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McKinley Community School for Adults CASAS Overview

McKinley Community School for Adults CASAS Overview. About CASAS. is a nonprofit organization, dedicated to improving adult education assessment and delivery systems. CASAS – C omprehensive A dult S tudent A ssessment S ystems. CASAS — the Organization.

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McKinley Community School for Adults CASAS Overview

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  1. McKinley Community School for Adults CASAS Overview

  2. About CASAS is a nonprofit organization, dedicated to improving adult education assessment and delivery systems. CASAS – Comprehensive Adult Student Assessment Systems

  3. CASAS — the Organization • Began in 1980 as a partnership of the California Department of Education and a consortium of local adult education agencies • Nationwide, field-based consortium since 1985 • Assessments used in 30+ states, Singapore, and the Pacific Rim • Provides research, program evaluation, and data services

  4. Key Components There are four key components of the CASAS system.

  5. Key Component: Curriculum • CASAS Competencies • CASAS Content Standards • Identify essential skills for life and work • Correlate to CASAS test items • Are used to design curriculum

  6. Key Component: Assessment See the CASAS Resource Catalog for more information.

  7. Key Component: Instructional Support • Quick Search • Helps identify effective instructional materials • TOPSpro Reports • Provide diagnostic reports for teachers and learners • Teacher’s Guide • In development • Assists teachers in understanding and using the CASAS system

  8. Key Component: Data Collection Software Compiles and scores student assessment results Provides more than 150 reports analyzing student test data Tracks student progress

  9. An Integrated Systems Approach: Curriculum Accountability

  10. The Competency-Based Education Cycle Who are your learners? What do they need to know? Appraisals and Pretests Post-tests Quick Search software

  11. Competency-Based EducationIdeal Characteristics Competency-based programs: • Use specific, measurable competency statements • Ensure content is based on learner goals (outcomes/competencies) • Focus on what the learner needs to learn, which is the application of basic skills in a life skills context • Pace instruction to learner needs • Use a variety of instructional techniques and group activities • Use texts, media, and real-life materials geared to targeted competencies • Provide learners with immediate feedback on assessment performance • Have learners demonstrate mastery of specified competency statements

  12. CASAS Competencies Download the CASAS Competencies at <www.casas.org>. What is a competency? A competency is a measurable learning objective written in a functional life skills context. CASAS updates and revalidates competencies annually. Examples: Interpret medicine labels. Check sales receipts.

  13. Competency Content Areas 0. Basic Communication 1. Consumer Economics 2. Community Resources 3. Health 4. Employment 5. Government and Law 6. Computation 7. Learning to Learn 8. Independent Living Skills

  14. The Competency Coding System Content Area 3.Health Competency Area 3.4 Understand basic health & safety procedures Competency Statements 3.4.1. Interpret product label directions and safety warnings 3.4.2. Identify safety measures that can prevent accidents and injuries

  15. CASAS Code . . . 4 1 3 3 Content Area Task Competency Area Competency Statement 0 Basic Communication (BC) • Consumer Economics (CE) • Community Resources (CR) • Health (H) • Employment (E) • Government & Law (GL) • Fill-in-the-blank • Charts, maps, graphs or tables • Text (paragraphs, directions) • Signs, ads, labels • Measurements or diagrams • Response from oral clue

  16. An Integrated Systems Approach: Assessment Accountability

  17. Assessment Process 1. Place 2. Diagnose 3. Instruct 4. Monitor Screening and Appraisal Determine program, level placement Identify pretest level Pretest Diagnose learning needs based on pretest score Instruction Use Quick Search to identify appropriate instructional materials Post-test Select based on pretest score Monitor progress

  18. The CASAS Scale and Skill Levels • Report standardized test scores using the scale • Compare your score levels with other national adult education systems, including the National Reporting System (NRS) • Connect levels to detailed skill level descriptors

  19. CASAS and NRS Educational Functioning Levels for ABE/ASE All federally funded WIA programs need to report data according to guidelines in the National Reporting System.

  20. CASAS and NRS Educational Functioning Levels for ESL/ELL All federally funded WIA programs need to report data according to guidelines in the National Reporting System.

  21. Test Administration Procedures Test Administration Procedures • Plan for Testing • Getting Started • Giving the Test • Timing Guidelines • After the Test • CASAS eTests

  22. Plan for Testing • Needed for testing day: • Test Administration Manual • Test booklets (Number the booklets for tracking and security purposes.) • Answer sheets and #2 pencils • Scratch paper for math tests • A reliable CD or cassette player and the test CD or tape for listening tests • Overhead of the answer sheet (optional) • Accommodations • Refer to the Guidelines for Providing Accommodations for CASAS Assessment for Learners with Disabilities for alternate test forms available and for a full list of accommodations.

  23. Getting Started Getting Started • Provide a quiet testing room • Space students apart • Maximum of 25 learners per proctor • Explain purpose for testing • Ease student anxiety • Pass out pencils, answer sheets, and scratch paper • Assist in completing the demographic portion of the answer sheet • Explain how to mark answer sheets

  24. Giving the Test • Pass out test booklets • Read the test directions • Review practice items • Encourage test-takers to review answers • Write start and end times on the board • Begin the test • Monitor test-takers

  25. Timing Guidelines • Appraisal section - allow 20 or 25 minutes, depending on form • Pre- and post-tests - allow an hour • The tests are not strictly timed. Those who are not able to complete the test within the time frame can be given a few extra minutes to finish the question they are working on.

  26. After the Test After the Test • Collect test booklets, answer sheets, and scratch paper • Count test booklets and answer sheets • Check booklets for marks • Dismiss learners • Score the test • Convert raw to scale scores • Share results with test-takers

  27. Sample Test Items at Three Levels Competency2.1.7: Take or interpret telephone messages

  28. The ESL Appraisal Form 20 Target Population: ESL/ELL Learners CASAS Levels A – C Skills Assessed: Listening Reading Writing (screening) Speaking (screening)

  29. Appraisal Answer Sheets There are three answer sheet optionsavailable from CASAS: Self-Scoring Answer sheet TOPSpro Appraisal Test Record General Purpose Answer sheet

  30. Scoring the Test by Answer Key The answer key for each appraisal is found in the appraisal manual. Find the correct answer key. There will be a separate key for different sections, such as reading or math. Circle or mark the correct answers. Count the correct answers. The number correct is the raw score. Convert the raw score to the scale score using the Scale Score Conversion Chart.

  31. Converting the Raw Score Remember, the raw score is the number correct on the test. The raw score is not the score you will use. You will use a scale score. Convert the raw score to the scale score using a chart like this one. Each appraisal manual contains the raw to scale score conversion charts. For example, on this test form, if the reading raw score is 15, then the scale score is 229.

  32. Interpretation of Results Scale scores below the accurate range (marked with an *) have a higher standard error of measurement and do not offer enough information for use. Scores at the high end of the range marked with a  are conservative estimates. Use with caution.

  33. Interpreting the Score • The Skill Level Descriptors describe in positive terms what a person is able to do or learn within a range of scale scores. • Once you determine the scale score, use the Skill Level Descriptors to interpret the score. B Intermediate Basic Skills Can handle basic reading, writing, and computational tasks related to life roles. Can read and interpret simplified and some authentic materials on familiar subjects. Can interpret simple charts, graphs, and labels; interpret a a basic payroll stub, follow basic written instructions and diagrams. Can complete a simple order from and do calculations; fill out basic medical information forms and basic job applications; follow basic oral and written instructions and diagrams. Can handle jobs and/or job training that involve following basic oral and written instructions and diagrams if they can be clarified orally. Beginning Basic Skills Can fill out simple forms requiring basic personal information, write a simple list or telephone message, calculate a single simple operation when numbers are given, and make simple change. Can read and interpret simple sentences on familiar topics. Can read and interpret simple directions, signs, maps, and simple menus. Can handle entry-level jobs that involve some simple written communication.

  34. An Integrated Systems ApproachInstructional Support Materials Accountability

  35. Using Test Results • Identify students’ instructional needs • Choose competencies and Content Standards to target instruction • Use Quick Search software to locate instructional materials

  36. Benefits of TOPSpro

  37. TOPSpro Reports for Instructors • Student Performance by Competency • Class Performance by Competency • Task Areas • Class Performance by Competency by Task Area • Class Profile by Competency

  38. Student Performance by Competency TOPSpro Report

  39. Class Performance by Competency TOPSpro Report

  40. Class Performance by Competency by Task Area TOPSpro Report

  41. Test Items: Task Areas 1. Forms 2. Charts, maps, consumer billings, matrices, graphs, or tables 3. Stories, articles, paragraphs, sentences, directions, or pictures 4. Signs, price tags, ads, or product labels 5. Measurement scales and diagrams 6. Selection of correct picture or response from oral cue

  42. CASAS Code . . . 4 1 3 3 Content Area Task Competency Area Competency Statement 0 Basic Communication (BC) • Consumer Economics (CE) • Community Resources (CR) • Health (H) • Employment (E) • Government & Law (GL) • Forms/Fill-in-the-blank • Charts, maps, graphs or tables • Text (paragraphs, directions) • Signs, ads, labels • Measurements or diagrams • Response from oral clue

  43. Instructional Materials Quick Search • Quick, easy access to database of more than 2,000 instructional materials • Includes print, audio, video, and software materials • Correlated to CASAS Competencies (and to Content standards in 2008) • Search by • Title • Competency • Program, Level, and Skill • Publisher • CASAS Test

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