1 / 55

Tests of Adult Basic Education TABE

. You must view this presentation as a slide show, under the View menu. Read the information, then click the button in the lower right corner to move ahead. You may advance to the next slide by clicking the arrow at the bottom of the screen or by using the arrows keys. The arrow keys can also be used to re-visit previous slides..

omer
Download Presentation

Tests of Adult Basic Education TABE

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Tests of Adult Basic Education (TABE) Indiana Department of Education, Office of Adult Education Professional Development Project

    2. Directions

    3. Section 1: Getting Started Section 2: Testing Procedures Section 3: Post-testing Table of Contents 3

    4. Getting Started Section 1 4

    5. Background Information Getting Started: Section 1 Tests of Adult Basic Education (TABE) The Indiana Department of Education’s (IDOE) required assessment of educational gain for adult learners in ABE/GED classes. 5

    6. TABE Levels Getting Started: Section 1 6

    7. Locator Test Getting Started: Section 1 7

    8. TABE Locator Details Getting Started: Section 1 8

    9. Different Levels The Locator test results may place the student in a different level test depending on the subject. For example, a student who is strong in language, may take an A-level Language test, but a D-level Math test. Getting Started: Section 1 9

    10. Locator Test Timing Getting Started: Section 1 10

    11. Locator Test Analysis Getting Started: Section 1 This Locator test cannot be used to determine placement or educational gain, per the IDOE Assessment Policy for Adult Education Programs. Following the Locator test, students must be assessed in reading, language and/or complete math. 11

    12. Locator Test Analysis Getting Started: Section 1 12

    13. Locator Test Analysis Getting Started: Section 1 “The cut points are merely guidelines and are used in conjunction with any knowledge of the examinee's previous performance to help determine placement in TABE levels.” TABE Complete Battery Test Directions Booklet 13

    14. Locator Test Analysis Getting Started: Section 1 If a learner scores at the lower boundary of the recommended cut-point, it is a good idea to administer the level just below that cut-point. 14

    15. Quiz #1 Quiz instructions Quiz #1 begins on the next slide. Click the circle next to the correct answer. Incorrect choices will turn red; correct choices will turn green and automatically forward you to the next slide. 15 Getting Started: Section 1

    16. Quiz #1 1. TABE stands for: __ of __ __ ___. 16 Getting Started: Section 1

    17. Quiz #1 2. The TABE tests must be administered in pre-set conditions in order to be valid and comparable because the tests are __. 17 Getting Started: Section 1

    18. Quiz #1 3. The most difficult test, covering 9th-12th grade is the __ level test. 18 Getting Started: Section 1

    19. Quiz #1 4. What is the name of the first test that students take? 19 Getting Started: Section 1

    20. Quiz #1 5. True or False: It is best for examinees to guess on unknown Locator questions. 20 Getting Started: Section 1

    21. Quiz #1 6. True or False: Based on a student’s Locator score, they can test into different levels for different subjects. 21 Getting Started: Section 1

    22. Quiz #1 7. Chris earns the following scores on his Locator test: reading=10/12; math=8/16; language=10/12 Using the chart below, what TABE Core Battery Tests of Reading, Math and Language would he be given next? 22 Getting Started: Section 1

    23. Testing Procedures Section 2 23

    24. Test Administration Testing Procedures: Section 2 Before the Locator test: Prepare and have materials ready. During the test: Make sure each examinee is working in the correct place on the exam. Make certain that each examinee is marking only one answer for each item. Discourage talking or sharing of answers. Do not show or suggest the correct answer to the examinee and encourage them to skip ones they don’t know. 24

    25. Test Administration Processes TABE tests are completed within student’s first 12 class hours. The TABE level is determined by the Locator test. Time limits are enforced. Students do not see test questions before the test. Administer the required tests in a proctored environment. 25 Required:

    26. Test Administration Processes Recommended: Teachers may read directly from scripts provided in the Test Directions booklet. Testing may be split up over multiple class periods. Teacher should explain that the student will be given a post-test after 60 hours of instruction. TABE 9 should be the pre-test form and TABE 10 the post-test form. 26

    27. Test Administration 27 Testing Procedures: Section 2

    28. Grading and Reporting The Content Grade Level Range is valid plus or minus two years. For example, a student taking the Level M test would receive valid results if his or her score fell between grade levels 2.0 to 7.9. Scores that fall outside of the valid range are not reliable for establishing the educational functioning level or determining a student’s instructional plan. In this case, re-testing with a more appropriate level is suggested. 28 Testing Procedures: Section 2

    29. Grading and Reporting Score the tests using the TABE Norms Book and record scores on the state-approved score reporting form that your program uses. Math Computation and Applied Math will have separate raw scores, but a combined scaled score and grade equivalent (using Norms Book). 29 Testing Procedures: Section 2

    30. Sample Score Reporting Form 30 Testing Procedures: Section 2

    31. Educational Functioning Level Once all the required tests have been graded and grade equivalents (GE) recorded on the score reporting form, use the student’s lowest GE to determine the lowest educational functioning level (EFL): Use the chart below, which is also located on page 5 of the Indiana Adult Education Assessment Policy to determine the EFL. 31 Testing Procedures: Section 2

    32. Educational Functioning Level This student’s entry level is: ABE Intermediate Low Because: the Language Grade Equivalent was 5.2, which falls in the third Educational Functioning Level - Intermediate Low. 32 Testing Procedures: Section 2

    33. Educational Functioning Level 33 Testing Procedures: Section 2

    34. Quiz #2 Quiz instructions Quiz #2 begins on the next slide. Click the circle next to the correct answer. Incorrect choices will turn red; correct choices will turn green and automatically forward you to the next slide. 34 Testing Procedures: Section 2

    35. Quiz #2 1. All testing should be completed within the student’s first __ hours. 35 Testing Procedures: Section 2

    36. Quiz #2 2. True or false: It is permissible to split up testing over multiple class periods. 36 Testing Procedures: Section 2

    37. Quiz #2 3. True or false: The time limits are only suggestions. 37 Testing Procedures: Section 2

    38. Quiz #2 4. The Content Grade Level Range is valid plus or minus __ years. 38 Testing Procedures: Section 2

    39. Quiz #2 5. After grading the test, use the TABE ___ Book to determine grade equivalents. 39 Testing Procedures: Section 2

    40. Quiz #2 6. Name the four tests used to determine EFL. 40 Testing Procedures: Section 2

    41. Quiz #2 7. After the student finishes the test, you will record students’ raw score, scaled score and grade equivalent on the ___ ___ form provided by your program. 41 Testing Procedures: Section 2

    42. Quiz #2 8. True or false: Students will take all the same level of test for reading, math and language. 42 Testing Procedures: Section 2

    43. Quiz #2 9. A student scores the following grade equivalents: Reading -10.1, Math - 4.6, Language - 9.2. What is their EFL? 43 Testing Procedures: Section 2

    44. Post-testing Section 3 44

    45. When to Post-test Students are given a post-test once they have received 60 hours of instruction. Exception for ASE Low and High: If a learner is leaving the program, but has less than 60 hours of instruction, the student may be administered a post-test if the teacher can show evidence of the student mastering the required skills through other documentation. 45 Section 3: Post-testing

    46. Post-Test Level Determination The learner’s test that determined their EFL is the one required for post-testing. However, it is recommended that a post-test be administered for all areas for which a pre-test was given. From the previous example, the learner would take a Language post-test because their 5.2 GE in Language resulted with the lowest EFL (3-ABE Intermediate Low). 46 Section 3: Post-testing

    47. Post-Test Level Determination Same Level If a learner scored in the middle of the Score Range on the pre-test, you will want to administer the same level post-test, using form 10.  Example: A learner with a grade equivalent of 5.0 on TABE 9 Reading Level M pre-test has plenty of room to show gain on a Level M post-test. Next Level A student who scores near the top end of the valid range on the pretest may be given the next higher level for the post-test. Teachers will want to consider this option if they believe a student has made good progress and may post-test beyond the valid range if given the same level test.   Example: A student taking a level D pretest scores at grade equivalent 8.7. The student may be given a level A post-test. 47

    48. Recording Post-test Scores Post-test scores will be recorded on the same score reporting form on which the pre-test scores were recorded (see below). Once the post-test raw score has been recorded, use the Norms Book to determine the scaled score and GE. 48 Section 3: Post-testing

    49. Completing a Level If the grade equivalent falls into a NRS Functioning Level range that is at least one level higher (i.e. from a level 4 to a level 5), record that student as: Completed if they do not return to class after their post-test date Advanced if they return or continue to attend class after their post-test date 49 Section 3: Post-testing

    50. Revisiting Goals 50 Section 3: Post-testing

    51. Quiz #3 Quiz instructions Quiz #3 begins on the next slide. Click the circle next to the correct answer. Incorrect choices will turn red; correct choices will turn green and automatically forward you to the next slide. 51 Section 3: Post-testing

    52. Quiz #3 1. Students may post-test in TABE after __ hours of instruction. 52 Section 3: Post-testing

    53. Quiz #3 2. Pre-test given: TABE, Form 9, Level M, lowest score was grade level 5.7 in Language Post-test to be given: TABE, Form _, Level __ in __ 53 Section 3: Post-testing

    54. Quiz #3 3. Pre-test given: TABE, Form 9, Level M, lowest score was grade level 5.0 in Math Post-test: TABE, Form ___, Level __ in __ 54 Section 3: Post-testing

    55. Quiz #3 4. Pre-test given: TABE, Form 10, Level D, lowest score was grade level 7.0 in Math Post-test: TABE, Form ___, Level __ in __ 55 Section 3: Post-testing

    56. For more information, contact your Adult Education Professional Development Team: Denise Cox, Co-Director of Professional Development dcox@ciesc.k12.in.us / 800-532-8339   Sara Z. Gutting, Professional Development Consultant, sgutting@ciesc.k12.in.us / 800-532-8339   Karen Burger, Professional Development Consultant kburger@cville.k12.in.us / 866-977-9902   Barbara Hofmeyer, Professional Development Consultant, bhofmeyer@ciesc.k12.in.us / 260-572-6296 Training completed - Congratulations! 56

More Related