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Adult Education Assessment Policy. Effective July 1 st , 2011. Assessment Policy: Why is it being changed?. USDOE requires the state to file an assessment plan, yearly, for approval. Policy format needed to meet NRS assessment guidelines. General Guidelines.

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Adult Education Assessment Policy


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    1. Adult Education Assessment Policy Effective July 1st, 2011

    2. Assessment Policy: Why is it being changed? • USDOE requires the state to file an assessment plan, yearly, for approval. • Policy format needed to meet NRS assessment guidelines.

    3. General Guidelines • Program MUST track instructional hours between pre and post-test. • MAERS must have capacity to track instructional hours between pre and post-test. • Instructional hours do not need to be tracked by subject matter. • Local programs must establish an assessment policy that aligns with the state assessment policy.

    4. Pre-Testing • The basis for participant placement and determination for entering an Educational Functioning Level (EFL). • Pre-test MUST occur before a participant receives ANY instruction.

    5. Pre-testing with CASAS • Agencies should administer the CASAS appraisal test prior to administering appropriate pre-test and placement. • Participants should be given 25 minutes to complete the appraisal and one hour to complete the pre-test. • Exception: If a participant scores less than six on the oral screening, skip the appraisal and administer five practice items from Form 27. If they have some difficulty, administer 27 or 28 as the pre-test. If they have little or no difficulty, administer Form 81 as a reading pre-test.

    6. Pre-Testing with TABE • The TABE locator MUST be administered to determine which level and form of TABE should be administered, but it is not used for instructional placement decisions about a participant. • Either TABE survey or battery can be used for assessment. • The complete battery is encouraged, because it gathers more in-depth diagnostic information.

    7. Pre-Testing with GAIN • The GAIN pre-test MUST be administered prior to enrollment to determine the appropriate level of instruction. • Follow the publisher’s testing guidelines.

    8. Placement • Assessment is used to determine Educational Functioning Level (EFL) as required by the National Reporting System (NRS). • The initial test or pre-test is the basis for a participant placement and determination for entering EFL. • A participant whose scale scores fall into two different EFLs must be placed based on the lower EFL. • Participants must be placed in a program that matches their EFL. For example, if a participant’s assessment test determines that their EFL is at a beginning ABE literacy, the program CANNOT place, or enroll, the participant in a GED prep class.

    9. Post-Testing • Educational gain is determined by comparing the participant’s initial pre-test with the post-test when assessed with the same standardized assessment. • Pre-testing and post-testing with two different assessments is NOT acceptable. • If a participant is not post-tested, a level of completion cannot be determined.

    10. Post-Testing, cont’d • Post-test scores may be used for re-enrollment (as a pre-test), if they are not more than 180 days old. • A minimum of 65% of enrolled participants MUST be post-tested. • Programs may not receive an incentive award if they do not meet 65% pre and post-test rate.

    11. Post-Testing with CASAS • Testing should not occur before 40 hours of instruction. • Participants should be allowed only an hour to complete the test. • Use an alternate form for post-test. • Test forms are determined by participant performance. • Exception: If a participant who was pre-tested with CASAS obtains a GED or High School Diploma in less than 40 hours of instruction, they can be post-tested using CASAS. NO OTHER EXCPETIONS WILL BE MADE.

    12. Minimum Post-Testing Requirements (TABE) • For Alternate Form (Pre-test of 9M/Post-test of 10M): • ABE Levels 1-4: 40-60 hours min. • ASE Levels 5-6: 30-59 hours min. • For Same Form (Pre-test of 9M/Post-test of 9M): • 120 hours min. • However, programs are encouraged to post-test at the maximum hours of instruction.

    13. Post-Testing Exceptions with TABE • Documentation of exceptions must be provided in student’s file. • Exception: If a participant who was pre-tested with TABE obtains a GED or High School Diploma in less than 40 hours of instruction, they can be post-tested using TABE. NO OTHER EXCEPTIONS WILL BE MADE.

    14. Post-Testing with GAIN • There is a recommendation of 60 hours of instruction prior to administering the post-test. • When post-testing individuals to measure improvement in their basic skills, a different test form (alternate form) than the one used to pre-test the participant must be used. • The post-test may be used as a new pre-test for the next phase of instruction.

    15. Unacceptable Use of Assessment • Participants cannot be placed in a different EFL, or program, other than what is determined by their assessment test. • If the publisher’s guidelines are not followed, the assessment result is unacceptable. • Pre-testing and post-testing with two different assessments is unacceptable. • CASAS appraisal or TABE locator must NOT be used as a pre-test or post-test.

    16. Reporting Outcomes • Outcome data is required for all participants. • The participant’s exit status, and all remaining outcome data, must be entered into MAERS quarterly. • Programs must use scale scores for reporting. • All enrolled participants receiving more than one hour of direct instruction MUST be reported. • Local programs that allow open entry/open exit (closes), must enter their assessment data as often as necessary. • Local programs that DO NOT offer or allow open entry/open exit, must enter assessment data, at minimum, quarterly.

    17. Educational Functioning Level vs. 10% Performance • Assessment is used to determine EFL, as required by NRS. • Performance objectives are NOT determined by EFL, but mostly by participant goal attainment. • Example: A GED participant passes the GED test, a high school completion participant receives a diploma or passes a board approved course towards a high school diploma.

    18. How does this policy affect the 10% Performance Objective? • This policy may only affect ESL and ABE participants. • Any program that uses Office of Adult Education approved assessment tests to determine gain in grade level may be affected. • If post-tested after 40 hours, it is likely there will be an EFL gain, therefore effecting your EFL gain positively. • Post-testing in less than 40 hours of instruction with TABE is invalid.

    19. Testing Administration TrainingCASAS • All test administrators must follow publisher’s guidelines for assessments. • All test administrators MUST receive training. CASAS assessments can only be purchased by certified personnel.

    20. Test Administrators TrainingTABE • All test administrators must follow publisher’s guidelines for assessments. • Test administrators should have access to directions, norms book, technical report, teacher’s guide and administrator’s video.

    21. Test Administrators TrainingGAIN • All test administrators must follow publisher’s guidelines for assessments. • All test administrators should complete the Wonderlic Basic Skills Test Administrator’s Workbook to become certified in administering the GAIN.

    22. Quality Control Procedures • Securely maintain and store • Handled by staff with appropriate training and credentials • Properly shred and dispose of all old materials • Monitor testing at all times • Observe all time limits • Follow all protocol, as outlined by publishers • Training should include NRS policy, accountability policies, data collection process, and definitions of measure

    23. Accommodations • Accommodations are not designed to provide participants with an unfair advantage, but rather to allow the participant equal opportunity to demonstrate skills. • Accommodations that alter the underlying content of what is being measured, or negatively affect reliability or validity, are unacceptable.

    24. Documenting Disabilities and Accommodations • Doctor’s report or diagnostic assessment • Individual Educational Plan (IEP) • Diagnosis of Disability • Evaluation of impact of disability on areas of functioning • Recommendations for the specific strategies and accommodations in education required