FDOE Policies on CASAS Assessments in Adult General ... · Web viewwho are new to the program and pretest with the CASAS GOALS reading and math tests and the TABE 11/12 language test

FDOE Policies on CASAS Assessments in Adult General Education Programs

Contents

Topic 1Certification and Recertification

Topic 2ABE and GED Preparation Programs

Topic 3Adult ESOL and ELCATE Programs

Topic 4Out of Range Scores

Topic 5Exceptions

Topic 6Training for Instructors

Topic 7Definitions

Topic 1: Certification and Recertification

CASAS Implementation Agreement for Program Directors or Program CASAS Coordinators

Prior to implementing the CASAS eTests system, the program director or local program CASAS coordinator must complete the CASAS Implementation Agreement training on the CASAS website. The agreement has no expiration date but in the event of a change in director, the incoming director must notify CASAS. Programs are required to maintain documentation of the Implementation Agreement on file.

Initial CASAS Certification for Testers, Online Coordinators and Online Proctors

The CASAS Implementation Basics Training provides a general overview of policies and procedures to persons new to CASAS who plan to administer paper tests and/or eTests to students. The certification must be renewed every two years. Programs are required to maintain documentation on file showing that all Testers, Online Coordinators and Online Proctors have completed this training. No other training certificate is required. Two options are provided by CASAS to complete the initial CASAS certification.

Option 1. In-Person

Provided by a CASAS certified trainer

Covers FDOE and CASAS policies, procedures and resources

CASAS provides the trainee with a certificate upon completion

Option 2. Online

Provided on the CASAS website

Covers FDOE and CASAS policies, procedures and resources


Online Coordinators and Proctors eTests Certification

In addition to the CASAS Implementation Basics training, Online Coordinators and Online Proctors must complete an eTests certification training that pertains to their role.

Online Coordinator Certification

This required certification prepares Online Coordinators for managing eTests sites program-wide. The certification does not expire. It is not permitted for Online Coordinators to also take on the role of Online Proctor without completing the Online Proctor certification. The certification does not expire and it is not necessary to retake the training. The certification addresses Online Coordinator responsibilities, testing code of ethics and test security.

Online Proctor Certification

The Online Proctor Certification is a required certification that prepares the individual to administer eTests to students. A key role of the Online Proctor is to maintain a controlled testing environment at all times at a particular testing site. The certification addresses Online Proctor responsibilities, testing code of ethics and test security. The certification does not expire.

Remote Proctoring Agreement and Additional Training for Proctors on Remote Testing

CASAS requires that Online Proctors sign a CASAS Remote Proctoring Agreement prior to proctoring eTests remotely. The agreement must be provided to the local eTests administrator and kept on file at the program It is not necessary to send the signed agreement to CASAS. CASAS also provides an optional training on remote proctoring for Online Proctors. FDOE does not require certified Online Proctors to complete this additional training. CASAS states the training is “optional but highly recommended.”

Table 1: Initial Training and Certification Requirements

Role

Training and Certification Requirements

Director or Local Program CASAS Coordinator

Implementation Agreement: online only (required; does not expire)

Online eTests Coordinator

Online Coordinator Certification Training: online (required; does not expire)

Implementation Basics Modules 1 and 2: in-person or online

Online eTests Proctor

Online Proctor Certification Training: online (required; does not expire)

Implementation Basics Modules 1 and 2: in-person or online

Remote Proctoring for Online eTests Proctors

CASAS Remote Proctoring Agreement to be signed by certified Online eTests Proctor and kept on file at local program

Additional CASAS Remote Proctoring: online (optional; does not expire)

Testers using eTests and Paper tests

Implementation Basics Training Modules 1, 2 and 3: in-person/online (required; valid for 2 years)

Testers using eTests only

Implementation Basics Training Modules 1 and 2: in-person/online (required; valid for 2 years)

Testers using Paper tests only

Implementation Basics Training Modules 1 and 3: in-person/online (required; valid for 2 years)

Recertification

As of July 2020, CASAS is revising the refresher training known as Beyond Implementation Basics. The newly revised version will be available starting July 1, 2021. CASAS recommends that, in the interim, Testers who need to complete a refresher training retake the Implementation Basics Training. As noted in Table 2 below, Testers in programs that use eTests and paper tests should take Modules 1, 2 and 3. Testers in programs that use eTests only should take Modules 1 and 2 and those in programs that use paper tests only should take Modules 1 and 3. Two options are available.

Option 1. In-Person

Implementation Basics training

Provided by certified trainer

FDOE and CASAS policies, procedures and resources


Option 2. Online

Implementation Basics training

Provided on the CASAS website

FDOE and CASAS policies, procedures and resources


Table 2: Refresher Training Requirements

Role

Training Requirements

Testers using eTests and Paper tests

Implementation Basics Training Modules 1, 2 and 3: in-person or online (required every 2 years)

Testers using eTests only

Implementation Basics Training Modules 1 and 2: in-person or online (required every 2 years)

Testers using Paper tests only

Implementation Basics Training Modules 1 and 3: in-person or online (required every 2 years)

Topic 2: ABE and GED® Preparation Programs

Table 3: Reading and Math Tests Approved for ABE and GED® Preparation

CASAS Test Series

CASAS Test Levels

CASAS Test Forms

READING

GOALS 900 Series

A

901R/902R

B

903R/904R

C

905R/906R

D

907R/908R

MATH

GOALS 900 Series

A/B

913M/914M

C/D

917M/918M

Table 4: Intake for ABE and GED® Preparation

Intake Procedure for ABE and GED® Preparation Students

eTests:

· Administer eTests Reading and Math Locator

· Administer eTests Reading and Math pretests assigned by the Locator*

· Use the Score Chart to determine the student’s Initial EFL

Paper tests:

· Administer the Reading and Math Appraisal

· Administer Reading and Math pretests assigned by Appraisal


* Testers are allowed to assign a pre-test different from the one assigned by the locator if it is clear to the tester, in their professional judgement, that the locator assigned a pre-test that was too high or too low. The locator is an adaptive test designed to cover a range of levels and recommend a pre-test, not to place a student into an educational functioning level. The program’s assessment procedures manual should provide directions for program personnel to follow in these cases.

Table 5: Score chart for ABE and GED® Preparation programs

Levels

ABE and GED® Preparation

NRS Scores

Reading GOALS 900 Series

NRS Scores

Math GOALS 900 Series

1

ABE

165-203

178-193

2

ABE

204-216

194-203

3

ABE

217-227

204-214

4

ABE

228-238

215-225

5

ASE/GED® Preparation Placement

239-248

226-235

6

ASE

249-262

236-249

Topic 3: Adult ESOL and ELCATE Programs

Table 6: Reading and listening tests approved for Adult ESOL and ELCATE

CASAS Test Series

CASAS Test Levels

CASAS Test Forms

READING

Literacy 20 Series

Literacy

27/28

READING

Life and Work 80

Series

A

81R/82R - 81RX/82RX

B

83R/84R

C

185R/186R

D

187R/188R

LISTENING

Life and Work 980 Series

A

981L/982L

B

983L/984L

C

985L/986L

Table 7.1: Intake for Adult ESOL and ELCATE students scoring 6 or more on CASAS Oral Screening

1

Administer the CASAS Oral Screening

2

eTests:

· Administer Reading and Listening Locator

· Administer Reading and Listening pretest assigned by the Locator*


Paper tests:

· Administer 83R/84R and 983L/984L


Table 7.2: Intake for Adult ESOL and ELCATE students scoring 5 or less on Oral Screening in programs with no Literacy Skills course

1


2

Administer the five practice items from Form 27

3

If the student has difficulty with the five practice items:

eTests and Paper tests:

· Administer 27/28 and 981L/982L

(If the student scores above 180 on 27/28, administer 81R/82R)


4

If the student has little or no difficulty with the five practice items from Form 27:

eTests:

· Administer Reading and Listening Locator

· Administer Reading and Listening pretests assigned by the Locator*


Paper tests:

· Administer 81R/82R and 981L/982L


* Testers are allowed to assign a different pre-test from the one assigned by the locator if it is clear to the tester, in their professional judgement, that the locator assigned a pre-test that was too high or too low. The locator is an adaptive test designed to cover a range of levels and recommend a pre-test, not to place a student into an educational functioning level. The program’s assessment procedures manual should provide directions for program personnel to follow in these cases.

Table 7.3: Intake for Adult ESOL and ELCATE students scoring 5 or less on Oral Screening in programs with Literacy Skills course

1


2

Administer the 5 practice items from Form 27

If the student has difficulty with the 5 practice items, administer the FDOE Native Language Screening (NLS)*

· If the NLS scores indicate the student is not able to read or write in their native language, use the NLS scoring chart to place the student in level A, B, or C of the Literacy Skills course

· If the NLS scores indicate the student is able to read and write in the native language, do not enroll in the Literacy Skills course

· Administer 27/28 and 981L/982L to enroll the student in Adult ESOL

· Use the Score Chart to determine the student's Initial EFL

3

If the student has little or no difficulty with the 5 practice items from Form 27:

eTests:

· Administer eTests Reading and Listening Locator

· Administer eTests Reading and Listening pretest assigned by Locator

· Use the Score Chart to determine the student's Initial EFL

Paper tests:

· Administer 81R or 82R and 981L/982L

* Native Language Screening: http://www.fldoe.org/academics/career-adult-edu/adult-edu/resources.stml

Table 8: Score Chart for Adult ESOL and ELCATE

Adult ESOL and ELCATE

Educational Functioning Levels

NRS

Scores

Beginning Literacy (20)

Reading Series

NRS

Scores

Life and Work 80

Reading Series

NRS

Scores

Life and Work 980

Listening Series

1

ESOL

153-180*

170-180

169-180

2

ESOL

---

181-190

181-189

3

ESOL

---

191-200

190-199

4

ESOL

---

201-210

200-209

5

ESOL

ELCATE

---

211-220

210-218

6

ESOL

ELCATE

---

221-235

219-227

---

236 or more

Exit

228 or more

Exit

* When scoring 27 and 28, use only scores up to 180. If the student scores 181 or more, administer 81R/82R.

Topic 4: OUT OF RANGE and SAME LEVEL SCORES

Scores that are below the accurate range are not allowed for reporting the educational functioning level of a student to FDOE. Both new and continuing students must retest on a lower level test when their scores are below the accurate range. In situations when new students score below the accurate range on a pretest that is at the lowest level, programs must retest on the alternate form. (Example: if the student scores below the accurate range on Reading GOALS form 901R, use form 902R.) If the retest scores are also below the accurate range, report to FDOE that the student is in level 1. This is the only situation that below-range scores are allowed for reporting.

Scores that are above the accurate range are not allowed for reporting the educational functioning level of a student to FDOE. New students must retest on a higher-level test when their scores are above the accurate range. Continuing students that receive a score above the accurate range may be retested one more time immediately on a higher level test or they may continue to receive instruction for 70-100 hours, then post-test on a higher level test.

ABE students who are new to the program and pretest with the CASAS GOALS reading and math tests and the TABE 11/12 language test may test into the same level for all three tests. If this occurs, the program should use a local written policy to establish the student’s lower Initial EFL for reporting purposes.

ESOL and ELCATE students who take the CASAS Life and Work reading and listening tests may obtain scores that place them in the same level. In some cases, their scores may also be identical. If this occurs, the program should use a local written policy to establish the student’s lower Initial EFL for reporting purposes. As of July 1, 2020, FDOE now counts LCPs in both reading and listening skill areas.

TOPIC 5: EXCEPTIONS

In certain limited cases, instructors and test administrators, based on their professional judgment, may request an exception to the test publishers’ recommended timeframes for post-testing an adult learner, but the administrator or designee must approve and record the deviation and reasons therefore. CASAS recommends that students receive 70-100 hours of instruction, with a minimum of 40. FDOE requires an exception to post-test a student with less than 70 hours of instruction, with no exception allowed for testing students with less than 40 hours of instruction.

Topic 6: instructor TraininG

CASAS Online Training Module 4 is for instructors and is available on the CASAS website. FDOE does not require instructors to complete this training, however, programs may require their instructors to take it. Topics covered in the training are:

· QuickSearch Online® (CASAS search tool)

· Format of CASAS tests

· Sample Tests

· Reading Task Areas

· Listening Item Types

· Correlation of CASAS tests and FDOE Curriculum Frameworks:

· College and Career Readiness Standards (ABE and ESOL)

· English Language Proficiency Standards (ESOL)

· Life and Work Competencies (ABE and ESOL)

Topic 7: Definitions

Continuing Students are those who enroll in the program during one reporting year and re-enroll in the next year. If the student has a break in enrollment and is out for one complete reporting year, the student is no longer counted as a continuing student. Post-test scores of continuing students obtained at the end of a reporting year may serve as a pretest for the next reporting year. Programs may wish to retest these students if the interim is more than four months and there is evidence that significant learning occurred during the absence that may invalidate the student’s previous assessment results.

Educational Functioning Level (EFL) is a term used by the NRS to demonstrate the learning gains made by adult education students for NRS reporting purposes. The ABE Reading, Math and Language courses have four EFLs each. The Adult ESOL course has six EFLs and ELCATE has two EFLs.

Initial Educational Functioning Level represents the first EFL of a new student who enrolls in an adult education program for the first time. It is also used if the student was away from the program for more than one year. It is the starting point from which learning gains are measured for that student within an entire program year and from one program year to the next if the student is a continuing student as defined above.

Instructional Hours is defined as those hours of instruction in which the student is present and participating in instruction between the initial pretest and post-test phase, or from one post-test to the next. CASAS recommends that students complete between 70 to 100 hours of instruction, with a minimum of 40 hours of instruction. FDOE policies require that students complete at least 70 hours of instruction prior to post-testing.

Literacy Completion Point (LCP) is a term used by FDOE to indicate a student has completed an Educational Functioning Level. FDOE awards one LCP to the local program each time a student obtains a post-test score that is one point or more above their current EFL. ABE students can earn a total of 12 LCPs. There are four levels in each ABE course: Reading, Math and Language. (Note that CASAS GOALS tests can only be used for testing students in the ABE Reading and Math. TABE 11/12 must be used for testing students in ABE Language.) As of July 1, 2020, ESOL students can earn a total of 12 LCPs. The ESOL course has six levels and one LCP can be awarded for each of the two skill areas in ESOL, listening and reading. Also, as of July 1, 2020, ELCATE students can earn a total of four LCPs. The ELCATE course has two levels and one LCP can be awarded for each of the two skill areas of listening and reading. Programs are required to report all LCPs earned by a student in each reporting year, even if the student earned the same LCP in a previous term or year. LCPs are used by FDOE for a variety of purposes and it is important that FDOE have the full count of all LCPs earned by all students.

Measurable Skill Gain is a term used by the NRS to demonstrate the progress made by adult education students toward their goals. Adult education students can demonstrate a Measurable Skill Gain by completing Educational Functioning Levels or by obtaining passing scores on state-approved high school equivalency tests or obtaining a secondary diploma or state-recognized equivalent such as the GED®.

New Students are those who enroll for their first time in a program or, if they previously enrolled in the program, have not enrolled for one entire reporting year or more.

Stop-Out Students are those who leave the program and return within the same reporting year. Programs may wish to retest stop-out students who have been away from the program for more than four months if there is reason to believe that during the student’s absence a significant learning intervention occurred that may invalidate the student’s previous assessment results.

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Documents

FDOE Policies on CASAS Assessments in Adult General ... · Web viewwho are new to the program and pretest with the CASAS GOALS reading and math tests and the TABE 11/12 language test