Adult Education and Family Literacy
Act Assessment Policy
(Revised August 2023)
700
East Fifth Street
Carson City, Nevada
89701-5096
(775) 687-7289
ADMINISTRATION
Nevada
Department of Education Administration:
Jhone
M. Ebert
Superintendent of Public Instruction
Craig
Statucki
Director, Office of Career Readiness, Adult Learning and Education Options
Interim Deputy Superintendent for
Educator Effectiveness and Family Engagement
Nancy Olsen
Adult Education Programs Supervisor, Office of Career Readiness, Adult Learning
and Education Options
Arianna
Florence
Business Process Analyst II, Office of
Career Readiness, Adult Learning and Education Options
The State of Nevada Department of Education is an equal
opportunity/affirmative action agency and does not discriminate on the basis of
race, color, religion, sex, sexual orientation, gender identity or expression,
age, disability, or national origin.
Introduction
This
document provides policy pertaining to standardized assessment practices in
Nevada’s adult education programs. It also fulfills the mandate from the U.S.
Department of Education, Division of Adult Education and Literacy (ED, DAEL)
that each state receiving Workforce Innovation and Opportunity Act Title II (WIOA)
funding develop, publish, and implement a written assessment policy on an annual
basis (Federal Register 34 CFR 462.40-462.44). The regulation requires states
to describe the assessments local programs are to use, when local programs are
to administer pretest and post-tests, training requirements for assessments,
and assessment administration and reporting requirements.
The Nevada Adult Education Office
requires all eligible adult education program providers to use standardized
assessment instruments from one or more of the following test publishers:
- Comprehensive Adult
Student Assessment Systems (CASAS®)
- DRC/CTB’s Tests of
Adult Basic Education (TABE®)
Program providers must use LiteracyPro
Systems' LACES (Literacy, Adult and Community Education System) data collection
and reporting software to report learner progress by educational functioning
levels.
All eligible adult education program
providers must use state approved instruments for state and federal reporting
requirements. The use of common assessment instruments based on standardized
scaled scores provides National Reporting System (NRS) standardized data and
progress reports across all of Nevada’s adult education providers.
Adult
education providers may use this document as the policy foundation, in
conjunction with publisher test administration manuals and professional
development materials, Nevada Adult Education & Family Literacy Act Handbook,
and regional training workshops to provide a basis for development of local
procedures, guidelines, and implementation practices.
Section 1: Introduction and Context
A. Need for Assessment Policy
Standardized,
ongoing assessment of learner progress is essential to ensure that all learners
become proficient in literacy and language skills. Adult education providers must
use assessment data to place learners at appropriate levels of instruction, to
diagnose learner strengths and weaknesses, to monitor progress, and to certify
learner mastery at specific levels of instruction or readiness to exit adult
education. To ensure assessment accuracy and consistency, Nevada prescribes
that WIOA funded adult education providers use assessments with proven validity
and reliability that correlate to the National Reporting System (NRS).
B. Purpose and Use of Standardized
Assessments
Subsequent
sections of this document provide a more detailed discussion of the purposes, descriptions,
policies, and test administration procedures of standardized assessments. In
general, assessments are used to ensure accuracy in adult learner placement, in
diagnosis of learner strengths and weaknesses, to inform instruction, in
monitoring progress, and in certifying learner mastery. Standardized
administration of tests and assessment results provide the basis for state and
federal accountability reporting.
Use of Informal Assessments
Nevada
encourages local adult education providers to use a variety of informal
assessments to monitor learning and inform instruction on a regular, ongoing
basis if they choose. This includes the use of teacher-made tests, unit tests,
portfolios, applied performance assessments, and learner observations.
C. Summary and Overview of
Standardized Assessments
This
document defines the Nevada assessment policy for the following WIOA Title II,
Adult Education and Family Literacy Act funded programs: Adult Basic Education
(ABE), English as a Second Language (ESL), Integrated English Language and
Civics Education (IELCE), and Adult Secondary Education (ASE). This document
identifies key assessment policies that support:
- Selection and use
of assessment instruments
- Test
administration, scoring, and reporting of test scores
- Use of test
results to inform instruction and improve programs
- Valid and reliable
assessment results and related information for accountability reports to local,
state, and federal funding sources and policymakers.
The
assessment policy includes the selection and use of appropriate learner
assessment and procedures for:
- Accurate learner
placement into instructional program and instructional level
- Diagnostic
information to inform instruction
- Pretesting and
post-testing to monitor progress toward goals
- Certification of
level and program completion
This policy
also includes staff training and test security requirements for all staff that administer
and use the results of standardized assessments.
Appraisal & Locator Tests: Initial Orientation and Determination
of Appropriate Pretest Level
Assessment
systems may include appraisal or locator tests which supply basic skill level
information for the individual. The test results guide placement into an
appropriate instructional program and identify the appropriate pretest level.
Appraisal and locator tests are not used to measure learner progress or to
determine educational functioning level placement. However, programs are
strongly encouraged to use the appraisal or locator tests (when available) to
ensure appropriate decisions regarding the administration of proper pretest
form. Test administration manuals include specific recommendations about which
pretest to administer, based on the appraisal or locator test score.
Progress Testing: Pretest and Post-Test
Adult education
providers should select a test series based on a learner’s goals and the
instructional focus of the program. CASAS and TABE publish tests that are
appropriate for all program types (Adult Basic Education (ABE), Adult Secondary
Education (ASE), Integrated English Language and Civics Education (IELCE), and
English as a Second Language (ESL)). Adult education providers should
administer pretests as soon as feasible after enrollment into a period of
participation to facilitate placing the learner into the appropriate
instructional level. (Pretests must be administered prior to twelve
instructional hours.) Adult education providers must administer post-tests at
the same level or a higher level than the pretest, depending on the pretest
score. CASAS users must use an alternate test form within the same test series
for post-testing. TABE 11&12 users must post-test with the alternate
parallel test form. TABE CLAS-E offers alternate test forms in each skill
level. With all systems, the post-test must be in the same skills area as the
pretest, that is, programs cannot use a reading pretest and a math post-test to
determine learner gains. Other sections of this document cover post-testing
policies and procedures in more detail.
Approved Assessment Systems
The following
tables provide a summary of the approved assessments in Nevada for ABE, ASE and
ESL instructional programs. More complete descriptions of each assessment are
provided in Section 3, Guidelines for Each Assessment.
CASAS
Series Approved for Use by WIOA Title II Funded Providers
CASAS Reading STEPS Series Subject: Reading Type of Learner:
ESL
EFL Level |
NRS Scaled Score |
ESL
1 - Beginning Literacy |
183
and below |
ESL
2 - Low Beginning |
184-196 |
ESL
3 - High Beginning |
197-206 |
ESL
4 - Low Intermediate |
207-216 |
ESL
5 - High Intermediate |
217-227 |
ESL
6 - Advanced |
228-238 |
Exit
Advanced ESL |
239
and above |
CASAS Listening STEPS Series Subject: Listening Type of
Learner: ESL
EFL Level |
NRS Scaled Score |
ESL
1 - Beginning Literacy |
181
and below |
ESL
2 - Low Beginning |
182
- 191 |
ESL
3 - High Beginning |
192
- 201 |
ESL
4 - Low Intermediate |
202
- 211 |
ESL
5 - High Intermediate |
212
- 221 |
ESL
6 - Advanced |
222
- 231 |
Exit
Advanced ESL |
232
and above |
CASAS Life & Work Series
Subject: Reading Type of Learner: ESL (until June 30, 2024)
EFL Level |
NRS Scaled Score |
ESL
1 - Beginning Literacy |
180
and below |
ESL
2 - Low Beginning |
181-190 |
ESL
3 - High Beginning |
191-200 |
ESL
4 - Low Intermediate |
201-210 |
ESL
5 - High Intermediate |
211-220 |
ESL
6 - Advanced |
221-235 |
CASAS Life & Work Series Subject: Listening Type of
Learner: ESL (until June 30, 2024)
EFL Level |
NRS Scaled Score |
ESL
1 - Beginning Literacy |
162
- 180 |
ESL
2 - Low Beginning |
181
- 189 |
ESL
3 - High Beginning |
190
- 199 |
ESL
4 - Low Intermediate |
200
- 209 |
ESL
5 - High Intermediate |
210
- 218 |
ESL
6 - Advanced |
219
- 227 |
CASAS 900 Series Math GOALS Subject: Math - Type of Learner:
ABE, ASE (until June 30, 2024)
EFL Level |
NRS Scaled Score |
ABE
1 - Beginning Literacy |
193
and below |
ABE
2 - Beginning Basic |
194
- 203 |
ABE
3 - Low Intermediate |
204
- 214 |
ABE
4 - High Intermediate |
215
- 225 |
ABE
5 - ASE Low |
226
- 235 |
ABE
6 – ASE High |
236
and above |
CASAS 900 Series Math GOALS 2 Subject: Math - Type of Learner:
ABE, ASE
EFL Level |
NRS Scaled Score |
ABE
1 - Beginning Literacy |
192
and below |
ABE
2 - Beginning Basic |
193
- 203 |
ABE
3 - Low Intermediate |
204
- 213 |
ABE
4 - High Intermediate |
214
- 224 |
ABE
5 - ASE Low |
225
- 235 |
ABE
6 – ASE High |
236
and above |
CASAS 900 Series Reading GOALS Subject: Reading - Type of
Learner: ABE, ASE
EFL Level |
NRS Scaled Score |
ABE
1 - Beginning Literacy |
203
and below |
ABE
2 - Beginning Basic |
204
- 216 |
ABE
3 - Low Intermediate |
217
- 227 |
ABE
4 - High Intermediate |
228
- 238 |
ABE
5 - ASE Low |
239
- 248 |
ABE
6 – ASE High |
249
and above |
TABE
CLAS-E Series Approved for Use by WIOA Title II Funded Providers
TABE CLAS-E – Reading/Writing (until June 30, 2024)
EFL |
Scale
Score Reading |
Scale
Score Writing |
Total
Scale Score |
ESL
1 - Beginning Literacy |
250-392 |
200-396 |
225-394 |
ESL
2 - Low Beginning |
393-436 |
397-445 |
395-441 |
ESL
3 - High Beginning |
437-476 |
446-488 |
442-482 |
ESL
4 - Low Intermediate |
477-508 |
489-520 |
483-514 |
ESL
5 - High Intermediate |
509-557 |
521-555 |
515-556 |
ESL
6 - Advanced |
558-588 |
556-612 |
557-600 |
TABE CLAS-E – Listening/Speaking (until June 30, 2024)
EFL |
Scale
Score Listening |
Scale
Score Speaking |
Total
Scale Score |
ESL
1 - Beginning Literacy |
230-389 |
231-425 |
230-407 |
ESL
2 - Low Beginning |
390-437 |
426-460 |
408-449 |
ESL
3 - High Beginning |
438-468 |
461-501 |
450-485 |
ESL
4 - Low Intermediate |
469-514 |
502-536 |
486-525 |
ESL
5 - High Intermediate |
515-549 |
537-567 |
526-558 |
ESL
6 - Advanced |
550-607 |
568-594 |
559-600 |
TABE 11&12 Series Approved for Use by WIOA Title II
Funded Providers
TABE Form 11 and 12
EFL |
Scale
Score Reading |
Scale
Score Math |
Scale
Score Language |
ABE
1 - Beginning Literacy |
300-441 |
300-448 |
300-457 |
ABE
2 - Beginning Basic |
442-500 |
449-495 |
458-510 |
ABE
3 - Low Intermediate |
501-535 |
496-536 |
511-546 |
ABE
4 - High Intermediate |
536-575 |
537-595 |
547-583 |
ABE
5 - ASE Low |
576-616 |
596-656 |
584-630 |
ABE
6 – ASE High |
617-800 |
657-800 |
631-800 |
D. Resources for Information and
Assistance
Individuals
requiring information or assistance related to assessment policy or procedures
in Nevada should contact the Nevada Adult Education Office at (775) 687-7289.
For specific
information about CASAS assessments:
CASAS
5151 Murphy
Canyon Rd., Suite 220
San Diego, CA
92123-4339
Telephone:
858-292-2900 or 1-800-255-1036
Email: casas@casas.org
For specific
information about TABE assessments:
Data
Recognition Corporation | CTB
20 Ryan Ranch
Road
Monterey, CA
93940 USA
Telephone:
800.538.9547
Email: Customer_Service_Ind@ctb.com
E. Validity and Reliability
Each test
publisher maintains its own information on the validity and reliability of its
instruments. All assessments authorized for use in Nevada have been approved by
the United States Department of Education, Office of Career, Technical, and
Adult Education.
Section 2: General Assessment Requirements
A.
Assessing Learners
All learners
reported in the NRS must be assessed using DAEL-approved standardized
assessments that meet NRS requirements and are sanctioned for use by Nevada.
B. Assessments Permitted
All assessments listed meet NRS requirements
and are sanctioned by Nevada. Local
programs may implement remote test proctoring using the assessments identified
in the Nevada Assessment Policy, in accordance with the test publisher’s
procedures for virtual testing. For
specific information on assessments permitted, refer to Section 3,
Guidelines for Each Assessment. Additionally, the assessments:
- Are appropriate
for measuring literacy and language development of adult learners.
- Have standardized administration
and scoring procedures
- Have alternate,
equivalent forms for pretest and post-testing
- Have evidence
linking them to the NRS Educational Functioning Levels.
Uniform Test Administration Times
Most
assessments include appraisal or locator tests that learners should take prior
to taking a pretest. Learners should take a pretest as soon as possible upon
entry into the program and before the occurrence of any substantial
instructional intervention (maximum of 12 instructional hours). Adult education
providers should assess learners in the areas that are the focus of
instruction, using an appropriate standardized test. Adult education providers
should administer post-tests, using an alternate form, at the end of a
semester, term, quarter, or other substantial block of instruction to document
learning gains.
Post-test Intervals for Each Assessment
Assessment Group |
Vendor Recommended Post-test Interval |
Vendor Minimum Post-test Interval |
TABE
11&12 – Learners
Pretesting into ABE Levels 1-4; Post-testing with an alternate form (ie. 11M
to 12M) |
After 60 hours of
instruction |
40-59 hours |
TABE
11&12 – Learners
Pretesting into ABE Levels 5-6; Post-testing with an alternate form (ie. 11M
to 12M) |
After 40 hours of
instruction |
30-39 hours |
TABE
11&12 – Learners
Pretesting into All Levels; Post-testing with same form (ie. 11M to 11M) |
After 120 hours of
instruction |
No Exception |
TABE
CLAS-E – Post-testing
with an alternate form (ie. A2 to B2) |
After 60 hours of
instruction |
50-59 hours |
TABE
CLAS-E – Post-testing
with same form (ie. A2 to A2) |
After 100 hours of
instruction |
No Exception |
CASAS (Life and Work
Listening and Reading) – All ESL Levels |
After 50 hours of
instruction |
40-49 hours |
CASAS (Reading for
Language Arts Secondary Level, GOALS Reading and Math) – All ABE & ASE
Levels |
After 50 hours of
instruction |
40-49 hours |
CASAS (GOALS 2 Math) –
All ABE & ASE Levels |
After 50 hours of
instruction |
40-49 hours |
CASAS (Reading STEPS) –
All ESL Levels |
After 50 hours of
instruction |
40-49 hours |
CASAS (Listening STEPS)
– All ESL Levels |
After 50 hours of
instruction |
40-49 hours |
Criteria for using the Minimum Post-test
Interval
Individual
learners who indicate they are leaving the program before the scheduled
post-test time may be assessed to maximize collection of paired test data. The
learner must have accrued the minimum required instructional hours.
Post-test
Reporting
Programs must
make every effort to ensure learners meet the recommended post-test interval. Post
testing following the minimum number of instructional hours should not be
common. State staff will monitor post testing hours. Programs found to be post
testing an unreasonable number of students prior to the publisher recommended will
receive technical assistance.
Retesting and Stop-Outs
Post-test
scores obtained at the end of a reporting period may serve as a pretest for the
next reporting period if the interim does not exceed 180 days. Similarly,
providers may use the most recent assessment results for “stop-outs” returning
to adult education classes if the last test administered does not exceed the
same 180-day window. The Nevada Adult Education Office has designed this policy
to reduce or eliminate unnecessary testing.
Required Pre‐/Post‐Match Percentages
Nevada
requires that local adult education providers have a pre‐post match of no
less than 70%. To achieve this goal, programs must adhere to post-testing
recommendations and retain their students for a sufficient length of time to
qualify for post-testing.
C. Training Requirements for
Administering Standardized Assessments
Nevada
requires that agency staff members who are directly involved in the student
assessment process receive implementation training. Training is required
to ensure accurate use of tests, appropriate interpretation of learner results,
and to maintain the integrity and quality of the assessment process. The
training program describes what trainings are required, who must be trained,
how often the trainings must occur, and who is authorized to provide training.
See F. Nevada
Required Training, for complete details.
Use of Assessment Instruments in Trainings
For training
purposes, instructors may examine assessment materials for review purposes
only. It is essential that this occurs in a controlled, supervised environment
with test security safeguards in place. Trainers should take special care to
ensure the collection of all test booklets at the completion of training.
D. Accommodations for Learners with
Disabilities or Other Special Needs
Accommodations
in testing alter the conditions for administering a test or change the nature
of an assessment instrument, allowing test takers with disabilities to
demonstrate their skills and abilities more accurately. Proper accommodations can
meet the needs of examinees without changing what the test measures.
Adult
education providers are responsible for providing fully accessible services and
for ensuring that these services meet reasonable criteria. Adult learners with
disabilities are responsible for requesting accommodations and for submitting
documentation of their disability at the time of registration, program entry,
or after diagnosis. Adult education providers should document the need to use a
learner accommodation in official learner records. The documentation must show
that the disability interferes with the learner’s ability to demonstrate
performance on the test. The information can come from a doctor’s report, a
diagnostic assessment from a certified professional, or other clinical records.
Accommodated
assessments shall be:
- In compliance with
accommodated testing guidelines, policies and procedures established by the
local education program.
- In compliance with
test publisher guidelines.
Use of Appropriate Test Forms
Test
publishers provide some tests in a format appropriate for learners with
disabilities, such as Braille tests and large-print tests. Please contact your
test publisher for information on other test formats. Alternate test formats
must meet standardized test development procedures. Do not change a test format
locally.
Section 3: Guidelines for Each Assessment
A. Test Administration Manuals
The Nevada
Adult Education Office requires that local adult education programs follow the
test administration guidelines provided by the test publisher. Local adult
education programs must have test administrative manuals on hand for each
assessment used in the program.
B. Information Included for Each
Assessment (CASAS)
CASAS Series Approved for Use by WIOA Title II Funded
Programs, provides
information about which assessments are appropriate for which learner populations.
The following provide detailed information about CASAS assessment series that
have been sanctioned for use.
CASAS |
Life and Work Reading Series (until June 30, 2024) |
Item
Type/Content |
Everyday
life and workplace reading skills |
Applicable
Program(s) |
ESL |
Subject
or Modality |
Reading |
Version
Availability |
Print
and Computer-based |
Administration
Time |
One
hour |
Locator/Appraisal |
Reading
Appraisal Form 80 |
Forms
Available |
81R,
82R, 81RX, 82RX, 83R, 84R, 85R*, 86R*, 185R, 186R, 187R, 188R (*workplace
focused) |
Length
before Post-test |
50
– 100 hours recommended
40 hours minimum |
Training
Requirements |
CASAS
Implementation Training, Nevada specific training |
CASAS |
Life and Work Listening Series (until June 30, 2024) |
Item
Type/Content |
Everyday
life and workplace listening skills |
Applicable
Program(s) |
ESL |
Subject
or Modality |
Listening |
Version
Availability |
Audio
CD and Computer-based |
Administration
Time |
40-50
Minutes |
Locator/Appraisal |
Appraisal
Form 80 |
Forms
Available |
981-986 |
Length
before Post-test |
50
– 100 hours 40 hours minimum |
Training
Requirements |
CASAS
Implementation Training, Nevada specific training |
CASAS |
Reading STEPS Series |
Item
Type/Content |
Everyday
life and workplace English language skills (Reading) |
Applicable
Program(s) |
ESL |
Subject
or Modality |
Reading |
Version
Availability |
Print
and Computer-based |
Administration
Time |
From
30 minutes to 75 minutes (depending on level) |
Appraisal |
Reading
Appraisal Form 619R |
Locator |
Reading
Locator Form 620R |
Forms
Available |
A
621R and 622R, B 623R and 624R, C 625R and 626R, D 627R and 628R, and E 629R
and 630R |
Length
before Post-test |
50
– 100 hours recommended
40 hours minimum |
Training
Requirements |
CASAS
Implementation Training, Nevada specific training |
CASAS |
Listening STEPS Series |
Item
Type/Content |
Everyday
life and workplace English language skills (Listening) |
Applicable
Program(s) |
ESL |
Subject
or Modality |
Listening |
Version
Availability |
Audio
CD and Computer-based |
Administration
Time |
From
28 minutes to 39 minutes (depending on level) |
Appraisal |
Appraisal
Form 619L |
Locator |
Locator
Form 620L |
Forms
Available |
A
621L and 622L, B 623L and 624L, C 625L and 626L, D 627L and 628L, and E 629L
and 630L |
Length
before Post-test |
50
– 100 hours 40 hours minimum |
Training
Requirements |
CASAS
Implementation Training, Nevada specific training |
CASAS |
GOALS Reading Series |
Item
Type/Content |
Vocabulary,
Comprehension and Higher Order Reading Skills |
Applicable
Program(s) |
ABE/ASE |
Subject
or Modality |
Reading |
Version
Availability |
Paper
and Computer-based |
Administration
Time |
60-75
Minutes |
Locator/Appraisal |
Appraisal
Form 900R |
Forms
Available |
901-908 |
Length
before Post-test |
50
– 100 hours recommended
40 hours minimum |
Training
Requirements |
CASAS
Implementation Training, Nevada specific training |
CASAS |
GOALS Math Series (until June 30, 2024) |
Item
Type/Content |
Real
world applications and word problems |
Applicable
Program(s) |
ABE/ASE |
Subject
or Modality |
Math |
Version
Availability |
Paper
and Computer-based |
Administration
Time |
60
Minutes for Level A/B and 75 Minutes for Level C/D |
Locator/Appraisal |
Appraisal
Form 900 |
Forms
Available |
900,
913, 914, 917, and 918 |
Length
before Post-test |
70
– 100 hours recommended 40 hours minimum |
Training
Requirements |
CASAS
Implementation Training, Nevada specific training |
CASAS |
GOALS 2 Math Series |
Item
Type/Content |
Everyday
life and workplace math skills |
Applicable
Program(s) |
ABE/ASE |
Subject
or Modality |
Math |
Version
Availability |
Paper
and Computer-based |
Administration
Time |
33
Minutes for Level A and 36 Minutes for Level B, C, and D |
Appraisal |
Appraisal
Form 919M |
Locator |
Locator
Form 920M |
Forms
Available |
A
921M and 922M, B 923M and 924M, C 925M and 926M, D 927M and 928M, and E 929M
and 930M |
Length
before Post-test |
70
– 100 hours recommended 40 hours minimum |
Training
Requirements |
CASAS
Implementation Training, Nevada specific training |
C. Information Included for Each
Assessment (TABE CLAS-E)
TABE CLAS-E Series Approved for Use by WIOA Title II
Funded Programs,
provides information about which assessments are appropriate for which learner
populations. The following tables provide detailed information about TABE
CLAS-E assessments that have been sanctioned for use.
TABE
CLAS-E provides assessments in four English language skill areas, reading,
listening, writing, and speaking. Each skill area has four difficulty levels
(1-4), and each level has two equivalent alternate forms (A, B). In addition to
the four test levels, there is the Locator Test, an optional test placement
tool, which is administered in two sections: The Locator Interview and the
Locator Test, each with two parts.
Programs
may assess learners in a single skill area or multiple skill areas, as
appropriate. Total scaled score ranges are used when the reading and listening
tests are given together and when the speaking and writing tests are given
together (see Tables above for NRS total scaled score ranges.) The writing
assessment consists of two parts, which must be administered together.
TABE |
CLAS-E Reading Test |
Item
Type/Content |
Language
proficiency of adult English language learners in the area of reading |
Applicable
Program(s) |
ESL |
Subject
or Modality |
Reading |
Version
Availability |
Print |
Administration
Time |
25
minutes |
Locator/Appraisal |
TABE
CLAS-E Locator |
Forms
Available |
A1,
A2, A3, A4, B1, B2, B3, B4 |
Length
before Post-test |
60
hours recommended 50 hours minimum |
Training
Requirements |
CLAS-E
DVD & Workbook, Nevada specific training |
TABE |
CLAS-E Listening Test |
Item
Type/Content |
Language
proficiency of adult English language learners in the area of listening |
Applicable
Program(s) |
ESL |
Subject
or Modality |
Listening |
Version
Availability |
Print
with audio media |
Administration
Time |
20
minutes |
Locator/Appraisal |
TABE
CLAS-E Locator with audio media |
Forms
Available |
A1,
A2, A3, A4, B1, B2, B3, B4 |
Length
before Post-test |
60
hours recommended 50 hours minimum |
Training
Requirements |
CLAS-E
DVD & Workbook, Nevada specific training |
TABE |
CLAS-E Speaking Test |
Item
Type/Content |
Language
proficiency of adult English language learners in the area of speaking |
Applicable
Program(s) |
ESL |
Subject
or Modality |
Speaking |
Version
Availability |
Print |
Administration
Time |
15
minutes |
Locator/Appraisal |
TABE
CLAS-E Locator |
Forms
Available |
A1,
A2, A3, A4, B1, B2, B3, B4 |
Length
before Post-test |
60
hours recommended 50 hours minimum |
Training
Requirements |
CLAS-E
DVD & Workbook, Nevada specific training |
TABE |
CLAS-E Writing Test |
Item
Type/Content |
Language
proficiency of adult English language learners in the area of writing |
Applicable
Program(s) |
ESL |
Subject
or Modality |
Writing |
Version
Availability |
Print |
Administration
Time |
47
minutes (Writing Mechanics: 20 minutes; Expository Writing Folio: 27 minutes) |
Locator/Appraisal |
TABE
CLAS-E Locator |
Forms
Available |
A1,
A2, A3, A4, B1, B2, B3, B4 |
Length
before Post-test |
60
hours recommended 50 hours minimum |
Training
Requirements |
CLAS-E
DVD & Workbook, Nevada specific training |
D. Information Included for TABE
11&12
TABE 11&12 Series Approved for
Use by WIOA Title II Funded Programs provides information about which
assessments are appropriate for which learner populations. The following tables
provide detailed information about TABE assessments that have been sanctioned
for use.
Vocabulary,
Language Mechanics, and Spelling are optional tests available in the complete
battery that cannot be used for measuring learner progress or for educational
functioning level placement.
TABE
Computer Adaptive test is not authorized by DAEL for NRS reporting purposes.
TABE 11/12 |
Language Test |
Item
Type/Content |
Use,
mechanics, formation, and development of English in life and work |
Applicable
Program(s) |
ABE,
ASE |
Subject
or Modality |
Language |
Version
Availability |
Print
and Computer-based (TABE PC and TABE Online) |
Administration
Time |
Complete
Battery: 55 minutes |
Locator/Appraisal |
TABE
Locator |
Forms
Available |
11,
12 (Levels L, E, M, D, A) |
Length
before Post-test |
60
hours recommended for learners pre-testing in NRS levels 1-4; 40 hours
minimum, 30-59 hours for learners pre-testing in NRS 5-6 |
Training
Requirements |
TABE
DVD & Workbook, Nevada specific training |
TABE 11/12 |
Reading Test |
Item
Type/Content |
Reading
items from everyday life and work, fictional and non-fictional |
Applicable
Program(s) |
ABE,
ASE |
Subject
or Modality |
Reading |
Version
Availability |
Print
and Computer-based (TABE PC and TABE Online) |
Administration
Time |
Complete
Battery: 100 minutes |
Locator/Appraisal |
TABE
Locator |
Forms
Available |
11,
12 (Levels L, E, M, D, A) |
Length
before Post-test |
50
– 60 hours recommended for learners pre-testing in NRS levels 1-4; 40 hours
minimum 30-59 hours for learners pre-testing in NRS 5-6 |
Training
Requirements |
TABE
DVD & Workbook, Nevada specific training |
TABE 11/12 |
Mathematics Test |
Item
Type/Content |
Mathematical
items from life, work and other familiar contexts |
Applicable
Program(s) |
ABE,
ASE |
Subject
or Modality |
Math |
Version
Availability |
Print
and Computer-based (local computer and online) |
Administration
Time |
Complete
Battery: 65 minutes |
Locator/Appraisal |
TABE
Locator |
Forms
Available |
11,
12 (Levels L, E, M, D, A) |
Length
before Post-test |
50
– 60 hours recommended for learners pre-testing in NRS levels 1-4; 40 hours
minimum, 30-59 hours for learners pre-testing in NRS 5-6 |
Training
Requirements |
TABE
DVD & Workbook, Nevada specific training |
E. Post-Testing
See Section 2,
Uniform Test Administration Times, for post-testing requirements.
F. Raw Score Conversion and Using
Scale Scores to Place Learners into NRS Levels
Each
Test publisher provides charts and guidelines for converting raw scores to
scale scores. Nevada requires adult education providers to use these as
reference points. All test publishers have subdivided scaled score ranges to
correspond to the NRS levels.
NRS
guidelines require appropriate placement of learners. Adult literacy providers
should use the skill area (for example, reading, or math) with the lower
pretest score to place learners. Learners should be pre and post tested in
multiple subject areas to maximize the likelihood of achieving a measurable
skills gain.
G. Test Security Agreements
Nevada
requires that all WIOA Title II funded adult education providers sign an annual
test security agreement. This agreement includes the following stipulations:
- The local adult
education program director assumes responsibility for safeguarding all
assessment materials, including test administration manuals and answer sheets
which contain marks or responses.
- All assessment
materials should be stored in a locked, preferably fireproof, file cabinet
accessible to the program director and/or the director’s designee(s).
- Staff members who
administer assessments should return all materials immediately after use to the
program director or the director’s designees.
- All answer sheets
and writing samples are treated as confidential until destroyed.
- Duplication of any
test form or any portion of any test form for any reason is prohibited.
- Defaced materials
may not be destroyed unless authorized by the Nevada Adult Education Office.
- Adult education providers
may not use displays, questions, or answers that appear on any test to create
materials designed to teach or prepare learners to answer test items. Instead,
programs should use instructional resources provided by the respective test
publisher, and other support materials to link standards, curriculum,
assessment, and instruction.
H. Quality Control Procedures
Entry
of Assessment Data
Nevada
requires adult education providers to enter assessment data into the LACES database
within two weeks of the test date.
The
Nevada Adult Education Office uses the following quality control procedures to
ensure appropriate local assessment and data collection:
- The LACES data
system has error checks programmed into the system related to assessment
reporting. Out-of-range scale scores, incorrect forms, and inappropriate
post-test times are recognized by the system so that the local program will
know when an assessment has been administered improperly. Additionally, the
data system provides exports of data and reports with detailed information
related to learner, staff, and class performance related to assessments. Local
programs should review these reports after each entry of learner assessment
information to identify areas for improvement in assessment administration and
instructor performance.
- Statewide
quarterly desk reviews of data assists in the monitoring of the data collecting
and reporting process and in identifying data collection and assessment issues
that may need to be addressed through targeted training and technical
assistance. Monitoring of funded agencies also includes onsite verification
that local providers have policies and procedures in place to ensure accurate
and complete data collection and to ensure the appropriate administration,
scoring and reporting of assessment results.
Purchasing Procedures for Each Assessment
Nevada
requires programs to order assessments authorized for use directly from the
test publisher.
Please refer to
the publisher’s website for ordering information.
CASAS Homepage www.casas.org
TABE Homepage www.tabetest.com
Improper use of Assessments
- Teaching to the
actual test item
- Copying and
distributing a test item or test booklet as a study guide to unauthorized
personnel or learners prior to or after test administration.
- Administering a
lower-level test to artificially increase the learning gain between pre- and
post-tests.
- Reducing the
amount of time given on a pretest while increasing the amount of time on a
post-test.
- Deleting test
answers on the pretest to lower the test score.
- Deleting accurate
tests to manipulate the learning gains.
- Duplicating or
copying the test of one learner and replacing the identification number with
that of another learner.
- Altering test
items or test score information.
- Providing the
answers to test questions.
- Translating test
items and answers into another language.
- Administering
tests in quick succession without sufficient time for instructional
intervention to maximize gains.
- Failing to
administer tests at specific agency sites or in certain program areas.
- Excluding certain
individuals or groups who have attended 12 hours or more from testing.
I. Nevada Required Training
The goals for
agencies operating under Title II of the Workforce Innovation and Opportunity
Act are:
- To maintain the
integrity and quality of the assessment process.
- To ensure high
quality assessment data.
- To comply with state
and federal guidelines and regulations.
CASAS
Implementation, TABE, TABE CLAS-E, LACES Trainings
Trainings are
designed to include the various requirements of:
- Comprehensive Adult Student Assessment
Systems® (CASAS):
Requires agency personnel to have CASAS Implementation Training (IT) before ordering
and administering tests.
- DRC: Requires agency personnel to
follow specific guidelines to be eligible to administer the Tests of Adult Basic
Education (TABE) or TABE CLAS-E. TABE DRC Staff Development Workbook and DVD
for both TABE and TABE CLAS-E
- LiteracyPro Systems, Inc: Requires
that Nevada Data/MIS operators receive training in the LiteracyPro Systems
LACES software system.
- Code of Federal
Regulations (34 CFR 462.40-462.44): Requires that assessment training include:
- NRS policy,
accountability policies and data collection process.
- Definitions of
measures.
- Conducting
assessments.
Personnel
Requiring Training
All personnel
(paid staff or volunteers) directly involved in the assessment process are
considered assessment personnel and must receive required training. This
includes but is not limited to directors, coordinators, navigators, teachers,
instructors, tutors, test administrators, test scorers, and data managers.
Personnel are
considered directly involved if they:
- Administer or
score assessments.
- Compile or
interpret reports using assessment data.
- Make decisions on
placement, advancement, or the determination of next test level.
- Make instructional program planning
decisions.
Data
personnel may or may not qualify as assessment personnel. Additional training
requirements are set forth for data personnel. Staff members are considered
data personnel if they directly administer or operate the LACES database
system.
Exclusions:
- Teacher’s aides
and helpers under the direct supervision of trained personnel.
- Data entry clerks
under the direct supervision of trained personnel.
Agencies
must comply with all assessment vendor training requirements for any assessment
instrument used.
Approved Nevada Assessment Trainings
Nevada Assessment
Training - Basics
Audience: All
assessment personnel.
- Administering
assessments.
- Interpreting
assessment results.
- NRS policy, accountability
policies and data collection process.
- Definitions of
measures.
Nevada Assessment
Training - CASAS
Audience: All
assessment personnel using CASAS.
- CASAS Implementation Training.
Nevada
Assessment Training – TABE and TABE CLAS-E
Audience: All
assessment personnel using TABE or TABE CLAS-E.
- TABE DVD &
Workbook.
- TABE CLAS-E DVD
& Workbook.
Nevada
Assessment Training – Administrators
Directors need
to have a comprehensive overview of the approved assessments and policies.
Audience:
Agency directors and upper-level agency administrators.
- Nevada Assessment
Policy and other Nevada policies relating to assessments.
- NRS policy,
accountability policies and data collection process.
- Definitions of
measures.
Nevada NRS/MIS
Training
Audience: All
data personnel and agency administrators.
- Nevada policy, NRS
policy, accountability policies, and data collection process.
- Definitions of
measures.
- Using data to
improve program performance.
- Updates and
changes to the LACES software.
LACES
Database Training
Audience: All
data personnel.
- Essential concepts
of using the database.
- Adult education
program data entry timeframes.
- Report generation.
- Error checking and
correction.
Data Personnel
Refresher Training and Activities
Audience: All
data personnel.
- Participation in a
LiteracyPro Systems provided LACES training or other LACES training conducted
by state staff.
- Participation in a
test publisher sponsored training on the administration of their assessment
product.
- Participation in a
state-sponsored training.
Procedures and Timelines
Assessment
Personnel
Basics –
Newly placed assessment personnel receive training from trained agency staff.
Formal training should occur as soon as possible, but no later than six (6)
months after placement date. Personnel are not required to repeat the training
unless deemed necessary due to significant changes.
CASAS –
Newly placed assessment personnel using CASAS can receive training from trained
agency staff. CASAS Implementation Training should occur as soon as
possible, but no later than six (6) months after placement date. Personnel are
not required to repeat the training unless deemed necessary due to significant
changes.
TABE –
Newly placed assessment personnel using the TABE system can receive training
from trained agency staff. Training using the TABE DVD & Workbook should
be completed as soon as possible, but no later than six (6) months after
placement date. Personnel are not required to repeat the training unless deemed
necessary due to significant changes.
Admin – Newly placed agency directors can
receive training from trained agency staff. Formal training should occur as
soon as possible, but no later than three (3) months after placement date. Personnel
are not required to repeat the training unless deemed necessary due to
significant changes.
Data
Personnel
LACES Database Training – Newly placed personnel can receive training from
trained agency staff. Formal training should occur as soon as possible, but no
later than three (3) months after placement date. Data personnel are required
to attend annual LiteracyPro Systems, Inc. provided training.
On-going Training – Data managers are required to participate in regular
Nevada LACES User Group (NLUG) meetings and the annual Nevada LiteracyPro
Systems, Inc. provided training.
LACES
Database Training
This
training is offered as needed by state trainers and is also available in
multiple formats directly from LiteracyPro Systems.
Scheduled
training event dates are published in the Nevada Calendar at www.nevadaadulteducation.org.
Fiscal
Responsibility
Required
trainings are typically provided at no cost to attendees. Costs associated with
attending the trainings, such as registration fees for vendor-sponsored events,
travel, lodging, food, and other per diem expenses are the responsibility of
the local educational agency and/or the attendee.
Accountability
It is the
responsibility of each local educational agency to maintain a listing of each
staff member’s hire date, training requirements, and training history. It is
preferred that you maintain this documentation within LACES by uploading it
into the “Documents” area – click on the “Staff” tab at the top of the page, select
the appropriate staff member (or add new if that’s appropriate) and insert
those documents within the “Documents” area of the “Staff Data” tab.
Notes
Newly introduced assessment instruments cannot be
implemented until they are approved by Nevada Adult Education Office and the
Office of Career, Technical, and Adult Education (OCTAE) and any additional
training requirements are set forth.