Administering & scoring tabe 9 10

  • View

  • Download

Embed Size (px)

Text of Administering & scoring tabe 9 10

  • 1.Administering & ScoringTABE 9/10: Transitioning from Forms 7/8 to 9/10 July 2010 SABES is funded by the Massachusetts Department of Elementary and Secondary Education.

2. Course Learning Objectives:

  • Understand the basics and importance ofstandardizedtesting.
  • Administer, score and interpret the TABE 9/10 Locator and LevelsEthroughA appropriately, accurately, and consistently.
  • Identify thedifferencesbetween Forms 7/8 and 9/10.

3. Level L(Literacy) & New Administrators:

  • Level L Test Administrators& those new to TABE will need to attend a face-to-faceSABES training in order to be trained and certified to administer the TABE Levels L through A.
  • Please contact theSABESCurriculum and Assessment Coordinator in your region for more information.

4. Please have these materials in hand before continuing with this PPT:

  • TABE 9/10 Norms Book
  • TABE 9/10 Locator Directions
  • TABE 9/10 Complete Battery Test
  • Directions Booklet
  • MA DESE TABE Policy Manual (revised)
  • Paper and a Writing Instrument

5. History/Backgroundof UsingTABEin Massachusetts ABE Programs 6.

  • Tests of Adult Basic Education (TABE)
    • One of the Massachusetts Department of Elementary and Secondary Educations required assessments of educational gain for adult learners in ABE/GED classes .
  • Norm referenced"
    • The "norms" were developed through testing a group of adults that reflect the characteristics of the national adult population.
  • Standardized"
    • TABE is designed to give a common measure of students' performance. The tests were developed under certain standard conditions, such as time limits, and must be administered in these same conditions in order to be valid and comparable.

7. In the1990sMassachusetts begins development of ABE Framework Standards (separate from MA K-12s). Seven ABE Frameworks developed: Math, ELA, ESOL, History, Health, Science, Common Chapters. 2002 :A state group of directors and others select theTABE (until the MAPT can be developed), Best Plus and REEP as standardized assessments to be used statewide.These were chosen because they best aligned with ABE Curriculum Framework Standards. 2005:Math, ELA, ESOL finalized; these 3 also contain Benchmarks to help explain levels of skills. 2006 : MAPT rolled out (with a lot of help from practitioners from the beginning). The test items are directly related to Framework Benchmarks from Math and Reading Strand of ELA Frameworks. Massachusetts' work towards aligning curriculum, instruction and assessment using the ABE Frameworks: 8. History of TABE

  • TABE 1 & 2 1964
  • TABE 3 & 4 1974-1975
  • TABE 5 & 6 1983
  • TABE 7 & 8 1994
  • T ABE 9 & 10 2003-2004

9. TABE Changesfrom 7/8 to 9/10 10. except for a few additions and revisions.

  • Mathematics content areaadded to Level L (although we are only using Reading)
  • Order of Operations contentadded to Mathematics Computation
  • Statistics and Probability contentadded toApplied Mathematics andobjectives revised

Basic Structure is the Same 11. 9/10sUpdated Content

  • Measuring three types of literacy needed for todays jobs:
  • PROSE LITERACY reading and understanding
  • written text
  • DOCUMENT LITERACY understanding content
  • of common documents
  • QUANTITATIVE LITERACY merging knowledge
  • of numerical and word content

12. Grounded in Basic Skills &Higher Order Thinking Skills

  • Assessing for everydaybasic literacydemands ANDcognitive complexity
  • Literacy Level expanded
  • Aligned with the 2003NALS Reportto the Nation on Adult Literacy Performance
  • Higher level content matches theGED

13. Grade Level Range Changes TABELocator 14. Other Differences with 9/10

  • Administration and Scoring:
  • TABE PC&TABE Online(with diagnostic reports; Optional)
  • Accommodations materials (Accommodations Guide, large print edition, audiotapes, Braille)
  • New Answer Sheets (from 1 page to 2 pages)

15. Who Should Use the TABE? 16. Should my program be using TABE?PROGRAM TO USE ASSESSMENT TO USE SKILLS TESTED ABE programs for IncarceratedAdults Reading, Math or Writing ABE Workplace Educationprogramswith no accessto computers TABE 9/10, Complete Battery, LevelsE, M, D, A Reading, Math or Writing ABE Programs with learnersthat have students withwritingas a goal* (*Language Subtest only) Writing ABE Programs with learnersbelow GLE 2TABE 9/10, Complete Battery, Levels L(Reading only) Reading 17. Who should be tested using the TABE 9/10?STUDENTPOPULATION TABECOMPLETE BATTERY TEST/SUBTEST TO USE Reading Applied Math Math Computation Language (Writing) All ABE Students at GLE 0-1.9 LevelX ABE Students with Writing as a GoalX All Students in ABE Programs for Incarcerated Adults &WorkplaceEducation Programs X X X X 18.

  • Who shouldNOTbe tested with TABE?
  • ABE Students at GLE 2.0 + being
  • tested in Reading & Math
  • Students in ESOL classes

19. Administering the TABE 20. Pre-andPost- Testing

  • Pre-test within the first2 - 4 weeksof class
  • Recommended to p ost-test after4 monthsor
  • 65 hoursof instruction, whichever comes
  • first
  • DoNOTtest learners more thanthree times
  • in a fiscal year
  • The Sub-test(Reading, Math, Language)
  • for thepre-testMUST remain the same for
  • thepost-test

21. Pre-andPost- Testing (cont.)

  • Learners pre-testing at a score596 and above inReading ,595and above intotal Math(thats both Math scores combined), and586and above inLanguage ,place into the (NRS) High ASE level
  • These learners areexcludedfrom the program performance standard pre/post test %
  • These learners areNOTrequired to complete a post-test in their primary assessment area

22. Which Tests Should I Use? TABE Locator TABE Levels L (Literacy) E (Easy) M (Medium) D (Difficult) A (Advanced) 23. Before Administering the TABE

  • Must read theTABE Test Directions Booklet pp. 1-5, 10-13, and 15-16for Guidance on:
  • Test Materials Needed
  • Planning the Testing Schedule
  • Organizing the Testing Area
  • Preparing Students
  • Using Standard Testing Procedures
  • Accommodations


  • Tests must be administered as directed in theTABE Directions booklet.
  • Test Administrators must read scriptsexactlyas provided in theTest Directionsbooklet.
  • Schedule testingbreakswhen total testing time will exceed 60 minutes.
  • Theultimate responsibilityfor appropriate test use and interpretation rests with you.

Before Administering, contd. 25. Start with theLocator TABE Locator

  • Youmustuse the Locator score to determinewhat levelof test to give students next.

26. Locator Test Times * Students mayNOTbe allowed to continue past this time limit, unless accommodations are permitted. 27. Locator Test Times & Item CountsTEST FORMS 9/10 (37minutes, 40 itemstotal) FORMS 7/8 Reading 12 minutes 12 items 18 minutes 17 items Math ComputationApplied 5 minutes 8 items 8 minutes 8 items 16 minutes 18 items Language 12 minutes 12 items 15 minutes 15 items 28. Locator Test Analysis After scoring a students Locator test, use the chart from theTABE Complete Battery Test Directions Bookletto assign the proper TABE Level Complete Battery test. *Note that Locator test results may place the student in different level tests within subject areas. 29. On Locator cut points

  • The Locator test is built to measure awide range of
  • abilitywith a limited number of questions.
  • The information from the locator test about a
  • students level is avery rough estimate .
  • Therefore, the cut points areguidelines& should
  • be used along withany knowledge of the
  • examinee'sprevious test performanceto help
  • determine placement in TABE levels.

30. Administer the Appropriate Complete BatterySubtest(s) TABELocator 31. Complete Battery Test Times * Students mayNOTbe allowed to continue past the time limits of the individual tests, unless accommodations are permitted. 32. Complete Battery Test Times & Item Counts *no changes in 9/10TEST FORMS 9/10 FORMS 7/8 Reading 50 minutes 50 items 50 minutes 50 items Math ComputationApplied 24 minutes 40 items 50 minutes 50 items 24 minutes 40 items 50 minutes 50 items Language 55 minutes 55 items 55 minutes 55 items 33. Scoring & Reporting TABE Test Results 34. Scoring Specifics (non-Math)

  • Total the numbers of correct (NC) items on the test.
  • In theNorms Book , locate the appropriate Norms Table for the level of the Test you are scoring for Reading, Math Computation, Applied Math and/or Language.
  • Convert