TABE Out-of-Range Scores

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TABE Out-of-Range Scores. April 2011. Objectives. Address the issues surrounding Out-of-Range TABE scores Answer questions submitted by providers Provide updated information from McGraw-Hill. FAQ-How do I prevent out-of-range scores on the pre-test?. - PowerPoint PPT Presentation

Text of TABE Out-of-Range Scores

  • TABE Out-of-Range ScoresApril 2011



    Address the issues surrounding Out-of-Range TABE scores

    Answer questions submitted by providers

    Provide updated information from McGraw-Hill


    FAQ-How do I prevent out-of-range scores on the pre-test?Make sure a student is taking the appropriate level TABE. Heres why:To best inform instructionTo ensure the best diagnosticTo maximize student progression toward goalsTo minimize re-testing by preventing out-of-range scoresTo place in appropriate NRS level


    FAQ-How do I choose the appropriate level TABE?Use information gleaned from orientation and the Locator along with professional judgment to determine the appropriate level of the TABE to administer.


    Getting to know the studentOrientation Tips:

    Discuss academic, career and work experienceWashington 13 Develop your own questionnairePower Path Screenings*


    Choosing the Appropriate Level Test

    Locator = Levels E, M, D or A

    Word List = Level L


    FAQ- How do I get the most accurate results from the Locator?Tell students not to guess at an answer

    Administer in a proctored and timed environment

    Be cognizant of behavior and mental and physical well being


    Cut Score ResultsSome programs have discovered making slight adjustments to the Locator cut scores may result in more accurate placement. One example isModified Applied Mathematics4-6TABE Level E7-8TABE Level M9-13*TABE Level D14-16*TABE Level A *Modified range


    Other Cut Score SuggestionsConsider:Using additional questions or teacher-made quizAdjusting for scores that occur at the low end of each range of scoresUsing professional judgment to ensure proper test selection for each student


    FAQ- Can I use the 7&8 Locator with the 9&10 TABE tests?


    TABE representatives have assured KYAE that the 7&8 Locator may be used in conjunction with the 9&10 tests.


    FAQ What if a student takes the wrong level of TABE?Repeat initial assessment with correct TABE level (whole test or individual subject area(s), as needed)

    Example: Locator student should take TABE D in all areas, BUT 9D results Math Scale Score 438

    Since 438 is out of range for the TABE D, then Math subtest score/info is not accurate. Student should be re-tested on the TABE M for Math. TABE D math score should NOT be used as the enrollment score.

    It is important that the lowest area be accurate.


    TABE Levels/Content RangesL0.0 1.9 Literacy E2.0 3.9EasyM4.0 5.9MediumD6.0 8.9DifficultA9.0 12.9 Advanced (These cut points refer to the student score point at which you should consider shifting from one level of the test to another.)


    Out of Range Scores


    FAQ- How do I prevent out-of-range scores on the progress test?For consistent problems with out-of-range scores on progress tests consider these three factors:

    Was the students pre-test score in the lower, middle or high range of that level?


    FAQ- How do I prevent out-of-range scores on the progress test?


    FAQ- How do I prevent out-of-range scores on the progress test?3. How do you determine when a student is ready for a progress test?

    Hours of attendanceUse of formative assessmentsMastery of all content measured by the assessment



    If you have a specific question regarding TABE testing, please direct it to KYAE staff.

    *Students must be assessed on the appropriate TABE level to best inform instruction for the students, ensure the best diagnostic and maximize the students progress toward goals.

    Using the appropriate TABE level greatly minimizes out-of-range scale scores, thus minimizing re-testing students to obtain a valid score.

    Proper assessment assures the student is placed in the appropriate NRS level and is positioned to make a legitimate level gain.*Note: Programs should NOT test every student with the same TABE assessment, such as always using Level D. This is not in the best interest of the student or the program.

    Though the Locator is an important tool in determining which TABE test to administer, its results should be viewed as only a very rough estimate of the appropriate test, not as an absolute prediction.

    *Students should participate in an intake and orientation process to discuss academic and career goals and workforce experience. Use the Washington 13 or develop a questionnaire of pertinent information related to the students classes, training and work experience to be completed along with the Locator. Ask questions about the students educational history. For example, Did you like math? Were you good at it? Did you ever have special help with your math? What was the highest math class you took? Do you remember your grade?

    *Only individuals that have been part of the Power Path training cohorts will be equipped to administer the screenings.

    *Using the Locator by itself is insufficient. The TABE Locator Test should be used along with professional judgment and information about the students prior education and workforce experience. What we are shooting for is an accurate approximate level for the student from the Locator.

    Low functioning students will not be able to take the Locator, and would be defeated if they had to try. If ,through the orientation process, it appears that the students reading skills are below the level of the Locator, the TABE Word List should be given. If a student cannot read four or more words, from the Word List, they should take the TABE Level L (Literacy Level). The Level L assesses Reading and Math but not Language.

    *Explain to the student the purpose of the Locator so that they understand the importance of not guessing at answers. It is perfectly acceptable to leave an item blank if they arent sure of the answer.

    Do not leave the room when administering the Locator or the TABE. Be familiar with all directions and testing guidelines. Because the purpose of the Locator Test is to gain information, not to compare an examinees performance to that of others, allow an examinee some extra time if needed.

    As with any test, if at the time of the Locator administration, a student is dealing with an illness or personal issue, the results could be unreliable.*Some KYAE programs have discovered that making slight adjustments to the Locator scores may result in more accurate placements. For example, one program uses this adjustment for the Applied Mathematics cut scores.

    *Some programs find that adding just a few more questions to the Locator affords more accurate results.

    Avoid administering a TABE level that is too difficult for the student. A good rule of thumb would be to administer a lower level if the student scores at the lower bound of the recommended cut scores. Test scores occurring at the high and low end of each range of scores could be unreliable. This means that high and low scores on each of the tests are less likely to be a true indication of the students ability.

    In addition to cut score results, information gathered in orientation conversations should always enter into the decision of which TABE level to administer.*When the 9&10 TABE tests were released, the number of questions on the Locator was reduced to save time. As a result, the 9&10 Locator is less accurate than the 7&8.*Note it is MORE critical to retest if a student bottoms out in a single area than if they top out in a single area. Since NRS level is always calculated based on lowest subject area, it is important that the lowest area be accurate.

    Also lowest area is the area you are going to target with instruction 1st so you want THAT instructional info to be as accurate as possible.

    If a student blows the top off in ALL subject areas, however, re-testing *should* occur as the student will start off with an artificially high level and gain will be difficult to demonstrate.*

    McGraw Hill test creator/vendor says that this is the approximate grade level of the *content* covered on each of these levels of the TABE.

    YES we KNOW that you can get scores that are higher or lower on each of these levels of the TABE, but they are *less accurate* because that content was *NOT covered* by that version.

    By cut point we mean student score point at which you should consider shifting from one level of the test to another.

    *When a students test score on the TABE falls outside of an acceptable range (2 level ranges above or below), retesting shall occur with a higher or lower level of the test. Retesting is essential to gathering accurate diagnostic information about a students abilities. The purpose of any/all assessment is to identify academic skills that the learner/student has mastered.

    Lets take a closer look at this issue of the correct level of the TABE for the student or Functional level testing.*If the student scored mid-level to high-level on the pre-test and has received high-quality, intensive instruction, that student should probably be tested on the next higher TABE level. For example, if the pre-test was on an M level, the progress test should be on a D level.*The content of the instruction and the content covered by the assessment should match. Again, if the student has received high-quality, intensive instruction that has covered content assessed on a high-level TABE, progress test on the higher level.*Ideally, students will attend your program beyond the minimum time required for progress testing. KYAE realizes that this is not always possible, but your programs instruction efforts must be approached as though the student will persist towar