Technical College System of Georgia Office of Adult Education As required by the National Reporting...
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Adult Learner Assessment Policies and Procedures Manual FY15 Technical College System of Georgia Office of Adult Education As required by the National Reporting System for Adult Education
Technical College System of Georgia Office of Adult Education As required by the National Reporting System for Adult Education
Technical College System of Georgia Office of Adult Education
As required by the National Reporting System for Adult
Education
Slide 2
Before Watching this Presentation FY15 OAE Adult Learner
Assessment Policies and Procedures Manual Appendix A EFL
Descriptors Appendix B - GALIS, Goal, and EFL Matrix 2 AP, page
2
Slide 3
Objectives Introduction and Overview General Assessment
Requirements Guidelines for BEST Literacy, BEST Plus, GAIN, TABE,
and TABE CLAS-E Assessments 3
Slide 4
Introduction to the Assessment Policy Manual 4 AP, pages
3-5
Slide 5
Why an Assessment Policy? Federal requirement: Division of
Adult Education and Literacy (DAEL) National Reporting System for
Adult Education (NRS) Guidelines 5 AP, pages 3-4
Slide 6
Purposes and Uses of Assessments Student placement Develop
rapport with student Analysis of diagnostic information Identify
instructional strategies Establish student goals Monitor student
progress Certify skill level and program completion 6 AP, page
4
Slide 7
Assessments ESL and EL/Civics 7 AP, page 6
Slide 8
Assessments ABE/ASE 8 AP, page 6
Slide 9
Use of Informal Assessments Guide Instruction Monitor Learning
Types of Assessments Teacher-made tests Unit tests Portfolios
Performance assessments Observations 9 AP, page 4
Slide 10
Management Information System GALIS (Georgia Adult Learners
Information System) Store student records Record assessment scale
scores Track student progress Generate reports Document special
accommodations Document training 10
Slide 11
11 General Assessment Requirements AP, page 6-10
Slide 12
Students to be Assessed 12 AP, page 6
Slide 13
Maintaining Assessment Records AssessmentDocumentation BEST
LiteracyTest book and scoring sheet BEST PlusScore report GAINScore
report TABEAnswer sheet and score report TABE CLAS-EAnswer book,
writing folio, score report 13 AP, page 6
Slide 14
Pre-testing Students ALL students must be assessed within the
first 12 hours of attendance The lowest test level determines
placement of the student 14 AP, page 7
Slide 15
Post-testing Students All students who meet the minimum hours
of instruction for each assessment must be post-tested These
timeframes vary from assessment to assessment 15 AP, page 7
Slide 16
GALIS enforces the following post-testing timeframes:
AssessmentTimeframe BEST Literacy After 60 hours of instruction
BEST Plus After 60 hours of instruction GAIN After 60 hours of
instruction TABE After 40 hours of instruction (ABE) After 30 hours
of instruction (ASE) TABE CLAS-E After 60 hours of instruction 16
AP, page 7
Slide 17
Training Requirements Local providers ensure test
administrators receive proper training each fiscal year OAE
provides training for: Assessment Policies and NRS General
guidelines for assessments BEST Plus and BEST Literacy All training
documented in GALIS 17 AP, pages 8-9
Slide 18
Training Guidelines 18 AP, page 8-9
Slide 19
Pre-testing Accommodations Low literacy level Lack of English
proficiency Attempts to assess must be documented in student
records and GALIS 19 AP, page 6
Slide 20
Baseline Scores 20 BEST LiteracyEnter form attempted/scale
score of 0 BEST PlusEnter form attempted/scale score of 88 GAIN:
EnglishEnter form attempted/scale score of 200 GAIN: MathEnter form
attempted/scale score of 200 TABE 9&10: Level L, ReadingEnter
form attempted/scale score of 160 TABE 9&10: Level L, MathEnter
form attempted/scale score of 180 TABE CLAS-E:
Listening/SpeakingEnter form attempted/scale score of 230 TABE
CLAS-E: Reading/WritingEnter form attempted/scale score of 225 AP,
page 6
Slide 21
Accommodations for Disabilities Accommodations must be
requested Student must submit documentation of disability Doctors
Report Certified Diagnostic Assessment Individual Education Plan
(IEP) Other clinical records 21 AP, page 9-10
Slide 22
Forms of Accommodations May include, but not limited to:
Flexible scheduling and setting Flexible presentation and
responding Assistive devices Each assessment provides guidance on
acceptable accommodations 22 AP, pages 9-10
Slide 23
23 Guidelines for Each Assessment AP, pages 11-25
Slide 24
BEST Literacy Used with: English as a Second Language (ESL)
English Literacy/Civics Reading and writing skills test
Administered individually or in groups Print-based test with three
forms B, C, D 24 AP, pages 11 - 13
Slide 25
BEST Literacy Pre-test Pre-test within first 12 hours of
instruction Pre-test not valid for placement into Advanced ESL
Level (ESL6) 25 AP, page 11-13
Slide 26
BEST Literacy Post-test Post-test after a minimum of 60 hours
of instruction Students pre-tested with BEST Literacy must be
post-tested with BEST Literacy 26 AP, page 12
Slide 27
BEST Plus Used with: English as a second language (ESL) English
Literacy/Civics Tests Listening Comprehension, Language Complexity,
and Communication Administered individually Computer-adaptive or
print-based version forms: A, B, C 27 AP, page 14
Slide 28
BEST Plus Pre-test Pre-test within first 12 hours of
instruction Pre-test not valid for students who score ESL X (scale
scores of 541 and above) 28 AP, page 14
Slide 29
BEST Plus Post-test Post-test after a minimum of 60 hours of
instruction Students pre-tested with BEST Plus must be post-tested
with BEST Plus 29 AP, page 14-15
Slide 30
TABE CLAS-E Used with: English as a second language (ESL)
English Literacy/Civics Tests Listening, Speaking, Reading, and
Writing Administered individually or in a group Pencil/Paper test
administration Two forms (A, B) and Four levels (1, 2, 3, and 4) 30
AP, page 23
Slide 31
TABE CLAS-E Pre-test Pre-test within first 12 hours of
instruction Must administer a minimum of two skill area tests in a
particular combination: Listening/Speaking or Reading/Writing 31
AP, page 23
Slide 32
TABE CLAS-E Post-test Post-test after a minimum of 60 hours of
instruction Students pre-tested with CLAS-E must be post-tested
with CLAS-E. 32 AP, page 23-24
Slide 33
Transitioning from ESL to ABE Administer GAIN English or TABE
Reading and/or TABE Language Assess in math only if student has a
math improvement goal If ABE assessment is administered after an
ESL assessment, the student is reported as ESL for the fiscal year
33
Slide 34
GAIN Used with: Adult Basic Education (ABE) Adult Secondary
Education (ASE) Two subtests English and Math Administered
individually or in groups Online or paper administration Two forms
A & B 34 AP, page 17
Slide 35
GAIN Pre-test Pre-test within first 12 hours of instruction Two
subtests: English and Math Lowest score is used to determine
placement in a level Enter combined scores into GALIS 35 AP, page
17
Slide 36
GAIN Post-test Post-test after a minimum of 60 hours of
instruction Students pre-tested with GAIN must be post-tested with
GAIN. Progress Testing is not allowed by local programs funded by
OAE 36 AP, page 17-18
Slide 37
TABE Used with: Adult Basic Education (ABE) Adult Secondary
Education (ASE) Tests silent reading comprehension, math
computation, applied math and language Administered individually or
groups Two forms 9 & 10; five levels L, E, M, D, A Complete
Battery or Survey 37 AP, page 20
Slide 38
TABE Pre-test Pre-test within first 12 hours of instruction
Administer TABE Locator to determine pre-test level(s) 38 AP, page
20
Slide 39
TABE Post-test Adult Basic Education (ABE) students may be
post-tested after a minimum of 40 hours of instruction Beginning
ABE Literacy (ABE 1) Beginning Basic Education (ABE 2) Low
Intermediate Basic Education (ABE 3) High Intermediate Basic
Education (ABE 4) 39 AP, page 20
Slide 40
TABE Post-test Adult Secondary Education (ASE) students may be
post-tested after a minimum of 30 hours of instruction Low Adult
Secondary Education (ASE 1) High Adult Secondary Education (ASE 2)
40 AP, pages 20-21
Slide 41
TABE Post-test Post-testing requires that a different form
(9&10) or level (L, E, M, D, A) must be used. Same level (L, E,
M, D, A) use alternate form (9&10) Student pre-tests using 9E,
post-test using 10E Same form (9&10) use a higher level (L, E,
M, D, A) Student pre-tests using form 9M, post-test must be 9D or
9A. Students pre-tested with TABE must be post-tested with TABE 41
AP, page 20-21
Slide 42
Assessment FAQs BEST Literacy page 13 BEST Plus page 16 GAIN
page 19 TABE page 22 TABE CLAS-E page 25 42
Slide 43
Quality Control Local Programs Enter student data in GALIS by
the 10 th of the following month Enter attendance data weekly Local
units conduct on-going data integrity checks File review and data
comparison Assessment report analysis 43 AP, pages 26-27
Slide 44
Quality Control System Office OAE provides GALIS training
sessions Helpdesk and state staff provide technical assistance
State staff provide off-site monitoring of data 44 AP, pages
26-27
Slide 45
Test Security Handling test materials Must be inventoried and
kept in locked storage Must not be copied or reproduced Must not be
used for instruction Must report missing/damaged items to Program
Administrator 45 AP, page 27-28
Slide 46
Test Security Examinee protocol Must not be assisted with tests
Answers must not be tampered with May not leave test site with
testing materials Test Administrator Must not participate in any
activity resulting in inaccurate measurement or reporting of scores
Testing Violations - Notify Program Admin. 46 AP, page 28
Slide 47
Technical Assistance Team 47 Office of Adult Education
Instructional Services Director Bobby Creech [email protected]
404-679-1641 Central/Southeast Georgia Grant Program Support
Coordinator Felicia Phelps [email protected] 478-329-4720 Metro
Atlanta/North Georgia Grant Program Support Coordinator Charita
Boles [email protected] 404-679-1628 Metro Atlanta/West Georgia Grant
Program Support Coordinator Leatricia Williams [email protected]
404-679-5234 South/Southwest Georgia Grant Program Support
Coordinator Steve Pearce [email protected] 404-679-0511
Instructional Services Technical Coordinator Kimberlee Bryant
[email protected] 404-248-1060 GALIS Helpdesk Data Management
Assistant Davida Shelton [email protected] 404-327-6907
