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Adult Learner Assessment Policies and Procedures Manual FY14

Technical College System of Georgia Office of Adult Education. Adult Learner Assessment Policies and Procedures Manual FY14. As required by the National Reporting System for Adult Education. Before Watching this Presentation.

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Adult Learner Assessment Policies and Procedures Manual FY14

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  1. Technical College System of Georgia Office of Adult Education Adult Learner Assessment Policies andProcedures ManualFY14 As required by the National Reporting System for Adult Education

  2. Before Watching this Presentation • FY14 OAE Adult Learner Assessment Policies and Procedures Manual • Appendix A – EFL Descriptors • Appendix B - GALIS, Goal, and EFL Matrix Review AP, page 2

  3. Objectives • Introduction and Overview • General Assessment Requirements • Guidelines for BEST Literacy, BEST Plus, GAIN, TABE,TABE CLAS-E and WorkKeys Assessments • Distance Education Policy

  4. Introduction to the Assessment Policy Manual AP, pages 3-5

  5. Why an Assessment Policy? • Federal requirement: Division of Adult Education and Literacy (DAEL) • National Reporting System for Adult Education (NRS) Guidelines AP, pages 3 – 4

  6. Purposes and Uses of Assessments • Student placement • Develop rapport with student • Analysis of diagnostic information • Identify instructional strategies • Establish student goals • Monitor student progress • Certify skill level and program completion AP, page 4

  7. Assessments – ESL and EL/Civics AP, page 6

  8. Assessments – ABE/ASE AP, page 6

  9. Use of Informal Assessments • Guide Instruction • Monitor Learning • Types of Assessments • Teacher-made tests • Unit tests • Portfolios • Performance assessments • Observations AP, page 4

  10. Management Information System • GALIS(Georgia Adult Learners Information System) • Store student records • Record assessment scale scores • Track student progress • Generate reports • Document special accommodations • Document training

  11. General Assessment Requirements AP, page 6 - 10

  12. Students to be Assessed AP, page 6

  13. Maintaining Assessment Records AP, page 6

  14. Pre-testing Students • ALL students must be assessed within the first 12 hours of attendance • The lowest test level determines placement of the student AP, page 7

  15. Post-testing Students • All students who meet the minimum hours of instruction for each assessment must be post-tested • These timeframes vary from assessment to assessment AP, page 7

  16. Post-testing Guidelines AP, page 7

  17. Training Requirements • Local providers ensure test administrators receive proper training each fiscal year • OAE provides training for: • Assessment Policies and NRS • General guidelines for assessments • BEST Plus and BEST Literacy • All training documented in GALIS AP, pages 8-9

  18. Training Guidelines AP, page 8-9

  19. Pre-testing Accommodations • Accommodations for: • Low literacy level • Lack of English proficiency • Disabilities • Attempts to assess must be documented in student records and GALIS AP, page 6

  20. Baseline Scores AP, page 6

  21. Accommodations • Accommodations must be requested • Student must submit documentation of disability • Doctor’s Report • Certified Diagnostic Assessment • Individual Education Plan (IEP) • Other clinical records AP, page 9 - 10

  22. Forms of Accommodations • May include, but not limited to: • Flexible scheduling and setting • Flexible presentation and responding • Assistive devices • Each assessment provides guidance on acceptable accommodations AP, pages 9 - 10

  23. Guidelines for Each Assessment AP, pages 11 - 28

  24. BEST Literacy • Used with: • English as a Second Language (ESL) • English Literacy/Civics • Reading and writing skills test • Administered individually or in groups • Print-based test with three forms – B, C, D AP, pages 11 - 13

  25. BEST Literacy Pre-test • Pre-test within first 12 hours of instruction • Pre-test not valid for placement into Advanced ESL Level (ESL6) AP, page 11

  26. BEST Literacy – Pre-test AP, page 11

  27. BEST Literacy – Post-test • Post-test after a minimum of 60 hours of instruction • Students pre-tested with BEST Literacy must be post-tested with BEST Literacy AP, page 12

  28. BEST Plus • Used with: • English as a second language (ESL) • English Literacy/Civics • Tests Listening Comprehension, Language Complexity, and Communication • Administered individually • Computer-adaptive or print-based version forms: A, B, C AP, page 14

  29. BEST Plus Pre-test • Pre-test within first 12 hours of instruction • Pre-test not valid for students who score ESL X (scale scores of 541 and above) AP, page 14

  30. BEST Plus – Pre-test AP, page 14

  31. BEST Plus – Post-test • Post-test after a minimum of 60 hours of instruction • Students pre-tested with BEST Plus must be post-tested with BEST Plus AP, page 14 - 15

  32. TABE CLAS-E • Used with: • English as a second language (ESL) • English Literacy/Civics • Tests Listening , Speaking, Reading, and Writing • Administered individually or in a group • Pencil/Paper test administration • Two forms (A, B) and Four levels (1, 2, 3, and 4) AP, page 23

  33. TABE CLAS-E Pre-test • Pre-test within first 12 hours of instruction • Must administer a minimum of two skill area tests in a particular combination: Listening/Speaking or Reading/Writing AP, page 23

  34. TABE CLAS-E Post-test • Post-test after a minimum of 60 hours of instruction • Students pre-tested with CLAS-E must be post-tested with CLAS-E. AP, page 23 - 24

  35. Transitioning from ESL to ABE • Administer GAIN English or TABE Reading and/or TABE Language • Assess in math only if student has a math improvement goal • If ABE assessment is administered after an ESL assessment, the student is reported as ESL for the fiscal year

  36. GAIN • Used with: • Adult Basic Education (ABE) • Adult Secondary Education (ASE) • Two subtests – English and Math • Administered individually or in groups • Online or paper administration • Two forms – A & B AP, page 17

  37. GAIN – Pre-test • Pre-test within first 12 hours of instruction • Two subtests: English and Math • Lowest score is used to determine placement in a level • Enter combined scores into GALIS AP, page 17

  38. GAIN – Post-test • Post-test after a minimum of 60 hours of instruction • Students pre-tested with GAIN must be post-tested with GAIN. • Progress Testing is not allowed by local programs funded by OAE AP, page 17 - 18

  39. TABE • Used with: • Adult Basic Education (ABE) • Adult Secondary Education (ASE) • Tests silent reading comprehension, math computation, applied math and language • Administered individually or groups • Two forms – 9 & 10; five levels – L, E, M, D, A • Complete Battery or Survey AP, page 20

  40. TABE – Pre-test • Pre-test within first 12 hours of instruction • Administer TABE Locator to determine pre-test level(s) AP, page 20

  41. TABE – Post-test • Adult Basic Education (ABE) students may be post-tested after a minimum of 40 hours of instruction • Beginning ABE Literacy (ABE 1) • Beginning Basic Education (ABE 2) • Low Intermediate Basic Education (ABE 3) • High Intermediate Basic Education (ABE 4) AP, page 20

  42. TABE – Post-test • Adult Secondary Education (ASE) students may be post-tested after a minimum of 30 hours of instruction • Low Adult Secondary Education (ASE 1) • High Adult Secondary Education (ASE 2) AP, pages 20

  43. TABE – Post-test • Post-testing requires that a different form (9&10) or level (L, E, M, D, A) must be used. • Same level (L, E, M, D, A) use alternate form (9&10) • Student pre-tests using 9E, post-test using 10E • Same form (9&10) use a higher level (L, E, M, D, A) • Student pre-tests using form 9M, post-test must be 9D or 9A. • Students pre-tested with TABE must be post-tested with TABE AP, page 20 - 21

  44. WorkKeys • Tests real-world skills critical to job success • Computer-based and print-based versions • Administered individually or in groups • Reading for Information and Applied Mathematics • Scales scores are valid for three NRS functioning levels: • High Intermediate Basic Education (ABE 4) • Low Adult Secondary Education (ASE 1) • High Adult Secondary Education (ASE 2) AP, page 26

  45. WorkKeys – Pre-test • Pre-test within first 12 hours of instruction • Assessment administered outside adult education program is acceptable AP, page 26

  46. WorkKeys – Post-test • WorkKeys recommends that the student be involved in regular instruction that is offered by the institution, such as a semester or quarter course • WorkKeys test administrators require waiting 30 days between testing • Students pre-tested with WorkKeys must be post-tested with WorkKeys AP, page 26 - 27

  47. Assessment FAQ’s • BEST Literacy – page 13 • BEST Plus – page 16 • GAIN – page 19 • TABE – page 22 • TABE CLAS-E – page 25 • WorkKeys – page 28

  48. Quality Control – Local Programs • Enter student data in GALIS by the 10th of the following month • Local units conduct on-going data integrity checks • File review and data comparison • Assessment report analysis AP, pages 29 - 30

  49. Quality Control – System Office • OAE provides GALIS training sessions • Helpdesk and state staff provide technical assistance • State staff provide off-site monitoring of data AP, pages 29 - 30

  50. Maintaining Assessment Records AP, page 30

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