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Strengthening the Instructional ProgramUtilizing TABE ~~~ What to do with the Results and Why Julie Anne Kornahrens, Director Dorchester County Adult Education 1325 – A Boone Hill Rd. Summerville, SC 29483 (843) 873 – 7372 firstname.lastname@example.org
Complete Battery Test Book Assessment Results • Important Points to Remember • We don’t assess just to assess or to satisfy the requirements of the State Assessment Policy • We assess for appropriate program placement • We assess to be able to truly individualize instruction based on strengths / weaknesses • Results & student subtest report should be shared with the teachers and used to guide instruction and curriculum development • Score (subtest) reports & prescriptive reports should be used to guide appropriate placement in materials and instruction. • Results tie directly to LACES & EFL gain • Meeting or exceeding program performance standards • Teacher training on how to interpret & use the results is CRITICAL • Let them know what reports they should get • Train them on the terminology
Complete Battery Test Book TABE 9 & 10 The Basics
Complete Battery Test Book TABE • Tests of Basic Skills in: • Reading • Mathematics • Language • Assesses skills in contexts relevant to adults: work, life skills & education. • Provides norm-referenced & competency-based information. • Provides information useful in evaluating abilities and developing an individual study plan.
Complete Battery Test Book Five Graduated Levels • Level L (Literacy) • Content Grade Level Range 0-1.9 • Level E (Easy) • Content Grade Level Range 2.0-3.9 • Level M (Medium) • Content Grade Level Range 4.0-5.9 • Level D (Difficult) • Content Grade Level Range 6.0-8.9 • Level A (Advance) • Content Grade Level Range 9.0-12.9
Complete Battery Test Book Grade Equivalent Vs. Grade Content LevelGrade ContentGE Range L 0-1.9 0-4.9 E 2.0-3.9 0-6.9 M 4.0-5.9 0-9.9 D 6.0-8.9 0.7-12.9 A9.0-12.9 1.1-12.9 Skills reflect what a student in that grade should know • Grade Content vs. Grade Equivalent: • Level M may yield a GE of 9.9- Indicates how a student at Grade 9.9 is performing on a test meant for 4th & 5th grade students.
Complete Battery Test Book Grade Equivalent Vs. Grade Content – An Example Student takes Level M and scores an GE of 7.3 --- what does that mean? Is the student actually functioning at an 8.0 level? Level M is written with a Grade Content for 4.0-5.9 Scoring a GE of 8.0 indicates how the student performed on a test with content/skills meant for 4th & 5th grade students. In this case, the GE 8.0 shows that the student surpassed the grade content/skill level of the 4th/5th grade students. It doesn’t necessarily mean that he/she is capable of performing this well on a test meant for 7th grade students (Level D).
Level L (Literacy) • Different from the other four levels. • Has four subset categories • Pre-reading skills • Reading Skills • Math Part 1 • Math Part 2 • Used to screen learners entering a literacy program. • Prior to administering, student should read the TABE word list to informally determine the reading ability of the examinee.
Complete Battery Test Book TABE 9 & 10 LACES How Do They Fit Together?
TABE / LACES Relationship Level Completion
Complete Battery Test Book How Does Assessment Tie Into LACES? • Entering scores into LACES • Focus on scale scores • Directors & Teachers should make the decision of which scores should be entered in LACES • All programs should have a clear process • Should be the lowest score unless student will be focusing on the other subject
How Does Assessment Tie Into LACES? • Results are the backbone of performance • Results are entered and tracked in LACES • Entry Level • The NRS level at which the student entered the program based on the area assessed during pretesting (AssessDomain) and chosen for instruction • AssessDomain • Indicated the area of pretest and posttest to determine gain. Therefore, for assessment purposes, this should be the primary area in which instruction will take place
How Does Assessment Tie Into LACES? • Educational Level: the student’s CURRENT level – based on posttest data (remember: posttesting for NRS gain should occur in the same AssessDomain as used for pretesting!!! • Possible Scenarios: • 1. Doesn’t get posttested: level stays same as entry level • 2. Posttests & Doesn’t Make Gain: level stays same as entry level (no level change) • . Posttests & Score is Lower than Pretest: level stays same as entry level (no level change) • . Posttests & Makes Gain: level changes (is different) from that of entry level Entry Level: The NRS level at which the student entered the program based on the area assessed during pretesting (AssessDomain) and chosen for instruction AssessDomain: indicates the area of pretest and posttest to determine gain; therefore, should be a primary area in which instruction should take place ATTENTION! ATTENTION! VIP column!!! This tells teacher what subject area is being tracked for pre-test / posttest gain!!!
LACES Student Information Screen AssessDomain: indicates the area of pretest and posttest to determine gain; therefore, should be a primary area in which instruction should take place Entry Level: The NRS level at which the student entered the program based on the area assessed during pretesting (AssessDomain) and chosen for instruction How many times the student has been assessed this FISCAL year (July 1, 20xx – June 30, 20xx) AssessDomain: indicates the area of pretest and posttest to determine gain; therefore, should be a primary area in which instruction should take place Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Tells You How Many FUNDABLE Students You Have & Their Progress How many of the 256 students have completed their entry level? How many of the 37 (column D) students moved into the next level? Percentages of the 256 (column B) students who completed their entry level
Tells You How Many Students Have Been Post-tested & Their Progress 64% of those post-tested have completed their entry level 56 out of 256 (from T4) have been post-tested 14% post-tested
Complete Battery Test Book TABE 9 & 10 What Reports Do We Get? What Do They Tell Us?
From the Group Drop-Down Tab Reports Generated from TestMate TABE From the Student Drop-Down Tab
Subtest Report Accessed in Group Reports Menu and Student Command Menu Performance grouped by objective and item by item Percentage by each objective to show degree of mastery + = Mastered P = Partially Mastered - = Not Mastered
Subtest Report --- What Does It Tell You? Terminology Performance & Mastery Performance grouped by objective and item by item Percentage by each objective to show degree of mastery (MST) + = Mastered P = Partially Mastered - = Not Mastered
Reporting Terminology • NC- Number Correct • NA- Number Attempted • SS- Scale Score • Ranges from 0-999 • Applied across all levels of TABE 9 & 10 for comparison. • Added, subtracted, and averaged across test levels. • Separate Scale Scores were developed for each content area so cannot compare between content areas.
Reporting Terminology • GE – Grade Equivalent • Ranges from 0-12.9 • Can be used for comparison within a subtest, but not across subtests. • Level M may yield a GE of 9.9- Indicates how a student at Grade 9.9 is performing on a test meant for 4th & 5th grade students. • If discussed with students (local program decision), the AE Talking Points/Guidelines should be adhered to so that this is done in a confidential, knowledgeable, accurate way • Test score information, including scale score & grade equivalent score, should only be recorded in the teacher folder and permanent record, NOT in the student work folder
List Report • Accessed in Group Reports Menu Similar to a Teacher’s Grade Book
Pre-Post Test Report Accessed in Student Command Menu Compares a student’s pre and post test results on one report ID Number must match exactly in order to get pre-post test results
Item Analysis Report Accessed in Group Reports Menu and Student Command Menu
Turning the Focus to Instruction: Creating an Item Analysis Chart for Planning Instruction Turning the Focusto Instruction • WHY Create Them? • Gives an instant view of TABE skills on which to focus prior to post-testing • Gives teachers the opportunity to look at their entire class or select individuals performance on TABE Pre-test • Helps teachers plan instruction • Small group and/or entire class activities based on common skill weaknesses • Target specific weak skills utilizing the Study Guides / Pre-GED or GED books and • Form daily lesson plans • Provides a reference for pulling extra materials for supplemental practice • Shapes daily, direct instruction between teacher and student
Turning the Focus to Instruction: Creating an Item Analysis Chart for Planning Instruction WHERE to find them? In the front of some of the Instructional materials Links each question to targeted skill lessons in that publisher’s materials Used for an Individual Student Level D
Turning the Focus to Instruction: Creating an Item Analysis Chart for Planning Instruction WHERE to find them? From the sample provided by Greenwood Adult Education This allows you to see skills for an entire class or group of students & plan instruction accordingly (whole group, small group, individual)
Turning the Focus to Instruction: Creating an Item Analysis Chart for Planning Instruction WHERE to find them? On the SCRAETAC website www.scraetac.org TABE 9 & 10 Item Analysis Tools Individual Item Analysis for Reading, Math Comp, and Applied Math Subtests of both TABE 9 & 10 All four (4) forms – E, M, D, & A – are included This TABE Item Analysis Tool, along with the Item Analysis Report generated from the TestMate software, can be used to gain more specific information about the individual student’s instructional needs.
Turning the Focus to Instruction: Creating an Item Analysis Chart for Planning Instruction HOW to Create Them? • From TestMate for TABE software, generate an Item Analysis Report for an individual student. This report will show which questions were answered incorrectly on the TABE assessment. • Using either the publisher-printed, Greenwood Sample, or the correct TABE Item Analysis Tool from www.scraetac.org, highlight or “x” the items that were answered incorrectly. • Your completed Item Analysis Chart now has more specific information about your individual student needs (i.e. a student may have mastery of adding/subtracting integers but not multiplying/subtracting integers) and will be able to provide more targeted instruction.
Turning the Focus to Instruction: Creating & Using a TABE Study Guide • WHY Create Them? • Provides relevant information to the student about areas of skill strength & weakness • Ties relevance to TABE skills & skills needed for other academic areas (e.g., HSAP, GED, WorkKeys, etc.) • Gives an immediate assignment • Focuses on appropriate TABE – Skill practice along with the use of pre-GED or GED materials • Gives instant success • Promotes student confidence
Turning the Focus to Instruction: Creating & Using a TABE Study Guide • TABE 9 & 10 Study Guides • Individual Study Guides / Study Plans for • All four (4) forms – E, M, D, & A • Both levels – 9 & 10 • Contemporary / McGraw-Hill Materials • Steck-Vaughn Materials • Facilitates “TABE SKILL-TARGETED” Instruction • Gives instructors a ready-made resource to assist in individualizing instruction based on skills not mastered on TABE Pretest • Should be incorporated into every classroom instructional plan, regardless of the final academic goal being achieved WHERE to find them? SCRAETAC.org Study guides are available under “Instructional Resources” and then “TABE”
Turning the Focus to Instruction: Creating & Using a TABE Study Guide WHERE to find them? ITTS SkillsTutor Based on TABE Scores, • Create customized student prescriptions • Create instructional lessons • Study plans Web-based, Instructional programs purchased at the state level for local program use
TABE Results turn into Level Completion Student Study Guide turns into Item Analysis turns into
Complete Battery Test Book Assessment Results • Results of both pre- and post-tests are important to the: • Learner: They should know the reason they are placed at a certain level, in certain materials, etc. They can also see how much progress they make. • Teacher: Results should be used to guide instruction and curriculum development. • Program: Critical for program improvement and accountability for achieving targeted outcomes. Results should DRIVE the Instructional Program & TRANSLATE into POSITIVE Program Performance
Complete Battery Test Book TABE ~~~ What to do with the Results and Why