONAL HOURS BETWEEN CASAS PRE- AND POST-ASSESSMENTS?..................34HOW DO I KNOW WHEN TO USE DIFFERENT LEVELS AND FORMS OF THE CASAS?..................................................................34WHAT MATERIALS DO I NEED TO GET STARTED?...............................................................................................................34

GUIDANCE ON THE USE OF BEST LITERACY AND BEST PLUS 2.0..........................................................................36

WHAT IS THE BASIC ENGLISH SKILLS TEST (BEST) LITERACY?.............................................................................................36WHAT IS THE BEST PLUS 2.0?....................................................................................................................................36HOW MUCH TIME IS REQUIRED TO ADMINISTER BEST LITERACY AND BEST PLUS 2.0 INSTRUMENTS?.......................................36WHAT KIND OF TRAINING IS REQUIRED TO ADMINISTER THE BEST LITERACY AND BEST PLUS 2.0?...........................................37HOW DO I KNOW WHEN TO USE DIFFERENT LEVELS AND FORMS OF THE BEST LITERACY AND BEST PLUS 2.0?...........................37HOW DO I USE THE BEST LITERACY AND BEST PLUS 2.0 TO DETERMINE THE CORRECT EFL?..................................................37WHAT ACCOMMODATIONS CAN BE MADE?.....................................................................................................................37WHAT IS THE RECOMMENDED NUMBER OF INSTRUCTIONAL HOURS BETWEEN BEST PRE- AND POST-ASSESSMENTS?.....................37WHAT MATERIALS DO I NEED TO GET STARTED?...............................................................................................................38


GENERAL ASSESSMENT PROTOCOLS

Why do I have to use a standardized assessment instrument?The Adult Education and Family Literacy Act (Title II of WIOA) requires that every state utilize an electronic information system for sending mandated student information to the U.S. Department of Education. West Virginia utilizes the Literacy Pro System called LACES for data management.

LACES is used to collect data for the National Reporting System (NRS). The NRS requires local programs to use standardized assessments to evaluate students upon entry into the program and after a set number of instructional hours to document and report progress and completion of Educational Functioning Levels (EFLs). The NRS has six EFLs for General AdultEd students (ABE EFLs) and six for English Language Learners (ESL EFLs).

ABE Educational Functioning Levels ESL Educational Functioning Levels1. Beginning Literacy2. Beginning Basic Education3. Low Intermediate Basic Education4. High Intermediate Basic Education5. Low Adult Secondary Education6. High Adult Secondary Education

1. Beginning ESL Literacy2. Low Beginning ESL3. High Beginning ESL4. Low Intermediate ESL5. High Intermediate ESL6. Advanced ESL

Adult education programs nationwide use the NRS Educational Functioning Levels to provide information to the federal government about student progress. This uniform implementation makes it possible to compare data across programs.

For general AdultEd learners, the ABE EFLs provide global descriptions of students' abilities in reading/writing, numeracy (math), and functional workplace skills. For English Language Learners (ELLs), the ESL EFLs have listening/speaking descriptions instead of the numeracy descriptions.

The NRS levels also provide standardized assessment benchmarks allowing instructors to place students into specific levels according to their scaled test scores. Using the test benchmarks, instructors can also decide when students have made progress within a level, completed a level, and are ready to move to the next level.

The NRS has performance measures that meet the requirements of the Adult Education and Family Literacy Act. The completion of EFLs is the federal performance measure for which all students who complete 12 or more hours of instruction are held accountable. Documentation to verify the student’s completion of an EFL and movement to a higher EFL, therefore, is an important responsibility of the WVAdultEd instructor. For more information regarding the NRS performance measures, see Section 11.


http://www.nrsweb.org/

https://www.congress.gov/bill/113th-congress/house-bill/803/text

What quality control procedures are in place?Because of the importance of accurate information, it is vital that WVAdultEd verifies that correct assessment procedures are being followed. Quality control at the local level is the responsibility of the local program administrator. Data is verified through a Data Quality Audit (DQA) process that compares data in the LACES system with data collected from program participants. DQAs are conducted during informal and formal monitoring reviews of local programs.

Audits are conducted by regional adult education coordinators (RAECs) and state staff members. Programs may be monitored when there are anomalies in the data, which is reviewed monthly by the RAECs as well as state staff.

All data from the Student Profile Form, including assessment scores, goals, and achievements, as well as student and instructor attendance for any given day, are to be entered into LACES for each week by Tuesday of the following week, if not earlier. Distance education (proxy) hours are to be entered by the first Tuesday of every month for the previous month. It is the responsibility of the instructors assigned to the individual classes to ensure that data for each student is entered promptly and accurately.

Local program administrators, with the assistance of LACES Data Managers, are responsible for creating physical locations and classes in LACES and making any revisions to class sites or schedules in a timely fashion.

Section 11 of the WVAdultEd Instructor Handbook and HELP located within LACES, contains policies, procedures, and guidelines for data entry and verification. The LACES system has many built-in checks that assure data quality.

Who needs to be assessed using a standardized assessment instrument?To measure educational gains, all students MUST be assessed using a state-approved standardized instrument. Prior to the 12th instructional hour, students must be pre-assessed and assigned an EFL. To show student completion of an EFL or movement to a higher EFL, all assessments including the entry, interim, and/or exit assessment results must be recorded in LACES. In addition to assessment results, EFL gains can also be documented by obtaining official documentation that the student completed his/her HSE prior to June 30 of the current program year. If the student withdraws from adult education and enrolls into post-secondary education between withdrawal and June 30 of the current program year, the student will also be awarded credit for an EFL gain. Programs can utilize the Post-Secondary Verification Form to document entrance into post-secondary education. Without the documentation described above, the program cannot demonstrate educational gains. The State’s goal is to record post-assessment results for a minimum of 65 percent of students who have been pre-assessed.

Students enrolled for less than 12 hours with a short-term goal (e.g., taking the high school equivalency readiness assessment, résumé writing, completing TASC orientation, etc.) may not need to be given a standardized assessment. However, should a short-term student decide to continue in the program for twelve hours or more, a standardized assessment must be


administered. All entry assessment areas administered are to be entered into LACES, not just the focus area.

For more information, see Guidance on Specific Types of Students.

What assessment instruments may be used to determine the entry and exit Educational Functioning Level (EFL)?For determining a student’s entry and exit EFL, the following standardized assessments are approved in West Virginia for entry, interim and post assessment:

General AdultEd Students English Language Learners

TABE (Tests of Adult Basic Education): Forms 11/12

BEST Literacy (Basic English Skills Test): Forms B, C, & D

BEST Plus 2.0 CASAS: Life & Work Series

For ESOL students, it may be appropriate to use both the CASAS and TABE assessments (e.g., TABE for math and CASAS for reading and writing). The assessment to use for an ESOL student must be selected upon enrollment into the program; it cannot be changed during the period of participation (POP).

What assessment instruments and methods may NOT be used to determine EFLs?The following instruments may not be used to determine an entry or exit EFL:

Any High School Equivalency Readiness Assessment (even if State-approved) Tests Assessing Secondary Completion (TASC) Test of English as a Foreign Language (TOEFL) Standardized tests that do not have a parallel form, e.g., English as a Second Language

Oral Assessment (ESLOA); Slosson Oral Reading Test (SORT), etc. Standardized tests that are no longer approved by the NRS (e.g., BEST Oral Interview,

CELSA, CASAS ECS, TABE 7/8, TABE 9/10) College placement tests (e.g., Accuplacer, Compass) Professional judgment

In addition, WVAdultEd instructors may not:

Use different assessment instruments for pre- and post-assessment (e.g., CASAS for pre-assessment and TABE for post-assessment)

Use the same form of an instrument for both entry and interim/or exit assessment (e.g., use TABE Form 11 for both pre- and post-testing)

In what skill areas should students be assessed?In general, regular adult education students should be assessed in reading and mathematics. Language should not be administered upon entry due to the length of the exam; however, it


can be administered later at the discretion of the instructor to better meet the needs of the student.

It should be noted that a student may be assessed in only one or two areas if the student does not intend to study other areas. In these cases, programs may give only the specific sub-tests relevant to the student’s goals and program of study. For example, if a student is enrolled for the sole purpose of upgrading math skills and declines instruction in other areas, the instructor may administer the math sub-test only.

For English Language Learners (ELLs), more than one standardized instrument may be needed to appropriately assess the necessary skill areas. For example, the BEST Literacy assessment is not difficult enough to measure an advanced level of reading/writing; therefore, the examiner may need to administer the CASAS to measure reading/writing while using the BEST Plus 2.0 for listening/speaking. For more information regarding ELL instruction see Section 14.

How do I record assessment scores? All assessment scores should be entered on the student profile form and in LACES. Due to the extended time required for TABE, it is advisable to only interim or post assess in one subject area. This should be the area in which the student has shown the most progress. If the student achieves an NRS gain (moves from one EFL Level to the next EFL Level), then it is a measurable skill gain, and the score should be recorded in LACES. If the student does not make progress, then test in the second subject area. All assessments should be posted in LACES unless the student assessed was sick or under stress that makes the results invalid. This assessment would not be posted in LACES but it would be kept in the student’s file indicating why it was not used. Arrangements to reassess should be made within 10 days retesting using the failed assessment.

For more specific instructions on assessing ELLs, see Section 14, Serving Adult English Language Learners (ELLS) in West Virginia.

Do I need to use locators and appraisals?Assessment systems, such as TABE and CASAS, have a locator or appraisal component used to determine the most appropriate pre-assessment instruments for each student. The locator or appraisal should always be used prior to administering the assessment. The TABE Locator date must be entered into LACES and can be two years old. If it is more than two years old, LACES will require an updated locator be administered.

The only exception is when you know you are testing a student with a reading problem. A low-level literacy student should not be given a Locator as it is at too high a reading level. The purpose of assessment is not to frustrate or challenge the student but to find a starting point for instruction. For more information, see How do I assess very low-level adult learners?.

A locator or appraisal may NOT be used in place of an assessment. The Locator and appraisal will not indicate an EFL for the student.

When do I administer the initial assessment?The entry assessment is administered during the student orientation process to guide academic placement and instruction. While the results from the standardized assessment can enhance


the instructional planning process, it is most often not advisable to administer all areas Math and Language) in addition to the locator or appraisal on the student’s first day of orientation. New students may feel apprehensive about taking assessments and need some time to feel comfortable in the learning environment. It is advisable, however, to administer at least one portion of the complete assessment upon completion of the initial locator or appraisal, administering the remaining portions prior to the 12th instructional hour.

It is required that entry assessments be administered prior to the 12th instructional hour. If administering several sub-tests (e.g., TABE math, TABE reading, Language is now optional), the instructor may wish to administer them over a series of class sessions instead of on the same day.

How do I match standardized assessment results to EFLs?First, administer the standardized assessment and determine the raw score. Then, use the charts below to determine what to enter in LACES.

AE ESL

TABE ESL/CASAS ESL/BEST ESL/BEST Plus 2.0

Use Raw Score to determine/enter

Scale Score

Use Raw Score to determine/

enter Scale Score

Form B: Enter Raw Score Form C or D: Enter Scale

Score

Enter Scale Score provided by

software program

The following charts may be used to determine EFLs based on BEST, BEST Plus, and CASAS scale scores:

AE Reading and Math Correlations

ABE Educational Functioning Level (EFL)TABE Scaled

ScoresReading

TABE Scaled Scores Math

1. Beginning Literacy 310-441 300-448

2. Beginning Basic Education 442-500 449-495

3. Low Intermediate 501-535 496-536

4. High Intermediate 536-575 537-595

5. Low Adult Secondary 596-616 596-656

6. High Adult Secondary 617-800 657-800


ESL Reading/Writing Correlations

ESL Educational Functioning Level (EFL)BEST Literacy Form B Raw Score or Scale

Score for Form C or D

CASAS Life and Work Reading; or

Citizenship Tests Scale Score

1. Beginning ESL Literacy 0-20 151-180

2. Low Beginning ESL 21-52 181-190

3. High Beginning ESL 53-63 191-200

4. Low Intermediate ESL 64-67 201-210

5. High Intermediate ESL 68-75 211-220

6. Advanced ESL 76-78+ 221-235

Exit EFL 6- Place into ABE EFL No Exit 236 and above

ESL Listening/Speaking Correlations

ESL Educational Functioning Level (EFL) BEST Plus 2.0 CASAS Life and Work Listening Score

1. Beginning ESL Literacy 88-361 162-180

2. Low Beginning ESL 362-427 181-189

3. High Beginning ESL 428-452 190-199

4. Low Intermediate ESL 453-484 200-209

5. High Intermediate ESL 485-524 210-218

6. Advanced ESL 525-564 219-227

Exit EFL 6- Place into ABE EFL 565 and above 228 and above

How do I document educational gains?There are multiple ways to verify that a student has completed an EFL or moved to a higher EFL, as explained below.

1. Compare documented standardized entry and post-assessment scores. Use this method when you have administered interim and post assessments. (Not appropriate for students enrolled for less than 12 hours with a short-term goal (e.g., taking a state-approved high school equivalency readiness assessment, creating a résumé, completing TASC orientation, etc.).

2. Obtain official documentation of HSE completion prior to June 30 of the current program year. This documentation must be maintained in the student file. This


information should be listed under the student’s record in the Education and Outcome tab.

3. For students who have withdrawn and enrolled into post-secondary education prior to June 30 of the current program year, complete the Post-Secondary Verification Form and maintain this documentation in the student’s permanent file. Record the appropriate achievement in LACES with the date that the student enrolled into post-secondary education (this date can be approximated). Post-Secondary verification should be entered on the Education and Outcome tabs.

For additional information regarding EFL gains, refer to Section 11.

For more information, see Guidance on Specific Types of Students.

What assessment form should be used for post-assessment to determine educational gains?The parallel form of the entry assessment instrument that was used to determine the beginning EFL must be used to determine the exit EFL and the educational gain. For example, if TABE M, Form 11 is used for the entry assessment, TABE M, Form 12 should be used for interim or post-assessment. Programs are to alternate their use of the assessment forms when re-assessing students (e.g., use TABE Form 11, then Form 12, then Form 11, etc.). If a student scores at the high end then it is acceptable to move up to a Level D Form 12 at interim given the same example above. It is NEVER acceptable to go down a level at interim or post after the entry assessment has been posted.

How frequently should a standardized assessment be administered?In accordance to state policy, the follow-up assessment (interim or exit assessment) should be administered between 30 and 40 instructional hours and must be administered prior to logging the 50th instructional hour between assessments. Students in EFLs 1-4 and ESL EFLs 1-4 should be administered a follow-up assessment at 40 hours of instruction. Students in EFLs 5-6 and ESL 5-6 should be administered a follow-up assessment at 30 hours of instruction. Once a participant completes their EFL gain in one subject for a given period of participation, the instructor and student will revisit goals for assessment, and modify the hours between assessments accordingly. An example may be a student who achieved an EFL gain and continues to receive instruction in preparation for a college entrance exam. LACES does not require additional assessments be administered after an EFL gain has been made within the period of participation. Additional assessments should be based upon student’s personal goals.

WVAdultEd discourages random and frequent testing as it does not represent valid gains and could create a practice effect. Exceptions to the state assessment guidelines should be rare and limited and must be documented using the Assessment Record/Waiver form (Schoology, WVAdultEd Teacher Group, Resources, Instructor Handbook Appendices, Section 6 Appendix). However, it is advisable to use the waiver if you believe the student is going to exit the program or is moving away prior to the recommended number of hours for reassessment. The Assessment Waiver documentation must be kept in the student’s permanent file and available for review during Data Quality Audits and formal or informal technical assistance reviews.


Post-assessment (interim and/or exit test) scores must be recorded in LACES and evidenced in students’ files at the end of the month in which the assessment was given. The Hours Between Assessment Detail Report in LACES provides student-specific information regarding the number of contact hours between the initial and interim/or exit assessments at the class level, as well as frequent review of the problem areas displayed on the user’s LACES Dashboard.

An assessment is reliable for up to twelve months if no significant instructional intervention has occurred in the interim. A returning learner must be assessed at entry into the new POP if that learner’s last recorded assessment is more than twelve months old.

How to handle assessment exceptions during the COVID-19 pandemic?Local programs unable to administer an NRS-approved test to a distance learning participant due to the widespread effect of the COVID-19 pandemic may exempt that student from testing. Local programs that exempt participants from NRS tests should put procedures in place to identify students who were not tested due to an inability to conduct testing, so that the impact of COVID-19 outbreak can be appropriately tracked.

Local programs must administer NRS-approved pre-tests as soon as feasible. A participant cannot achieve an educational functioning level gain without an NRS pre and post-test.

Can the interim/or exit assessment score from one POP be used as the initial assessment for the next?If a student stops attending the program and then returns, the previous assessment data may be used as the new entry assessment score only if the data is not more than six months old.

However, if your program is changing from using one assessment instrument to another (e.g., in the past you used the CASAS and now you will be using the TABE), you must begin the program year by assessing with the newly adopted instrument so that you will have parallel entry, interim, and exit assessment results for the program year.

Are standardized assessments interchangeable?The assessment scores of one standardized instrument is not comparable to those of another. In assessing student educational gains within a program year, switching from one instrument for pre-assessment to another for post-assessment (interim and/or exit) is not allowed. (For example, programs may not use TABE for the pre-assessment and CASAS for the post-assessment.)

For assessment of ELLs, different instruments may be chosen to measure different skill areas. However, the post-assessment (interim and/or exit) must always match the entry assessment. For example, if CASAS is used as the entry assessment instrument to measure both listening/ speaking and reading/writing, it must also be used to post-assess the same skills. You cannot decide to switch to using the BEST Plus 2.0 to post-assess for listening/speaking.


Are standardized assessments the only kind of assessment to be used in the classroom?In addition to the required standardized entry and post-assessment instruments, a program should also use a variety of formal and informal instruments and procedures to collect valid on-going information regarding student instructional needs and progress. Some examples include:

Practice tests (TRA, TASC Academy Practice Test, etc.) Computerized assessments End-of-unit tests from textbooks Instructor-made assessments and rubrics Project/products with clearly defined criteria or performance standards Dated anecdotal records of teaching observations Performance samples, including writing samples, audiocassettes of student readings or

interviews, and worksheets Student self-evaluations

Where should assessment take place?Whether students are taking an entry, interim, or exit assessment, they must have a quiet, non-threatening environment in which to take the assessment. The environment should be well-lit with comfortable seating and heating/cooling. Whenever possible, the assessment area should be a separate, designated area, free of distractions and noise, including cellphones. Student cellphones should be secured and only returned after the assessment.

Can I assess a student virtually?

Local programs may implement virtual test proctoring using the assessments identified in this policy, in accordance with the test publisher’s procedures for virtual testing. Training is in development; contact Pam Young at [email protected] for more information.

How do I secure the assessment conditions?As with any testing, there should be a proctor who monitors for appropriate testing conditions, including the following:

Adherence to time limits No sharing of answers No use of textbooks, computers, or other prohibited resources A quiet environment No conversation or disruptive behavior No cell phone use by or in the presence of test-takers

Failure to monitor these conditions could invalidate the assessment.

How should assessment materials be stored?All assessment materials need to be kept in a locked cabinet or locked storage room. Only staff should have access to these materials. All individual student assessment results (scored answer



sheets, test dates, assessment record/waiver forms, etc.) should be kept in the student’s permanent program intake/progress file. After administering an assessment, all materials used should be returned to the locked cabinet.

Is it possible to modify the testing conditions for students with documented disabilities?Testing accommodations are available for students with disabilities. See How do I assess students with disabilities?

What types of assessment modifications do not require formal documentation of a disability?The following are examples of modifications that do not require the formal documentation of a disability:

Large print editions of the assessment A straight edge to keep place on tests and answer sheets Graph paper used as scratch paper (aids in aligning columns of numbers in math

problems) Colored overlays to ease visual stress (contact Pam Young at [email protected]) Incandescent or halogen lighting (in place of fluorescent lighting) Priority seating (away from distractions such as doors, windows, or other students) Seat cushions

Please note that other accommodations should be made based upon the recommendations of the diagnostician.



SHARING ASSESSMENT SCORES WITH OTHER AGENCIES

Some students may want you to share their assessment scores with other agencies. Do not copy the bubble answer sheet or Scoreze for any assessment. You may share the scores and date of the assessment using the Authorization for Release of Information to External Agencies and Individuals (Schoology, WVAdultEd Teacher Group, Resources, Instructor Handbook Appendices, Section 4 Appendix). You may also use the WVAdultEd SPOKES Authorization for Release of Information Form to share assessment scores only (Schoology, WVAdultEd Teacher Group, Resources, Instructor Handbook Appendices, Section 4 Appendix).

What do I do if the referring agency didn’t share Locator Scores? If you receive assessment scores from other agencies, you must obtain the Locator scores in order to validate the assessment scores. If there are no Locator scores, the student will need to be reassessed starting with the Locator.

What about students referred to the program for assessment only? If a student is referred to an adult education classroom for assessment only, that student must be assessed using the Locator. The Locator scores will determine the correct level (E, M, D, A) to be administered to the student. At no time should a student be referred to an adult education classroom and given a specific Level of the assessment based solely on agency request without a Locator. All rules about assessment must be followed for every student.


GUIDANCE ON SPECIFIC TYPES OF STUDENTS

How do I assess students who only want to take the TASC Readiness Assessment (TRA) or who have some other specific short-term goal?Some students with short-term goals do not expect to attend the program for more than a few hours. They may only want to take the TASC Readiness Assessment (TRA), attend an HSE orientation session, or get help using the TASC Test student registration system. Other students may simply want a little help in updating a résumé or preparing for a work-related assessment.

If these students do well on their tests or quickly complete their chosen tasks, they will probably receive less than 12 hours of instruction and still achieve their goals. Students with specific short-term goals such as these may be enrolled in the program but are not given a standardized pre-assessment and are not assigned an EFL.

For example, an individual may only want to take a state-approved high school equivalency (HSE) readiness assessment in order to obtain a voucher to take the TASC Test. This student is treated as someone with a specific short-term goal. Achievements entered in LACES for this student might include the following:

Completed High School Equivalency Readiness Assessment Passed High School Equivalency Readiness Assessment Completed High School Equivalency Orientation

Is it possible to take the TASC Test or the TRA in Spanish?Both the TRA and the TASC Test are available in Spanish. A print version of the Spanish TRA is available to WVAdultEd instructors by calling 1-800-642-2670. The Spanish version of the TRA is also available in the computer based TRA.

Because WVAdultEd programs receive federal funds, you are not allowed to provide instruction in Spanish. However, you may assist students in checking their readiness for the Spanish TASC in several ways. For example, you may identify where the student may access sample TASC Test practice questions in Spanish using https://tasctest.com/. You may also offer Spanish speakers self-study options (see Section 12).

How do I assess students whose short-term goal is to take the Spanish TRA or TASC Test?Students whose only goal is to take the Spanish edition of the TRA before taking the Spanish TASC Test are not assigned an EFL. They need to exit the program before completing twelve hours.

Achievements for Spanish HSE Only registrants might be the same as those above:

Completed High School Equivalency Readiness Assessment Passed High School Equivalency Readiness Assessment Completed High School Equivalency Orientation.


Someone whose goal is to take the Spanish TASC may still decide to study in your class in English or to participate in English Language Acquisition activities. If that is the case, the student should be considered an English Language Learner (ELL) and should be encouraged to attend more than 12 hours.

What is different about assessment for English Language Learners (ELLs)? Skill assessment of ELLs is distinct from that of other WVAdultEd students. For ELLs, grade level equivalences have no relevance. ELLs are not always assessed for math skills, but rather for reading/writing and listening/speaking skills. Specific standardized assessment instruments are used to assess ELLs and place them into specific EFLs.

ELLs who pre-test at the Advanced ESL (EFL #6) on the BEST Literacy or at Program Exit level on any of the instruments should be placed in an ABE EFL using TABE (English version).

How do I assess students preparing for U.S. citizenship?Students whose goal is to prepare for the Immigration and Naturalization Service (INS) U.S. Citizenship exam should be assessed using CASAS citizenship assessment instruments. They should be classified as ELLs.

The CASAS Reading for Citizenship assessment instrument is available for loan to WVAdultEd instructors by contacting Kari Geary at [email protected]. Available forms of this assessment are Form 951R-952R, Level A and Form 951RX-952RX, Level AX.

How do I assess very low-level adult learners?For WVAdultEd students who identify themselves as non-readers or who have significant difficulty on the standardized assessment locator, use TABE Form 11/12, Level L. If your program does not have these, they are available by contacting Pam Young at [email protected]. Please note that the Test Directions have been modified for Literacy TABE 11/12 Reading and are available in Schoology in the Teacher’s Group. Please note that the Literacy TABE for Math should not be administered to students—use Level E.

How do I assess students with disabilities?Students with disabilities who have proper documentation and require accommodations may request assessment instruments in alternative formats (Braille, large print, audio CD, etc.) and alterations in test administration procedures (extended time, private room, scribe, calculator, computer-based testing, etc.).

Certain assessment modifications are possible without documentation. For more information, see What types of assessment modifications do not require formal documentation of a disability?

If a student presents proper documentation of a disability and requests accommodations, your program must provide the required accommodations. The accommodations provided in



assessment situations should be the same ones that are used with a learner during instruction. The learner should be asked what accommodations have worked best in the past.

Proper documentation means that the individual presents a formal document such as an Individual Education Plan (IEP), 504 plan, doctor’s report, or diagnostic assessment that includes the following information:

Diagnosis of the disability Evaluation of the impact of the disability on areas of functioning Recommendations for specific strategies and accommodations in education made

necessary by the disability

Each program is responsible for processing a student’s request for accommodations within a reasonable amount of time, according to the reasonableness of the accommodations. This process should not exceed 30 days. Each instructor is also responsible for documenting the time required to process each student’s request for accommodations.

An up-to-date diagnosis of a disability is not required in order to provide a student with classroom accommodations on standardized assessments or instruction.

It should be noted that if a student’s disability is something you can visually see, then you do not need formal documentation to provide classroom accommodations; however, you must note the nature of the disability in the student’s confidential file and mark the student as “disabled” (Student Type: Documented Disability) on the Student Profile Form.

Are assessment instruments available in special formats for students who may need accommodations?The following assessment instruments in alternative formats are available for loan to WVAdultEd instructors by calling 1-800-642-2670:

TABE Braille Edition Form 11 TABE Large Print Edition, Form 11, Levels L, E, M, D, and A, Form 12 E, M, D TABE CD Version, Locator, Literacy Level and Survey, Form 11 & 12, Levels E, M, D, A

Note: There is no large print version of the current TRA. To accommodate the need for large print, students may want to use the computer-based version of the TRA and adjust the font size.

The TABE Online version allows the following accommodations:

Text-to-Speech which is untimed—Instructors should monitor student and stop them at double time.

Extended test time (must specify) (Recommend double time for all students)

Any student may request a large print version of an assessment without a documented need for an accommodation.


How are distance education learners assessed? Distance learners must be assessed under the same guidelines as other adult learners. During each program year, a parallel form of the standardized assessment used for pre-assessment must be administered as a post-assessment. The interim assessment must be given to students in accordance to state assessment guidelines, however, prior to 50 hours of instruction, including Classroom Hours and Proxy Hours. The interim assessment should take place in the classroom and the time recorded as Classroom Hours in LACES. Once a participant completes their EFL gain for a given period of participation, the instructor and student will revisit goals for assessment, and modify the hours between assessments accordingly. An example may be a student who achieved an EFL gain and continues to receive instruction in preparation for a Microsoft Office Specialist certification test. LACES does not require additional assessments be administered after an EFL gain has been made within the period of participation. Additional assessments should be based upon student’s personal goals.

All standardized assessment must occur in secure, proctored settings. You may not send a TABE or CASAS assessment home with a student to complete outside of the learning center. However, it is permissible to arrange for assessment at a remote location (e.g., a volunteer literacy program) that is more convenient for the distance learner, as long as all state requirements concerning assessment are met.

GUIDANCE ON THE USE OF THE HIGH SCHOOL EQUIVALENCY READINESS ASSESSMENT

What is a high school equivalency readiness assessment?A high school equivalency (HSE) readiness assessment is used to predict a student’s readiness to take the TASC Test. Passing a state-approved high school equivalency readiness assessment is a requirement before taking the TASC Test in West Virginia. The high school equivalency readiness assessment accomplishes the following:

Determines a candidate’s readiness to take the full-length TASC Test Determines a candidate’s eligibility to take the TASC Test for free in West Virginia Provides practice in taking tests under standardized conditions similar to those

encountered on the TASC Test Reduces anxiety by increasing the candidate’s familiarity with the types of questions found

on the TASC Test Allows students who have been approved for disability accommodations to practice using

those accommodations in a testing situation


Subject Area Minimum Required Score for the TASC Readiness Assessment

Mathematics 10

Reading 10

Science 10 Social Studies 10

Writing 14 *minimum of 12 on multiple choice and minimum of 2 out of 8 on essay

What is the TASC Readiness Assessment? The TASC Readiness Assessment (TRA) is the only readiness assessment that is approved to verify readiness for an examinee to take the TASC Test in West Virginia. The TRA is the most accurate predictor of readiness as it was developed to align with the TASC Test.

The TRA is approximately half the length of the TASC Test and is available in both computer-based and paper-based versions. Students must meet the WVDE required minimum scores in order to be eligible to sit for the TASC Test. See Readiness Assessment Required Minimum Scores Table.

Who is required to take the TRA?In West Virginia, it is required that all first-time testers take the TRA and pass all sub-tests before they are permitted to take the TASC Test. Students can take three of the tests at a time breaking the TRA into two sessions but they must pass all parts before sitting for the TASC. Re-testers have different requirements in order to set for the test again. See Section 12 for more information.

Are there unofficial readiness assessments to try before taking the TRA?Since there are limited versions of the TRA available, and there is a 30-day wait period in between retakes of the same form, some students may want to try other unofficial readiness assessments before taking the TRA. For students who are working in your classroom, it makes sense to provide opportunities to try unofficial practice tests so they become accustomed to the test content and format before taking the TRA.

TASC Academy online courseware and Learning Express Library have TASC practice tests that may be used as early unofficial predictors of TASC Test success. TASCTest.com also offers sample test questions with answer keys for practice purposes.

What scores on the TRA are required to take the TASC Test in WV?In West Virginia, all students who wish to take the TASC Test must first pass all sub-tests of the TRA with scores that meet or exceed the minimums shown in the chart below.

Once the test-taker achieves the required minimum score on the TRA, the WVAdultEd instructor completes the Voucher section of the WV High School Equivalency Assessment Form allowing that


person to register for the TASC Test. There are some other requirements for re-testers. See Section 12 of the Handbook for more information.

What happens if a student does not get a passing score on the high school equivalency readiness assessment the first time? Students who do not achieve the minimum required score on the TRA and who have not already enrolled in a WVAdultEd program should be encouraged to do so to improve their academic skills. They should be assessed using a standardized instrument (TABE) to determine their Educational Functioning Level (EFL) and appropriate study materials. When interim or exit assessments show their skills have sufficiently improved, they should retake the TRA.

How do I score the high school equivalency readiness assessments?Both the paper-based and the computer-based versions of the TRA come with a Readiness Assessment Results Book that contains the answer key for the assessment. Use this booklet to score the paper-based version of the TRA. (For more information on scoring the TRA, refer to the Readiness Assessment Manual.)

The computer-based version of the TRA features automatic scoring of all test items except the essay. Instructors must hand-score the written essay; see “Part 5, Scoring the Writing Essay” of the TASC Readiness Assessment Manual for specific instructions on scoring the essay. The essay score must then be added to the student’s Writing, Part 1 score.

For more information about the Online TRA or to get a copy of the TASC Readiness Assessment Manual, contact Rebecca Metzger at [email protected] or 1-800-642-2670, ext. 19.

How much time is required to administer the TRA?The following chart shows the time limits for the TRA. (Note that the time limit for the English and Spanish versions of the newest forms of the TRA are now the same.)

Subject Format Time Limits for TRA

Time Limits for TRA



Forms 4 & 5 Forms 6 & 7Both English and Spanish

Both English and Spanish

Language Arts, Writing Part 1Multiple Choice

75 min. total for both

Parts 1 & 2*

75 min. total for both

Parts 1 & 2*Language Arts, Writing Part 2 Essay *Allow 45 minutes for

Part 2 (Essay)Language Arts, Reading Multiple Choice 30 min. 40 min.

Social Studies Multiple Choice 30 min. 35 min.

Science Multiple Choice 40 min. 40 min.

Mathematics Part 1 Multiple Choice & Grid Selections 25 min. 25 min.

Mathematics Part 2 Multiple Choice & Grid Selections 25 min. 25 min.

How do I determine the TRA grade equivalent or EFL?You cannot use the TRA as a way of determining a grade equivalent or Educational Functioning Level (EFL) of a student. These tests are NOT prescriptive; they do not clarify what a student needs to study. The TRA may be used only to predict student readiness to take the TASC Test.

What accommodations can be made when administering TASC readiness assessments?The same accommodations that are approved for assessment may also be used for the TRA. If a student has documentation indicating a disability and the need for accommodation, then your program MUST use these accommodations when administering the TRA.

Students can use a magnifying tool to enlarge the text for the online TRA. This does not require any documentation. As an alternative, magnifying tools may be used for the paper-based version.

There is an audio version available for the online TRA only. The Reading part of the test does not have the needed audio. Teachers can read this section only to the student. This must be done privately away from other students. For more information on applying for accommodations, see Section 12. You may also contact Pam Young at [email protected].

What materials do I need to order to get started?The computer-based version of the TRA has been purchased by WVAdultEd for statewide use by WVAdultEd personnel. For more information on accessing the computer-based TRA contact Rebecca Metzger at [email protected], and for purchasing forms and materials for paper-based testing, contact your regional coordinator.




GUIDANCE ON THE USE OF TABE

What are the Tests of Adult Basic Education (TABE)?The Tests of Adult Basic Education (TABE) are norm-referenced tests designed to measure achievement of basic skills. The content areas measured are reading, mathematics, and language (which is now optional). There are five overlapping levels: L (Literacy), E (Easy), M (Medium), D (Difficult), and A (Advanced). The TABE 11 & 12 Scoring Guide (formerly known as the Norms Book) is used to translate the number of correct student responses to a Scaled Score.

The Locator test is administered prior to the full assessment. It is a short assessment that assists with the selection of the appropriate level(s) of TABE to be administered for the respective academic areas.

What is the difference between the TABE Online and paper-based versions?Most classes that use the TABE assessment have the paper-based version of the test. In addition, the state has purchased the TABE Online version. The online version scores automatically and can be adapted for students with disabilities who require accommodations.

The TABE Online can be administered only as an initial assessment. Interim and post-testing should be administered using the paper/pencil version.

Since TABE Online is interchangeable with the paper-based version of TABE, you can give a student the TABE Online as their pre-assessment, and then use an alternate form of the paper-based TABE for the interim or exit assessments.

How do I get access to the TABE Online assessment?You can utilize the TABE Online as the initial test only for enrolling students (not TRA only or SPOKES only students). Since adult education funds purchased the online licenses, they are to be used only with adult education students. If you do not know how to access the online TABE, contact Rebecca Metzger at [email protected].

What parts of the TABE Online assessment need to be administered?The Locator is given first then the teacher determines the level for each subtest: Math and Reading (unless they are only going to be studying in one area.) All new students must take the Locator unless they are a low-level reader then they would be given the Literacy Level paper/pencil test in a one-on-one session. When using Online TABE, the Auto Locator selection is not to be used. Instructors should review the Locator report and make the appropriate determination on which level(s) a student needs to be placed. Research has shown that using the Autor Locator will lead to out of range scores and mean that the student will have to be reassessed in a lower level.



How do I score the TABE?All programs were given a scanner to use for scoring the Paper/Pencil version of the test. Online assessments are scored through the program. Hand-scoring of an assessment is not allowed except for the Literacy Level TABE. Please note that the Locator if administered online should be evaluated by the teacher to determine the next appropriate test level. It is strongly recommended that the entry assessment for all adult education students (not SPOKES) be administered online.

When scoring is done online then those scores will be integrated into LACES nightly. This means the instructor will not need to post those scores manually.

How can I learn more about the TABE Online assessment?The TABE Student and Test Management Portal User Guide and other TABE Online resources can be located in the WVAdultEd Distance Education & Online Assessment Resources Group in Schoology. The code to join the group is V7XN3-3C9MS.

How much time is required to administer TABE instruments?The publisher’s time limits for TABE administration are shown in the chart below.

Level Reading Part 1 Reading Part 2 Math Part 1 Math Part 2 Language Optional

Locator 45 minutes N/A 15 minutes 15 minutes 25 minutes

L 35 minutes 60 minutes 75 minutes N/A 60 minutes

E 60 minutes 60 minutes 75 minutes N/A 60 minutes

M 60 minutes 60 minutes 60 minutes 15 minutes 60 minutes

D 60 minutes 60 minutes 40 minutes 35 minutes 60 minutes

A 60 minutes 50 minutes 30 minutes 45 minutes 60 minutes

When do I use the TABE Locator?The Locator scores are used to determine the most appropriate TABE assessment level to administer to a student [E (Easy), M (Medium), D (Difficult), or A (Advanced)]. It is important to use the Locator for guidance in selecting the appropriate TABE assessment level since the results will not be valid if the proper level of difficulty is not administered. Using the appropriate assessment level is essential to obtaining the most accurate measurement of a student’s knowledge and skills.

It is essential that the student NOT guess on the Locator whether it is done online or the paper/pencil version. Make sure you are giving the students’ this information.

The Locator is quick and easy to administer and score. The Locator consists of reading, mathematics and language test items. It is strongly recommended that programs administer the Reading and Mathematics tests only. There are two exceptions about administering the Language


portion: the student’s goal requires Language to be administered, or an ELL student who has maxed out on the ESL NRS level and needs to move into an Adult Education NRS Level. To score the Locator, locate the number of correct student responses and use the chart below to determine the corresponding TABE level for assessment.

TABE 11/12 Locator Test Cut Points

Content Area/Level Reading Mathematic Language (Optional)

E 0-5 0-5 0-5M 6-11 6-9 6-10D 12-15 10-12 11-13A 16-19 13-16 14-16

Please note that Auto Locator should not be utilized for the Online TABE according to our State Assessment Policy.

Please note that the “Recommended” levels from DRC typically place the student in a higher level that may lead to out of range (OR) scores. If this happens the student will have to be administered a lower level of the assessment. To avoid administering a TABE level that is too difficult for the student, a good rule of thumb is to administer a lower level if the student scores at the lower level of the recommended cut-scores (e.g., if a student gets 10 Mathematics Locator Test items correct, administer Level M rather than Level D; if they get 11 or 12 correct, administer Level D). Because TABE is vertically scaled across its four levels, it theoretically does not matter if a student takes an adjacent level—their scale score would be the same—but administering the TABE at a level that is appropriate for the student’s ability will provide more accurate diagnostic information and will be a less frustrating experience for the student.

Students who identify themselves as non-readers or who have significant difficulty on the Locator should be given TABE Test Level L (Literacy—Reading only). If your program does not have this level, it is available to WVAdultEd instructors by calling 1-800-642-2670 ext 11, or contact Pam Young at [email protected]. This test must be administered one-on-one with the student.

What TABE test can be used for low-level students?A low-level reader cannot take the Locator. It is too difficult for a literacy student. Plan on administering the Literacy Level Reading TABE only using the updated test directions found in Schoology in the Teacher’s Group. The Literacy Level TABE is available by contacting Pam Young, [email protected].

Which TABE tests are used to determine the EFL?Only TABE tests Reading and Mathematics are required to determine a student’s EFL. Language is now an optional test.



Is it important to administer the TABE sections in a particular order?It is permissible to change the order of administration of the tests (Reading and Math) and maintain the validity of the test.

How do I know when to use different levels and forms of the TABE? Both forms and all levels of the TABE are calibrated on the same scale; therefore, Scale Score results can be compared across forms and levels.

Different TABE forms and levels can be given for the initial and interim/or exit assessment. For example, if the Locator assessment places a student at Level E, that student should be given Level E, Form 11 at entry. When it is time to administer an interim or exit test, the same assessment as the pre-assessment (Level E) should be administered using the alternate form (Form 12). However, if the student has demonstrated significant progress, the instructor could administer the TABE Level M of Form 12 which is the next higher level.

The sequence of the TABE assessment levels is L (Literacy), E (Easy), M (Medium), D (Difficult), and A (Advanced). If a student scores at the higher range of Level E, for example, during the pre-assessment, then you may want to do the interim assessment using Level M.

Programs should alternate between using TABE Forms 11 and 12 for entry, interim, and exit assessments. For example, for a student who completes the initial assessment using Form 11, Level E, you would use Form 12, Level E for the interim test and Form 11, Level E for the exit assessment.

If a student is at the high end of the scale for the initial assessment it is acceptable to go up to the next level for the interim assessment. Using the same example above you could at interim give the student a Level D, form 12. You can always go up to the next level, but you cannot go down once the initial assessment is posted in LACES.

What scores are not valid? Each TABE level test has content aligned specifically to a range of NRS levels and thus a student can only be classified into those NRS levels. If a student tests “out of range” (O/R; more than one NRS level below the targeted level), then they will not receive a scale score or NRS level. They will need to take a lower TABE test to obtain a scale score. Out of range scores will not be accepted in LACES. If the scale score is in the N/A or O/R range, then the student needs to be re-assessed in the right level.

Are breaks allowed during the administration of the TABE?Breaks are allowed, when necessary, between sub-tests, but normally not during each test. In order to allow student breaks during a sub-test, the student must have disability documentation showing that breaks are required at specified intervals. The Reading test has a break between Part 1 and 2 but Mathematics Part 1 and Part 2 must be administered without a break.


What accommodations can be made when administering the TABE to students with special learning needs?The TABE Online version allows for the following accommodations:

Test Pause (allows students to pause test for rest breaks) Text to Speech (which must be marked as an Untimed Test) NOTE: You must monitor the

time and give the student only double time. Highlighter (allows students to highlight test) Extended Time (it is recommended allow double time)

When using paper-based version of TABE 11/12, students may receive additional time and supervised breaks. In addition, the following special formats are available:

Braille Large Print Audio CD

Please note that a TABE can never be read to a student. An audio version or the text-to-speech online can be utilized to address this disability.

To obtain these versions or for assistance with accommodations, call the WV Adult Education Hotline at 1-800-642-2670 or contact Pam Young at [email protected].

What is the recommended number of instructional hours between TABE assessments?In accordance with state policy, the follow-up assessment (interim or exit assessment) should be administered between 30 and 40 instructional hours and must be administered prior to logging the 50th instructional hour between assessments. Students in EFLs 1-4 and ESL EFLs 1-4 should be administered a follow-up assessment at 40 hours of instruction. Students in EFLs 5-6 and ESL EFLs 5-6 should be administered a follow-up assessment at 30 hours of instruction. Once a participant completes their EFL gain for a given period of participation, the instructor and student will revisit goals for assessment, and modify the hours between assessments accordingly. An example may be a student who achieved an EFL gain and continues to receive instruction in preparation for a college entrance exam. Once an EFL gain has been made within the period of participation, no additional assessments are required. Additional assessments should be based upon student’s personal goals.

For the exact guidelines for each assessment, see the State Assessment Guidelines (Schoology, WVAdultEd Teacher Group, Resources, Instructor Handbook Appendices, Section 6 Appendix). Any additional exceptions to these guidelines should be documented using the Assessment Record/Waiver form (Schoology, WVAdultEd Teacher Group, Resources, Instructor Handbook Appendices, Section 6 Appendix). This documentation must be kept in the student’s permanent file and available for review during Data Quality Audits and formal or informal technical assistance reviews.



Can TABE scores be used to predict TASC Test readiness?Yes, there is a document titled A Guide to the TABE and TASC Concordance (Schoology, WVAdultEd Teacher Group, Resources, Instructor Handbook Appendices, Section 6 Appendix).

What materials do I need to order to get started?Programs administering the TABE should purchase the following:

For each student: Locator Test Booklet Locator Test Answer Booklet Test Book (order the Level determined by the Locator Test Score Answer Booklet to correspond to the test booklet (for scanning) SCOREZE Answer sheet to correspond to the test booklet (optional in place of Answer

Booklet) Individual Diagnostic Profiles for the levels of tests administered (optional)

For each administrator: TABE Test Administration Manual (hardcopy or PDF) (Found at the DRC Insight under

General Information.) TABE 11/12 Scoring Guide for both the Online version and the Paper version. (Found at the

DRC Insight under General Information.)

For each site: TABE 11/12 Technical Report (hardcopy or PDF) TABE 11/12 Scoring Guide for both the Online and Paper Version Answer Booklets or Scoreze Answer Booklets Scanner with the following requirements:

o A “duplex” scanner that scans both sides of a page in one passo An automatic document feedero Must have the TWAIN driver software installed and tested on the computer

attached to the scanner. (Visit www.TABETest.com for more information.)

(Note: Do not make your own answer sheets. It is mandatory that all paper/pencil assessments be scanned into DRC for scoring except for the Literacy Level.)

Materials in Alternative Formats:

The following are available for loan to WVAdultEd instructors by calling 1-800-642-2670: TABE Braille Edition Form 11 TABE Large Print Edition, Form 11, Levels L, E, M, D, and A, Form 12 E, M, D TABE CD Version, Locator, Literacy Level and Survey, Form 11/12, Levels E, M, D, A

Ordering Information:


http://www.TABETest.com/

Data Recognition Corporation - CTB 13490 Bass Lake Road Maple Grove, MN 553111-800-538-9547https://tabetest.com/resources-2/tabe-1112-orde-forms/


https://tabetest.com/resources-2/tabe-1112-order-forms/

GUIDANCE ON THE USE OF THE CASAS

What is the Comprehensive Adult Student Assessment System (CASAS)? The Comprehensive Adult Student Assessment System (CASAS) includes a variety of curriculum and training resources, as well as assessment instruments. CASAS assesses a learner’s attainment of a range of specific competencies presented in functional contexts. Assessments can be used both to measure proficiency in skill areas and to check for learning progress.

CASAS can only be used with ELL students to obtain an EFL.

CASAS has two main series of pre- and post-assessments—the Life Skills (which is being phased out) and the Life and Work series. Each series includes reading and math assessments; however, there is no approved CASAS Math assessment available in WV at this time.

Each series also has listening comprehension assessments for English language learners (ELLs). The assessments range from Level A (beginning literacy) to Level D (high school level) in reading and math, and Levels A to C in the listening assessments. Each series has a corresponding appraisal.

The appraisal assessment is given first to determine which pre-test to use. Next, a CASAS pre-assessment is administered based on the appraisal score. An appraisal cannot be used as the pre- or post-assessment.

Which CASAS series do I use? All CASAS assessments use the same scale.

Programs for ELLs will select the CASAS Life and Work Series (Expire February 2021). Citizenship preparation only students may use the CASAS Reading for Citizenship Test.

How do I use the CASAS Appraisal to determine the pre- and post-assessment level to administer? You may use either the Life and Work Appraisal Form 80 (preferred) or the ESL Appraisal (only for ELLs). The chart below lists the approximate times for each section.

Subject Life and Work Appraisal Form 80

Reading 25 items; 25 minutesListening 26 items; 30 minutesOral screening 6 items; 2 – 5 minutesWriting screening 2 items; 5 minutes

How do I know when to use different levels and forms of the CASAS?After administering the appropriate Appraisal, select and administer the correct Life and Work pre- and post-assessment form. These assessment instruments monitor progress in reading and listening (for ELLs). They also measure a learner's ability to apply basic skills in employability or a


life skills context. All assessments for monitoring progress may serve as pre- or post-assessments. The following chart shows which pre- and post-assessments are selected based on appraisal scores.

Appraisal Skill Area Appraisal Score Range Level

Pre-Assessment Form NumberLife and Work

Post-Assessment Form NumberLife and Work

Reading <180 Pre-A 27 28180-191 A 81/81X 82/82X192-211 B 83 84212-229 C 85/185 86/186

>229 D 187 188Listening <196 A 981-L 982-L

196-208 B 983-L 984-L>208 C 985-L 986-L

Reading for Citizenship 180-191 A 951-R/951-RX 952-R/952-RX

How do I know which citizenship test to give? For students whose goal is to take the USCIS Naturalization Test and who have low literacy levels, administer the Citizenship Reading Comprehension Test. (This test uses a large print format.)

How do I use CASAS assessments to determine the correct EFL? Scores on CASAS assessment instruments are related to the same scale, so Life and Work or Citizenship tests scale scores may be used to place students into appropriate EFLs. Use the answer keys and score conversion chart for each pre- and post-assessment to determine the number correct and the scale score.

CASAS assessment instruments are normed on ELLs. CASAS scale scores can place students into either an ABE or ESL EFL. For example, an ELL with the same score would be placed into EFL 5—ABE Low Intermediate.

What accommodations can be made?Programs should follow the guidelines described in Guidelines for Providing Accommodations Using CASAS Assessment Systems when using the CASAS assessments with students who have disabilities.

Materials in alternative formats are available for loan to WVAdultEd instructors by calling 1-800-642-2670.

What is the recommended number of instructional hours between CASAS pre- and post-assessments?In accordance with state policy, the follow-up assessment (interim or exit assessment) should be administered between 30 and 40 instructional hours and must be administered prior to logging


the 50th instructional hour between assessments. Students in EFLs 1-4 and ESL EFLs 1-4 should be administered a follow-up assessment at 40 hours of instruction. Students in EFLs 5-6 and ESL EFLs 5-6 should be administered a follow-up assessment at 30 hours of instruction. Once a participant completes their EFL gain for a given period of participation, the instructor and student will revisit goals for assessment, and modify the hours between assessments accordingly. An example may be a student who achieved an EFL gain and continues to receive instruction in preparation for a college entrance exam. No additional assessments are required to be administered after an EFL gain has been made within the period of participation. Additional assessments should be based upon student’s personal goals.

For the exact guidelines for each assessment, see the State Assessment Guidelines (Schoology, WVAdultEd Teacher Group, Resources, Instructor Handbook Appendices, Section 6 Appendix). Any additional exceptions to these guidelines should be documented using the Assessment Record/Waiver form (Schoology, WVAdultEd Teacher Group, Resources, Instructor Handbook Appendices, Section 6 Appendix ). This documentation must be kept in the student’s permanent file and available for review during Data Quality Audits and formal or informal technical assistance reviews.

How do I know when to use different levels and forms of the CASAS?Different levels of the CASAS can be given for entry, interim, and exit assessment since scale scores are calibrated across all levels. For example, the same protocol must be followed for end-of-year assessments; thus, if the student is functioning at the same level, switch forms; if the student has shown strong progress in class, move to the assessment at the next level. Never give the same form of the assessment at the same level sequentially to a student. Since all levels of CASAS are calibrated on the same scale, results may be compared across levels.

What materials do I need to get started?CASAS only allows individuals who have completed appropriate training and certification to purchase CASAS materials.

To register for the online course, follow the steps below:

Go to www.casas.org and click on Create Account at the top right corner to create a username and password.

After creating your account, under Online Training, find and click on CASAS Paper Test Implementation.

To administer the paper-based assessment, you are required to complete Module 1: CASAS Implementation Basics and Module 3: Paper Test Implementation. To enroll you will click on the module title and choose Enter here.

For ELLs, the following materials are required: Life and Work Appraisal Form 80 Test Booklets Life and Work Appraisal Form 80 Self-Scoring Answer Sheets Life and Work Appraisal Manual Form 80 with CD


Reading Life and Work Progress Testing, Pre- and Post-Test Booklets for Levels A -- D 980 Series Listening Life and Work Progress Testing Pre- and Post-Test Booklets for Levels A

-- C (including CDs) Life and Work Listening 980 Series Progress Test Administration Manual Life and Work Reading Progress Test Administration Manual

Materials Available for Loan:

These are available for loan to WVAdultEd instructors by calling 1-800-642-2670. Citizenship Reading Comprehension Test


Comprehensive Adult Student Assessment System (CASAS)8910 Clairemont Mesa Blvd.San Diego, CA 92123-11041-800-255-1036 http://www.casas.org/


http://www.casas.org/

GUIDANCE ON THE USE OF BEST LITERACY AND BEST PLUS 2.0

What is the Basic English Skills Test (BEST) Literacy?The Basic English Skills Test (BEST) was developed to assess newly arrived refugees. Originally, it had two sections—an Oral Interview section and a Literacy Skills section. The BEST Oral Interview is no longer in use. BEST Literacy Skills measures reading and writing ability in a life-skills context.

What is the BEST Plus 2.0?BEST Plus 2.0 is an individually administered, face-to-face oral interview designed to assess the English language proficiency of adult English language learners in the United States. BEST Plus 2.0 is a combined test of listening and speaking skills intended to assess interpersonal communication using everyday language. Test items reflect practical language used in everyday situations in the U.S. at home, at work, and in the community.

BEST Plus 2.0 is available in two formats:

BEST Plus 2.0 computer-adaptive version: computer software selects test items appropriate to the examinee's ability after the locator items have been administered. The BEST Plus 2.0 software is available on USB, which includes the test administration software, score management guide, test transfer program, and practice software.

BEST Plus 2.0 semi-adaptive print-based version: a quick locator determines the appropriate level of the test form for the examinee. The BEST Plus 2.0 print version includes examinee test booklets (forms D, E, and F) and corresponding picture cue books.

For both versions of the BEST Plus, you must purchase a fixed number of administrations (20, 50, 100, 300, or 500). Thus, each time someone is tested (either in print or via computer), an administration is consumed.

How much time is required to administer BEST Literacy and BEST Plus 2.0 instruments?

Testing times for BEST Literacy and BEST Plus 2.0 are shown in the chart below.

Title Approximate Administration Time Time Limits

BEST Literacy 1 hour 1 hourBEST Plus 2.0 computer-

adaptive5 ‒ 20 minutes to administer, depending

on the English ability of the examinee. None

BEST Plus 2.0 print-based 10 ‒ 20 minutes per examinee None


What kind of training is required to administer the BEST Literacy and BEST Plus 2.0?You may not administer the BEST Literacy without first completing BEST-LIT: Introduction to the Basic English Skills Test-Literacy. Some of the writing assessments are scored using rubrics that require training and practice.

To administer the BEST Plus 2.0, you must attend a special 6-hour training delivered by a trainer certified by the Center for Applied Linguistics (CAL). This required training is BEST-PLUS 2.0: Introduction to the BEST Plus 2.0 Oral Proficiency Test. West Virginia does not have trainer for BEST.

How do I know when to use different levels and forms of the BEST Literacy and BEST Plus 2.0?The BEST Literacy does not require a locator, as there is only one level. Forms B, C, and D are used alternately for pre-, interim, and post-assessment.

With the BEST Plus 2.0 computer-adaptive assessment on CD, the computer generates different test questions each time the interview is administered. In the print-based version, a brief locator test determines the level of test items (level 1, 2, or 3). There are three parallel forms (A, B, and C) that may be used for pre-, interim, and post-assessment.

How do I use the BEST Literacy and BEST Plus 2.0 to determine the correct EFL?For the BEST Literacy, count the number correct on the answer sheet to determine the raw score. For Form B, the raw score is the same as the scale score. For Form C or D, you must use the chart in the Test Administration Manual to determine the scale score.

With the BEST Plus 2.0 computer-adaptive assessment on CD, the computer tallies the score and provides the correct NRS level. In the print-based version, the raw score must be input into a computer management system to determine the scale score and EFL.

What accommodations can be made?Reasonable modifications to the testing environment (frequent breaks, priority seating, color overlays, etc.) may be made with or without documented disabilities. For more information regarding BEST Plus 2.0 accommodations, see http://www.cal.org/aea/pdfs/BP2.0-Test-Usage-Policy.pdf

What is the recommended number of instructional hours between BEST pre- and post-assessments?The State Assessment Guidelines recommend that students accumulate 30-40 hours of instruction before taking a post-assessment (interim or exit). WV State Assessment Policy requires a follow-up (interim and/or exit) assessment to be administered prior to the 50th instructional hour.

For the exact guidelines for each assessment, see the State Assessment Guidelines (Schoology, WVAdultEd Teacher Group, Resources, Instructor Handbook Appendices, Section 6 Appendix). Any


http://www.cal.org/aea/pdfs/BP2.0-Test-Usage-Policy.pdf

http://www.cal.org/aea/pdfs/BP2.0-Test-Usage-Policy.pdf

additional exceptions to these guidelines should be documented using the Assessment Record/Waiver form (Schoology, WVAdultEd Teacher Group, Resources, Instructor Handbook Appendices, Section 6 Appendix). This documentation must be kept in the student’s permanent file and available for review during Data Quality Audits and formal or informal technical assistance reviews.

What materials do I need to get started?To administer the BEST Literacy, the following materials are needed:

Test Administration Manual Literacy Skills Test Booklet Literacy Skills Scoring Sheet

Optional Materials: Technical Manual

To administer the BEST Plus 2.0, the following materials are needed: Test Administrator Guide Computer-adaptive Test on CD (and set number of administrations)


Basic English Skills Test (BEST) Literacy or BEST Plus 2.0Center for Applied Linguistics (CAL)4646 40th Street, NWWashington, DC 20016-18591-202-362-0700http://www.cal.org


http://www.cal.org/

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