1 Tests of Adult Basic Education Administrator Certification

2 Session Coverage About TABE Benefits of Using TABETABE Test and Delivery Formats How to Use TABE Administering TABE Scoring Options Available Reports

3 Using TABE will help you, help others.Make a difference in adults’ lives by measuring educational strengths and challenges. Focus your efforts where students need the most help, and provide more efficient (and less frustrating) educational gains, High School Equivalency preparation, post-secondary placement, and career success. TABE allows you to help make a difference in adults’ lives by providing them with first or second chances at learning basic education skills to help them get their high school equivalency test, improve their knowledge and help them get better jobs. Using TABE will help you, help others.

4 “I know my students and I don’t have time.” “Everyone hates tests.”TABE Assessment Assessment Bias Reality “I know my students and I don’t have time.” “Everyone hates tests.” Stress and Fear Data and Time Provides information that helps you Your students TIME WELL SPENT! No judgment Strategies to help PROGRESS! + = Why use the TABE assessment. We often hear that utilizing a test prior to instruction is not necessary. A couple of reasons that come out are “I know my students and we don’t have the time to test” or “they hate tests and won’t do well”. These misperceptions can hurt your students in the long run. In reality, using TABE will help you and your instructors learn valuable information about their educational strengths and weaknesses, allowing the student to feel confident that they may know more than they originally thought and that your program will focus in on the area where they need more help making this a targeted program. With the proper introduction of the test to the students, you can help to eliminate their testing anxiety so that they understand this will help to create a useful strategy for their learning. + =

5 Using TABE TABE is a comprehensive, relevant, researched-based, and statistically sound test for adults that: Reflects adult jobs, experiences, and life interests Uses adult-relevant contexts in all of its items Measures performance and growth accurately Aligns with current NRS requirements Offers flexible administration options Communicates test results clearly Provides teacher materials and professional development tools When TABE was first published in 1967, there was a serious need for a comprehensive, relevant, carefully researched, and statistically sound product to test adults who were seeking a High school equivalency diploma credential, a high school diploma, or post-high school vocational training. To assess adults, a product was needed that reflected adult jobs, experiences, and life interests. TABE provided a tool that administrators and instructors in adult basic education and vocational training could use to evaluate student academic skills You can feel confident using tabe because the test: *It is comprehensive using relevant carefully researched and statistically sound measurement. DEVELOPERS CONDUCTED A COMPREHENSIVE REVIEW OF CURRICULA USED IN HIGH SCHOOLS AND ADULT BASIC EDUCATION PROGRAMS. THEY ALSO MET WITH EDUCATIONAL EXPERTS TO DETERMINE CURRENT EDUCATIONAL GOALS BASED ON THE KNOWLEDGE AND SKILLS EMPHASIZED IN CURRENT ADULT BASIC EDUCATION CURRICULA, TRENDS, AND RESEARCH *Uses adult related context; and reflects adult jobs, experiences and life interests. It MEASURES SKILLS USED IN PROBLEM SOLVING, DECISION MAKING, AND DAILY LIVING. SiMILAR TO THE GOALS OF INSTRUCTION USED IN SUCCESSFUL ADULT BASIC EDUCATION PROGRAMS, TABE OBJECTIVES ARE FULLY INTEGRATED AND PROVIDE A COMPLETE PICTURE OF WHAT AN ADULT STUDENT SHOULD KNOW TO MASTER NECESSARY SKILLS. 4!"% PROVIDES BOTH NORM-REFERENCED AND COMPETENCY-BASED INFORMATION TO HELP INSTRUCTORS EVALUATE STUDENT ABILITIES AND CUSTOMIZE A PLAN FOR INDIVIDUAL EDUCATIONAL TRAINING NEEDS. *It measures student performance and growth and communicates test results clearly. TEST RESULTS ARE EASY TO UNDERSTAND, WITH ACCURATE SCALE SCORES THAT MAKE SKILL GROWTH CLEARLY EVIDENT. CONTENT GRADE LEVEL RANGES ARE AVAILABLE that EXTEND FROM PRE-LITERACY (0) THROUGH HIGH SCHOOL (12.9). *TABE aligns with the current NRS requirements *It offers flexible administration options – you can administer online or paper/pencil. *And finally, it Includes teaching materials and professional development tools as an integral part of the testing system. You can order the Building Skills with TABE, Second Edition workbooks which help students improve the skills they have not yet mastered. And there are also the instructions and help materials for teachers/proctors such as the Guide to Administering TABE 9 & 10, the TABE 9 & 10 Teacher’s Guides, and the TABE 9 & 10 Technical Report.

6 Available Test Forms Practice Test Locator TestPlacement recommendation Complete Battery (3 hours, 37 minutes) Complete norm- and criterion-referenced information Detailed diagnostic information Lower SEM Survey (2 hours, 8 minutes) Shorter testing time Easy screening and placement Two Forms TABE 9/10 (test / retest) for both CB and Survey Now that you know why you should use TABE, you should know what it actually is. TABE is a test that measures competency in reading, math and language and helps instructors customize adult students’ learning experiences. It is comprised of different tests for different purposes. *The practice portion of the test helps students become familiar with the types of items on the test. *The locator portion of the test helps to determine the appropriate test level of TABE 9 & 10 for students. The Practice and Locator Test take approximately 55 minutes to administer. Beginning readers who cannot take the Practice and Locator Test can take the TABE Level L Test, Form 9 or 10. * What is the complete Battery: Provides complete norm- and criterion-referenced information to accurately and reliably assess skill levels and help determine appropriate career or training programs. *What is the Survey: Provides a skills snapshot for placement information or when testing time is limited. Provides limited prescriptive data. Tabe’s sURVEY TEST IS AN EXCELLENT CHOICE FOR SCREENING AND PLACEMENT OF NEW STUDENTS OR EMPLOYEES. IT OFFERS FAST AND ACCURATE INFORMATION ON THE EXAMINEE'S SKILL LEVEL IN EACH CONTENT AREA

7 Delivery Formats Online and Paper/Pencil:Complete Battery Form 9 or 10 (paper forms are reusable) Levels L*, E, M, D, or A Survey Form 9 or 10 (paper forms are reusable) Levels E, M, D, or A Large Print Braille** Audio (Cassette or CD) *Paper only **Paper only, Form 10 Both the Battery and Survey are available in Reading, Math and Language, with additional tests in Language Mechanics, vocabulary and spelling. If you are administering via paper/pencil, please note that the test Complete Battery and Survey booklets are not to be written in as they are reusable.

8 TABE Tests TABE 9 & 10 Complete Battery or Survey:Skill Levels L*,E,M,D,A Reading, Applied Math, Math Computation, Language Optional Tests: Vocabulary Language Mechanics Spelling Both the Battery and Survey are available in Reading, Math and Language, with additional tests in Language Mechanics, vocabulary and spelling. If you are administering via paper/pencil, please note that the test Complete Battery and Survey booklets are not to be written in as they are reusable. * Paper/pencil only

9 Level L Examinee RecordLevel L for low literacy adults Native English speakers Complete Battery and Paper/pencil only Please note that the Level L test is for use with very low literacy adults. It is intended for native language English speaking students. It can only be administered via paper/pencil and it is only a part of the Complete Battery. ndicated from the practice or locator tests to administer the Form 9 or 10 TABE Level L Test. The directions for TABE Form 9 Level L are found on page 35 in the test directions, TABE Form 10, Level L directions are found on page 59. These forms contain two tests each that assess Pre - reading Skills (e.g., matching letters, recognizing letters, beginning, ending and middle sounds) and reading Skills (e.g., recognizing signs and symbols, word meaning, context meaning, phrase/sentence meaning, and passage meaning).

10 How to Use TABE TABE Flow Chart Enter Locator Test Pre-test InstructPost-test Eligibility HSE Placement Ready to exit? Yes No Career Post-sec Ready to Exit This is a typical example as to how to use TABE in conjunction with instruction and additional testing. This is not the only way in which to use it. Another way may be to use TABE as an entrance exam only to help determine placement.

11 How to Use TABE TABE Locator TestFor TABE, all incoming students take a locator test to help assess for skill level.* *placement programs will likely skip this step. L TABE Locator Test E MATH M MATH D Locator tests are given to help determine which level of an assessment to administer to obtain the most accurate information about a student’s academic strengths and weaknesses. The locator test contains selected-response (multiple-choice) items that measure examinee skills in various content areas. This test is built to measure a wide range of ability with a limited number of items for each content area. As a result, the information from a locator test about a student should be viewed as only a very rough estimate of the student’s functional level, not as an absolute prediction. Any decisions about a student should not be made on the basis of a single locator test score, but should include other relevant information about the student. Administrators and instructors have the flexibility to test examinees according to a relevant content grade level. Individuals may place into different levels in different content areas. A READING

12 TABE 9 & 10 – Content Grade RangeHow to Use TABE TABE Levels by Content Grade Rage Questions on tests are concentrated at the content grade range indicated As students move through the levels from L to A, TABE content measures increasingly challenging grade level requirements. TABE 9 & 10 – Content Grade Range L E M D The Locator Test then recommends the level of the TABE Test to give to the students. The five levels that it will recommend are: L, E, M, D and A. Each level represents a Grade Content Range as seen in this chart. When the TABE Level test is administered, the majority of material tested falls in the mid-range of the content grade range. So 40% of questions are on grade level, 20% are below grade level, 20% are above grade level. A

13 Score vs. Content Range Content Ranges Score RangesThe first chart shows the range of grade equivalent scores students are able to obtain on the various levels of TABE 9/10. The 2nd chart shows the content range targeted by each of the levels (shown on the previous slide). If a student scores plus or minus two full grade equivalent scores from the content target range, good educational practice suggests that the student be retested on a higher or lower level of the test. Here is an example: If a student scores a 9.9+ on Form M on the pretest, the test was too easy for the student. That student has obtained the highest possible score on Form M. No valuable diagnostic data can be obtained from the pre-test, because the student will demonstrate mastery on all objectives-keep in mind that mastery of all Level M objectives does not mean proficiency in that content areas. It only means that the student has mastered content targeted at the 4.0 to 5.9 grade level range. If Form M is given as a post-test, no matter how much improvement the student has made, the post-test cannot show growth. Essentially, the student should be re-tested at level D for a more accurate picture of objective mastery. If the student is not retested with the appropriate Level D, the student should definitely be post-tested with Level D so scale score growth can be demonstrated. If the student only post-test on Level D, note that the student may be able to demonstrate scale score growth, but they cannot show improvement in the objectives, because they have already demonstrated 100% mastery on the Level M objectives. Objective mastery data will probably be lower on the post-test, because the content is more difficult. This can be demoralizing to the student which is why re-testing during the pre-test stage with the appropriate level is recommended.

14 Frequency of TABE Assessments?Time prior to post-testing in instructional hours: 40-60 hours recommended 30 hours, ASE low No wait unless State policy differs Same level, different form Different level Post-test – unless State policy differs Same level or higher level, different form Levels of TABE are L, E, M, D, and A Forms are 7 & 8, 9 & 10 This is the NRS recommendation, The APA states 6 months using same level same form. Can use teacher discretion in some situations. The rationale for these timelines is to avoid success on the test being a result of test familiarity rather than content knowledge. Ultimately, State policy is based on TABE guidance, so consult State guidelines.

15 Additional Support MaterialsAdministrative Assistance Test Directions Norms Books Technical Report Instructional Assistance Getting to Know TABE Teacher’s Guides Scoring Options Hand-scoring TestMate TABE TABE PC TABE Online Getting to Know TABE is an excellent tool to use with students who are unfamiliar with standardized tests or who suffer from test anxiety. Building Skills with TABE is series of eight workbooks covering TABE Levels EMDA. They provide targeted exercises organized by skills, so students can focus on the skills they need to improve. They are excellent instructional support materials and can help the student feel better prepared for the problem solving that will be required on the GED. TestMate TABE is for use as local scoring options with TABE 9/10; TABE Online is the internet delivered version of TABE. DRC/CTB also provides SCORE-EZ answer sheets and stencils for hand-scoring bubble sheets; the TABE 9/10 norms book is for use in situations where hand-scoring is needed. The state and the NRS only require the core courses for reporting purposes. Copyright © 2016 Data Recognition Corporation

16 Test Preparation for Test Administrators, Test Coordinators and Proctors

17 Which Test to Administer – Complete Battery or Survey?When time is not an issue – 3.5 hours needed Distributed among all subjects Does not need to be 3.5 hours in a row Looking for comprehensive diagnostic results View strengths and weaknesses Survey When testing time is short – 90 minutes needed* Using for screening Using for placement * Does not include time for administration of Locator Test, nor practice exercise

18 Test Security Tests must be administered as directed in the TABE Test Directions All staff are responsible for protecting the security of test materials and their results, including but not limited to: Test booklets, answer booklets, completed answer sheets Score reports Examinees must not be left alone with test materials Test security means not exposing examinees to test questions or content before actual testing. It also means keeping test books, answer keys and test directions under lock and key between assessment sessions and keeping test results confidential. Make sure all staff understand what test security is and why it is important. All staff are responsible for protecting the security of the test materials and their results VERBALIZE, re: bullet 4: ANY breach of protocol, security or copyright violation can lead to trouble with state and federal regulators. These breaches constitute BREAKING THE LAW. (bullet 5) when test books are too worn our for use, Test books should be thoroughly shredded…

19 Test Security NEVER photocopy test books and answer sheets; ensure electronic transmissions of tests and results are secure Security or copyright violations can lead to trouble with State and Federal regulators Test books should be thoroughly shredded when they can no longer be used. NEVER throw used test books into the trash Notify DRC/CTB if there is a security breach or question VERBALIZE, ANY breach of protocol, security or copyright violation can lead to trouble with state and federal regulators. These breaches constitute BREAKING THE LAW. (bullet 5) when test books are too worn our for use, Test books should be thoroughly shredded… Copyright © 2015 Data Recognition Corporation

20 Test Security Handling Testing MaterialsTrack with TABE Administrators, Students Keep Materials in Locked Storage Number tests and answer sheets Plan for contingencies Active monitoring 1 proctor for every 15 students being tested Direct observation for ENTIRE test period Follow Test Directions exactly Must have ID from student for testing Students are protected by FERPA – Family Educational Right to Privacy Act Re: direct observation (bullet 4): If someone from a governing body saw an un-proctored test, or tests lying around, your program – and students’ educational gains – would be jeopardized.

21 Test Preparation Trained administrators and proctorsDetermine appropriate number of answer sheets & books ahead of time Do Not Disturb Sign A dedicated Testing Room Ensure it is a quiet area Free from distractions Plan seating arrangements. Allow enough space between examinees to prevent sharing of answers. Plan for accommodations to be provided as specified for individual examinees. Avoid calling attention to examinees who require Accommodations. Indicate starting and stopping times for each timed section on the board or on a large sheet of paper. Copyright © 2015 Data Recognition Corporation

22 Test Preparation Seating arrangements Indicate Start & Stop timesNot too close to each other Computer testing – Ensure there is enough space next to computer for examinee to write on scratch paper (if applicable) Indicate Start & Stop times Do so for each timed segment Helps students adequately prepare, especially if these times are unusual Plan for the distribution and collection of materials. Place a Do Not Disturb sign on the door of the testing room. Eliminate distractions such as bells or telephones. Plan seating arrangements. Allow enough space between examinees to prevent sharing of answers. Plan for accommodations to be provided as specified for individual examinees. Avoid calling attention to examinees who require Accommodations. Indicate starting and stopping times for each timed section on the board or on a large sheet of paper. Copyright © 2015 Data Recognition Corporation

23 Test Administration Review Examiner’s Manual & Guide for Test Administration Plan test administration for examinees requiring accommodations Follow all test directions in “Test Directions Manual” Have appropriate number of A/S & books available Print “Tips for Examinees” from Test Administration Manual Remove materials from locked storage Administer the Practice Exercise Paper/pencil TABE Online go to: learnoas.ctb.com/TABE Administer and score the Locator Test (if applicable) Additional info in Examiner’s Manual and Guide for Test Administration. To ensure reliable results, please read all directions and guidelines before administering the TABE tests. In the Specific Directions section, the directions for the items should be followed exactly. Follow these steps to conduct the testing. Procedures for all of these steps are given in this manual. Review the examiners Manual, Guide for Test Administration, and the Test Directions Manual in advance. Be sure to have a plan for examinees requiring accommodations Follow all test directions in the Test Directions Manual Have appropriate number of answer sheets and books available for paper/pencil administration Print Tips for Examinees from the Guide for Test Administration Remove materials from locked storage (p/p) or print test tickets for online testing Administer the practice exercise – either via paper/pencil or the practice exam online at learnoas.ctb.com/tabe Administer and score the Locator Test to determine the correct level of TABE to administer for each examinee.

24 Test Administration Administer Complete Battery or Survey TestsExaminees should be instructed to answer every question to the best of their ability It’s OK to skip an item if s/he doesn’t know the answer It will be marked incorrect, but won’t get “negative” points Each subject must be tested wholly in one sitting However, the complete test may be administered over the course of one or several days Schedule breaks, be sensitive to examinees’ fatigue levels If ALL examinees finish early, stop timing the section and move on Must be ALL. No individual should feel pressured to rush Administer the appropriate level of the Complete Battery or Survey Tests. Again, be sure to follow the directions exactly if you are administering via paper/pencil. Instruct the examinees to answer to the best of their ability and that it is ok to skip an item. Understand that each subject must be tested in one sitting however the complete test may be administered over the course of one or several days. Breaks can be scheduled. If all examinees finish early, stop timing the section and move on.

25 Test Administration – ProctorsProctor to Student ratio: 1:15 Proctors should: Arrange the testing room Remember to provide adequate space around each student and computer Distribute materials – Fill in examinee-identifying information Students with high enough literacy levels can do this themselves From Test Directions page 9 We just reviewed the test administration steps. Your facility may have certain staff performing different roles and have different responsibilities. If you have proctors there are guidelines around what they may do. Proctor ratio 1 to 15 DO circulate the room, watch for irregularities Proctors should: Arrange the testing room Remember to provide adequate space around each student and computer Distribute materials – Fill in examinee-identifying information Students with high enough literacy levels can do this themselves Ensure examinees are in the correct seats Circulate the room, watch for irregularities. Prevent talking and distractions amongst examinees Collect materials, including: All test materials Answer sheets and scratch paper Test tickets

26 Test Administration – ProctorsProctors should: Ensure examinees are in the correct seats Circulate the room, watch for irregularities. Prevent talking and distractions amongst examinees Collect materials, including: All test materials Answer sheets and scratch paper Test tickets From Test Directions page 9 We just reviewed the test administration steps. Your facility may have certain staff performing different roles and have different responsibilities. If you have proctors there are guidelines around what they may do. Proctor ratio 1 to 15 DO circulate the room, watch for irregularities Proctors should: Arrange the testing room Remember to provide adequate space around each student and computer Distribute materials – Fill in examinee-identifying information Students with high enough literacy levels can do this themselves Ensure examinees are in the correct seats Circulate the room, watch for irregularities. Prevent talking and distractions amongst examinees Collect materials, including: All test materials Answer sheets and scratch paper Test tickets

27 After Testing For paper/pencil tests For online testingensure all examinee identifying information is complete and correct ensure all applicable special codes are filled in on answer sheet stray marks on answer sheets erased invalid tests are clearly marked collect all test documents (if applicable) For online testing ensure they clicked on the Finish Test icon collect and securely dispose of Test Tickets From page 103 of TD When testing is complete be sure to follow these procedures. For paper/pencil tests ensure all examinee identifying information is complete and correct ensure all applicable special codes are filled in on answer sheet stray marks on answer sheets erased invalid tests are clearly marked collect all test documents (if applicable) For online testing ensure they clicked on the Finish Test icon collect and securely dispose of Test Tickets Copyright © 2015 Data Recognition Corporation

28 Preparation of StudentsWhat can we do prior to testing?

29 Student Environmental Fatigue Light levels Motivation levelVariables That Can Affect Test Results Student Fatigue Motivation level Physical discomfort Test anxiety Home-life factors Environmental Light levels Temperature Noise level Ventilation Other distractions There are many variables that can affect test results. While obvious to most, these can change the test score’s accuracy and usefulness. Note signs of fatigue- often present at evening registrations/testings. It is up to you and your staff to ensure the examinees have a positive

30 Preparation of StudentsEase Testing Anxiety Inform student on purpose of the test Test for Placement for correct studies Tailor the learning experience after the test Not a pass/fail test They are not expected to know all the answers nor will they be penalized for incorrect answers No studying or preparation is needed to take the test There will be ample time to take the test. Taking tests can be a very stressful experience especially for adults who have been out of practice for years and/or have low achievement abilities. It is best that your staff sufficiently prepare the examinees before the test to help ease nervousness and allow them to understand how the test will help them for their future studies. That results will be used to place them in the correct level so as not to waste their time on materials they already know. Explain that the purpose of taking an achievement test is to find out which skills have been learned and which skills need further development. This helps you tailor the learning experience to each student – the more teachers know about where students are, the less time students have to spend learning things they already know. Tell them that it is not a pass/fail test Point out to examinees that some test items may be more difficult than others and that some material may be new; examinees are not expected to know all the answers. They will not be penalized for incorrect answers (there aren't any "negative" scores). Emphasize that the tests require no special preparation Reassure examinees that they will be given ample time to do their best.

31 Preparation of StudentsInform student about the test experience Purpose of testing and use of results When and where the test will be given What subject matter will be tested Types of test questions Timing and test length Practice questions Understand how to navigate online test (if applicable) Understand how to mark answer sheets (if applicable) One answer only Additionally, it’s important to prepare the examinees regarding the actual administration of the exam. They should have a clear understanding of when and where the test will be given The subjects they will be tested on The types of test questions The timing and length of the test They should also know that there will be practice questions to help ease them into the test as well as to ensure they understand how to navigate the test online or how to mark their answer sheets. Also be sure they understand that there will only be one answer to each question.

32 Tips for Examinees Additionally, we recommend printing the Tips for Examinees that can be found on Page 5.22 of the Test administration Manual. This is something for them to read on their own and will also help them to gain an understanding of the testing experience. Copyright © 2013 CTB/McGraw-Hill LLC.

33 Accommodations Refer to CTB document “Guidelines for Inclusive Test Administration,” 2005, available at CTB website.

34 Adult Students with DisabilitiesShould self-identify Must provide documentation Must request accommodation When examinees have documented education plans indicating that they may participate in educational tests only under nonstandard conditions (e.g., extra testing time), appropriate accommodations should be made and documented accordingly. All accommodation should be documented on the students permanent record. Documentation may be accepted from the public school system, Vocational rehabilitation, Children and Family Services, a licensed psychologist or licensed optometrist. Remember that many adults have undiagnosed disabilities. If you suspect a student may need an accommodation, help guide them to appropriate resources.

35 Modifications / Accommodations of Testing ProceduresFlexible scheduling Flexible setting Flexible responding Flexible presentation Flexible timing Flexible scheduling: breaking the test into sections so the student has breaks between testing sessions. This does not require documentation and does not affect the norming of the test. Flexible setting: allowing the student to test alone – Does not require documentation and does not affect the norming of the test. Flexible responding: having someone record the answers for the student. Requires documentation Flexible presentation: large print, Braille and audio. If you use the audio for reading, it becomes listening comprehension and not reading comprehension. Requires documentation and affects the norming Flexible timing: extra time for the student to test. Usually ½ or double time. TABE Online does not currently support unlimited time, which should be used with caution. Requires documentation. .

36 TABE Accommodations Making Test Accessible for Students with Special Needs TABE 9 or 10 –Large Print– (available in Complete and Survey editions) TABE 9 –Braille– (available in Form 9 Complete and Survey Editions) TABE 9 –Audio Taped Edition– (available in Form 9 Complete and Survey Editions) Use of TABE Online Available through CTB- order through Customer service.

37 Student Accommodations: TABE OnlineTest Pause Highlighter Untimed Test Font/Background Color Accommodations through TABE Online include: Pause- allowing examinee to break in the middle of the test: software retains record of all student activity and allows the recommence of activity whenever the examinee returns. Untimed- no time limits. Rarely used. Extended Time- time and a half. As almost 95% of examinees would finish within the standard testing times, this should allow for completion for almost all. Font/Background color- allows for large font size, screen magnifier and screen color adjustments for the moderately visually impaired. Please note, for the current version of TABE 9/10 Online, there are some accommodations that are listed, but are not selectable. This means that this type of accommodation cannot be provided online. This includes Large Font Size.

38 Locator Test Now that we have reviewed the basics regarding the TABE tests and the steps to prepare and administer the test, let’s talk in a little more detail about the locator test.

39 Locator Test SpecificationsReading – 12 Items Mathematics Math Computation – 8 items Applied Math – 8 items Language –12 items Total – 40 items Total Testing time: 37 minutes The locator test is comprised of Reading, Mathematics and Language. There are 12 items in reading, 16 items in math and 12 in language for a total of 40 items which will take roughly 37 minutes for an examinee to complete. Content coverage- if not using a content area- for example Language- skip those items.

40 Locator Test ObjectivesLocator aims to determine “sweet spot” 50-75% correct Better balance of objective information Use “Locator” to determine appropriate test level May not be used instead of test level Is not a prediction of ability Has limited number of items Eliminates guess work on which level TABE to administer. Avoid “too easy” or “too difficult” level Does NOT replace test practice/prep materials Always use the locator for the pre-test; Always follow time guidelines – this makes the standardized test. Always read the script verbatim – gives equality for all students. Because locator tests have a limited number of items, they do not provide results that are as reliable as the main assessments, nor can the same kind of generalizations about a student’s probability of success in academic coursework be made based on the results. Therefore, locator tests should never be used in place of a main assessment such as the TABE Survey or TABE Complete Battery. Moreover, the standard error of measurement (SEM) should be taken into account when using results from a locator test. If a student’s score on a locator test is right at a cut-score boundary, SEM alone could lead to a student being identified as having more, or less, ability than he/she actually has.

41 Number Correct Scores for Each Locator Test LevelContent Area/ Level Reading Mathematics Language E >6 4-6 M 7-8 D 9-10 9-11 A 11-12 12-16 For example, the recommended cut-scores for the Language Locator Test are • 6 items correct or below administer Level E • 7-8 items correct administer Level M • 9-10 items correct administer Level D 11-12 items correct administer Level A Note small item differences between levels. Leaves room for interpretation of actual level to give.

42 Assigning Levels – Additional ConsiderationsLook at “Big Picture” Pick best single level if possible Two-level difference across areas should be reviewed Assessment purpose: screening vs. diagnostic Screening – err on high side Diagnostic – err on low side, BUT Take into account other factors and data, such as: Interviews Other test scores, etc. As stated the smaller number of items allows for the above. Single level is much easier for test administration. High side refers to giving an upper level if in doubt. Converse is meant by low side. In order to avoid administering a TABE level that is too difficult for the student a good rule of thumb would be to administer a lower level if the student scores at the lower end of the recommended cut-scores (e.g., if a student got 9 Mathematics Locator Test items correct, administer Level M rather than Level D—if they got 10 or 11 correct, administer Level D). Taking a level of TABE that is appropriate for the student’s ability level will provide more accurate diagnostic information and will be a less frustrating experience for the student. L E M D A No matter the level, the score “sweet spot” is always the middle of the bell curve.

43 Review of Scoring Process and Options

44 Scoring Options On-Line Testing & Scoring Scanning Hand ScoringTABE Online Internet delivery TABE PC Local network, standalone Scanning TestMate TABE Scantron answer sheets Manually enter data online Hand Scoring There are a few options in which to administer and thus score the TABE tests. We will discuss each of these options further.

45 TABE Online - Scoring Internet connection requiredExaminees take test right on the computer Tests are scored immediately upon completion of the test. Locator Test scored immediately and auto-assigns correct level Complete Battery or Survey Tests Instant results and online reports TABE Online is an internet based delivery method in which the students will log in to a secure browser, read then answer the questions directly into the online test. Upon completion of the test, the online system will automatically and immediately score the test. If administering using TABE Online, the system can combine the Locator test with the TABE 9 &10 test. Because the system scores immediately, it will automatically assign the correct level of TABE 9 & 10 – regardless if it is the Complete Battery or Survey that is administered. Students prefer this method over the traditional paper testing because of the immediate scores.

46 TestMate TABE-Local Scanning or Manual EntryMenu Descriptions Creating Groups Selecting tests and norms Scanning Running Reports Individual and Group Exporting Archiving data Retrieving historical data If you are administering via paper/pencil there are some additional scoring options. TestMate TABE is a complete system for reporting and managing TABE test information. The TestMate TABE registration program allows the examiner to register examinees and assign tests to them. The registration module provides your site with a complete set of test scoring features that will provide individual reporting, group list reporting, group summary reporting, pre/post reporting, and prescriptive reporting. The registration program also provides the ability to export test data in a comma-delimited ASCII file format as well as to generate group reports on user-defined tag groups.

47 TestMate TABE - Local Scanning or Manual EntryAdminister test via paper/pencil Compuscan Answer Sheets Scan answer sheets Manually enter examinee responses Online reports For scoring purposes, TestMate TABE integrates an optical scanning utility with the registration program. The TestMate TABE scanning utility allows you to electronically scan examinees answers using a compuscan answer sheet (as pictured here) or you can manually enter examinees’ answers from the compuscan answer sheet into TestMate and it will do the tabulations for you. You will be able to receive online reports using TestMate TABE.

48 TABE PC – Online ScoringPC based Register Examinees Collects examinee responses Immediate scoring Locator Test automatically assigns correct level of TABE Complete Battery or Survey tests. Online reports TABE-PC provides computer administration of TABE on an IBM PC or a compatible personal computer using Microsoft Windows. The TABE-PC software has a registration program that allows the examiner to register examinees and assign tests to them. The online testing module of TABE-PC gives the instructions, keeps track of each timed section, collects examinee responses, and provides immediate scoring and reporting of results. If used, the TABE-PC Locator test automatically places examinees in the correct test level (E, M, D, or A) .

49 Hand Scoring If you are administering the test Paper/pencil and not using TestMate TABE to scan or manually score the compuscan answer sheets, then you must score the test by hand. This section will cover the pieces needed to do that.

50 Scoring Documents Scoreze Answer Sheet CompuScan Answer SheetStencil overlay Norms Book Diagnostic Profile Sheet When scoring by hand you will need to use either the Scoreze answer sheet, the compuscan answer sheet (if using TestMate TABE or the stencil overlay) or the Stencil Overlay. Additionally, you will need the Norms book and a Diagnostic Profile sheet. Scoreze A/S are a carbon insert form. One for each content area. CompuScan A/S are hand scoring via stencil or for local scanning. Diagnostic profile sheet is for test results recording.

51 Scoreze Answer Sheet This is a sample of the Scoreze Answer sheet. There is a carbon insert inside the answer sheet. The student will bubble in their answers as usual. Per the instructions, if the examinee wishes to change their answer, they must place an X over the incorrect response and fill in the bubble for the correct response. The examinees does NOT unseal the perforated answer sheet. Only the staff member responsible for scoring will do that. When ready to score, tear the answer sheet apart according to the directions along the perforated lines. Open the answer sheet and look on the opposite side of the page. You will see marks made by the student along with the pre-printed correct responses. Count up the number correct and place on the Diagnostic Profile sheet as directed.

52 Compuscan Answer Sheet with Stencil Overlay – TABEIf you don’t have access to a scanner or the Scoreze answer sheet, the Compuscan answer sheet can still be used in conjunction with a stencil overlay sheet. Have the examinees fill in the bubbles as per the directions. When ready to score, place the stencil over the answer sheet, matching the subjects accordingly. Count up the number correct and record information on the Diagnostic Profile sheet.

53 Hand Scoring Process FlowCompute Number Correct – stencil or key Record on worksheet Go to Norms Tables- Norms Book Go to correct section 9 or 10, complete or survey, level For each subtest, record SS + GE- note SEM Record Total Mathematics score Record Total Battery Score Whether using the Scoreze Answer sheet or the Compuscan with Stencil Overlay, the process flow will be the same. Compute the Number correct and record on the inside page of the Individual Diagnostic Profile

54 Worksheet – Number Correct EnteredTest/Form/Level Max # Correct Number Correct Scale Score Percentile Rank Stanine Grade Equivalent Reading- Survey 9D 25 18 Math Computation- Survey 9D 19 Applied Math- Survey 9D 17 Total Math- Survey 9D Language- Survey 9A 16 CTB provides the Student Diagnostic Profile Sheet for the scoring process. This is a home-made example of the graph that is located in the IDP. We did this for demonstration purposes and to show an example of what it will look like when completed. This shows the form, level and number correct for each sub-test. Many sites also record the locator test information as well. In this example the number correct for each subtest has been recorded. Note that Language used level A while all others used D. Different sections of the norms book would be required for the example. Let’s look up the scale score and other scores that may be important to you to fill in. We will concentrate on the Applied Math section.

55 Table of Contents – Norms Book Form / LevelUse the TOC to look up the applicable scores for the type of test administered. In our example we will show the Survey. Table of contents showing the Survey locations.

56 Number Correct to Scale Score (SS)From our worksheet- total of 17 Correct Look for 17 in the chart and see the different types of scores related to that Number Correct. We will use the above table to look up the scale score and grade equivalent for the example Applied Math score. Note that the standard error is provided for each score.

57 Worksheet – Applied Math SS/GE EnteredTest/Form/Level Max # Correct Number Correct Scale Score Percentile Rank Stanine Grade Equivalent Reading- Survey 9D 25 18 Math Computation- Survey 9D 19 Applied Math- Survey 9D 17 585 10.8 Total Math- Survey 9D Language- Survey 9A 16 Record the scores as applicable in the worksheet that is in the Individual Diagnostic Profile. In this case we recorded the SS and GE for 17 correct for applied math.

58 Worksheet – Sub-Test SS/GE EnteredTest/Form/Level Max # Correct Number Correct Scale Score Percentile Rank Stanine Grade Equivalent Reading- Survey 9D 25 18 Math Computation- Survey 9D 19 Applied Math- Survey 9D 17 585 10.8 Total Math- Survey 9D Language- Survey 9A 16 This is an example of the chart almost fully completed, taking care to use the tables for Level A for the Language area. The last thing we have to do is look up the Total Math score.

59 Compute Total Math We are now ready to obtain the total math score. In our example the examinee obtained 19 correct in Math Computation and 17 correct in Applied Math. We obtain the Total Math Scores at the INTERSECTION of these scores. 574 9.5

60 Worksheet – Total Math SS/GE EnteredTest/Form/Level Max # Correct Number Correct Scale Score Percentile Rank Stanine Grade Equivalent Reading- Survey 9D 25 18 555 8.2 Math Computation- Survey 9D 19 563 8.4 Applied Math- Survey 9D 17 585 10.8 Total Math- Survey 9D 574 9.5 Language- Survey 9A 16 533 6.5 Finish filling out the worksheet. When you have completed that, you are now ready to interpret the results.

61 Interpreting and Using TABE Results

62 Individual Portfolio ReportIf the test was administered via TABE online or scored with TestMate TABE, the system will automatically do the computing that was demonstrated in the Handscoring section. You will access the electronic report which provides you with the SS, GE, National Percentile as well as the diagnostic data in order to target instruction. It provides you with the NRS levels as well.

63 Individual Diagnostic ProfileIf you are handscoring, you will need to manually transfer the answers/number correct and then find and record certain scores (such as scale scores) to identify specific strengths and weaknesses. To help identify specific skills the student needs to learn, use the diagnostic worksheet on the inside of profile. This sheet can then be used to help identify the appropriate skills that the student needs to learn making for useful targeted instruction. On the inside of the sheet, y method of recording testing information. Inside allows for diagnostic scoring as well.

64 Individual Diagnostic ProfileTo obtain diagnostic information, place the number correct in the Est. Mastery Level space for each objective section. Then follow the legend to determine Non-mastery, partial mastery, or mastery.

65 Individual Diagnostic ProfileFor Example, let’s say the student completed Form 9 of this test and they incorrectly answered #4, 12 and 6 in the Multiplication of Whole Numbers section. That means they only answered 2 questions correctly. The student does NOT have Mastery of this objective and the teacher will know they must spend time on these skills with the student.

66 TABE 9 & 10 Score Types Criterion-referenced ScoresNumber correct Percent mastery Norm-referenced Scores National Percentile (NP) Stanine (1-9) Scale Score (0-999) GE (0 – 12.9) Standard Error of Measurement (SEM) All tests have error, but how much? TABE which is a criterion and norm referenced test provides multiple scores to use for interpretation and reporting. The criterion reference scores provided are the number correct and mastery levels (non mastery, partial and mastery) The Norm referenced scores provides a national percentile, a stanine, scale score and grade equivalent. All tests have a standard error of measurement.

67 How To Interpret ScoresThe “raw score” (number correct) cannot be compared from Form to Form Forms are “alternate” But not 100% equal item by item Number Correct (NC) is starting point for determining meaningful scores For manual scoring, use norms book to interpret NC TestMate TABE, TABE PC and TABE Online generate Test Reports As we saw during the handscoring section, you will use the raw score by converting it to a scale score and grade equivalent from the Norms book. Raw scores by themselves are not comparable from form to form or subtest area to subtest area. Point out advantage of using TestMate TABE, TABE PC, or TABE Online to score TABE tests.

68 Scale Scores…0 to 999 Scale scores are used asa basis for deriving the other TABE 9&10 norm-referenced scores that can be used to describe test performance The scale score takes into consideration the difficulty of the form: it takes more items correct in “M” than it does in “D” to get the same scale score Scale score is the only way to assess educational gain All items are on a “vertical” scale Being on an equal-interval scale means that the distance between the two scale scores has the same meaning at different points on the scale All tests are built on a scale that takes into consideration the difficulty level of the questions as you progress up the scale. Scale scores are equal-interval measures (distance between 1 and 2 is the same as between 3 and 4 –they’re equi-distant from each other) that can be added, subtracted, and used to compare where the student was when they started to where they are now, i.e., they can be used to demonstrate academic growth, or educational gain. Each subtest area (reading, language, math) is built on its own scale and the student could be at one level in reading, and different levels in language and mathematics. Scale scores are used to define Educational Functioning Levels and can be used to explain to students how they are progressing as a result of instruction.

69 Interpretation of Grade Equivalent ScoresGEs indicate achievement levels related to elementary and secondary schools, but Do not have comparable meaning in non-graded programs, such as adult education GEs are not on an equal-interval scale The distance between two GEs has a different meaning at different points on the scale May not be added or subtracted GE scores are misinterpreted more often than any other score type Grade equivalents are least accurate way of interpreting TABE results. Avoid using GEs when counseling students because they have certain perceptions of what it means to be at the third, fourth, or fifth grade level, and it is crushing to an adult to hear that they’re reading at the fourth grade level. If you add to this that the GE isn’t an accurate representation of where they are anyway, it doesn’t make sense to use it when talking to students. The only time GEs are needed is when data is being reported to the state, and MIS systems have now been changed to also include the use of scale scores when reporting assessment data for LCP determination purposes.

70 Interpretation of Grade Equivalent ScoresA GE of 7.6 in mathematics does NOT mean the student is capable of doing 7th grade math it depends on the level of the test being given The GE score may not always keep pace with academic growth Is a 5.5 GE on M level the same as 5.5 on the D level? Can a student’s GE stay the same, but still demonstrate academic growth? The material progresses in difficulty as the tests move up levels. Material tested on an E level may not be tested on the D level, or may be presented at a more difficult level. As pointed out earlier, (A 5.5 on level E does not mean the same as a 5.5 on level D Because the questions are more difficult on the D level, so a student getting a 5.5 on the D level knows more than the student getting a 5.5 on the E level.) a 5.5 on an E level does mean the same thing as a 5.5 on a D or A level. In addition, GEs cannot be accurately used to assess educational gain. For example, a student could earn a 5.5 on an M level test and then earn a 4.8 on a D level test. If you just refer to the GE it looks like the student is losing ground but if you look at the scale score the student could have actually made an educational gain.

71 Standard Error of Measurement (SEM)Every test has error; important to use SEM for correct interpretation of test scores Estimate of amount of error to be expected in a particular score from a particular test SEM is: Attached to each scale score and takes a student’s “true score” into account Much larger near the floor or ceiling of the range of performance for a given test Range of performance may be calculated by adding and subtracting the SEM to/from the scale score No test is ever totally accurate in assessing where a student is in a specific content area. Every test has error. DRC/CTB publishes the amount of error by subtest and scale score. The SEM is not a test score, but is important for the correct interpretation of test scores. The SEM is a way to account for the gap between a test score and true ability. The smaller the SEM, the more likely it is that a given test score reflects a student’s true ability. It is assumed that measurement error is associated with any test score. As you get higher or lower within a form, the SEM increases. (Use a Norms table to demonstrate that every scale score has an associated SEM. But point out that the SEM, i.e., the amount of error, gets larger as the extremes of the range are reached and is much smaller in the center of the distribution.) Literally, this means that students getting most of the questions correct, or most of the questions wrong are scoring at a place where the test has the most error. And those students who are getting a roughly equal amount of questions correct and incorrect are scoring in a place where the test is most accurate (has less error). This also happens to be the place (in the middle of the distribution) where you can get the most diagnostic data about a student because you know more about what they know and don’t know.

72 SEM Values This is an example of the SS with the SEM.You can calculate the range of performance for a given scale score by adding and subtracting the SEM associated with it to/from the scale score. For example, if a scale score of 425 had an SEM of 30, then the range of performance would be from 395 (425-30) to 455 (425+30).

73 Interpreting Scores Retest the student if + or – 2 grade levels above or below the content difficulty range of the test. Greater than + or – 2 grade levels are INVALID and student MUST be retested. Perfect scores Retest with a higher level of the test Norm-referenced scores are valid Must be administered following the same directions as directed by DRC/CTB Include all available information for critical decisions Test scores, classroom performance, Teacher judgment A good educational practice is to retest the student if the student tests + or – 2 grade levels above or below the content difficulty range of the test. Note: Scores greater than + or – 2 grade levels against content difficulty range are INVALID and student MUST be retested. No single test score should be used by itself to make a critical decision affecting the life of an examinee. All available information should be considered, including previous test scores, classroom performance, and teacher judgment. No test result should be entered into an examinee’s permanent record if there is a good reason to question its accuracy. Perfect scores – when all items are answered correctly, should be regarded as imperfect descriptions of achievement. Retesting with a higher level of the test would probably provide better information about the examinee’s top performance level. Norn-referenced scores are valid only if the test is administered following the same directions under which the test was standardized.

74 Review of Basic Test Management

75 Best Practices for Administrating TABEFollow test publisher’s recommended testing procedures: Enforce test security Follow NRS and state guidelines regarding the timing and frequency of testing Use TABE to help drive instruction So let’s review the Best Practices for Administering TABETAM Always be sure to follow DRC/CTB’s published recommended testing procedures including: enforce testing security Prepare the testing location and students for optimal testing Follow the NRS and state guidelines regarding the timing and frequency of testing Use the TABE results to help drive student instruction.

76 Best Practices for Interpreting Test ResultsUse a combination of scale scores and test levels (rather than just grade equivalents) to place or promote students When scores are at the high or low extremes of the accepted range for a given skill level: Consider retesting at the level being approached Consider additional factors wherever feasible Use a combination of all the scores provided in the reports to make decisions regarding placement or promotion of students.

77 Addition Information To learn more about TABE, please visit: or call: