(Revised April 2024)

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^®)
• ACT WorkKeys

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. For ACT, if testing sooner than 30 days after the previous administration, an alternate form must be used. 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, 2025)

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, 2025)

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, 2025)

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, 2025)

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 (until June 30, 2025)

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

ACT WorkKeys Approved for Use by WIOA Title II Funded Providers

WorkKeys Workplace: ABE, ASE

EFL	Scale Score Reading
ABE 1 - Beginning Literacy	N/A
ABE 2 - Beginning Basic	73-74
ABE 3 - Low Intermediate	75-77
ABE 4 - High Intermediate	78-80
ABE 5 - ASE Low	81-82
ABE 6 – ASE High	83-90

WorkKeys Applied Math: ABE, ASE

EFL	Scale Score Math
ABE 1 - Beginning Literacy	71-73
ABE 2 - Beginning Basic	74-78
ABE 3 - Low Intermediate	79-82
ABE 4 - High Intermediate	83-85
ABE 5 - ASE Low	86-87
ABE 6 – ASE High	88-90

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:

Comprehensive Adult Student Assessment Systems (CASAS)
5151 Murphy Canyon Rd., Suite 220
San Diego, CA 92123-4339
Telephone: (858) 292-2900 or (800) 255-1036
Email: casas@casas.org

For specific information about TABE assessments:

Data Recognition Corporation | CTB
13490 Bass Lake Road
Maple Grove, MN 55311
Telephone: (833) 867-5681

For specific information about WorkKeys assessments:
American College Testing (ACT)
500 ACT Drive
Iowa City, IA 52243
Telephone: (800) 967-5539
Email: workkeys@act.org

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
ACT WorkKeys Workplace Documents – alternate form after 30 days (4 forms, cannot reuse same before 6 months – ABE/ASE levels 2-6	After 30 hours of instruction	N/A
ACT Applied Math – alternate form after 30 days (4 forms, cannot reuse same before 6 months – All ABE & ASE Levels	After 30 hours of instruction	N/A

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, 2025)
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, 2025)
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 (until June 30, 2025)
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 (until June 30, 2025)
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 (until June 30, 2025)
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 (until June 30, 2025)
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 (until June 30, 2025)
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 (until June 30, 2025)
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 (until June 30, 2025)
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. Information Included for each assessment ACT WorkKeys

The ACT WorkKeys assessments 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 ACT assessments that have been sanctioned for use.

The ACT WorkKeys provides assessments in two skill areas, reading and math. The ACT WorkKeys Applied Math is approved for use for EFL levels ABE/ASE 1-6, and each level has four equivalent alternate forms (014, 015, 016, and 017). The ACT WorkKeys Workplace Documents assessment is approved for use for EFL levels ABE/ASE 2-6, and each level has four equivalent alternate forms (018, 019, 020, and 021). There is not an Appraisal or Locator test with WorkKeys.

The Graphic Literacy assessment through ACT is not NRS approved and cannot be used for measuring learner progress or for educational functioning level placement (but may be used to inform instruction).

ACT WorkKeys	Applied Math
Item Type/Content	Measures critical thinking, mathematical reasoning, and problem-solving techniques for situations that actually occur in today's workplace
Applicable Program(s)	ABE, ASE
Subject or Modality	Math
Version Availability	Computer-based (local computer and online)
Administration Time	55 minutes
Locator/Appraisal	There is not an Appraisal or Locator test with WorkKeys
Forms Available	014, 015, 016, and 017
Length before Post-test	30 hours recommended
Training Requirements	WorkKeys Training Website, Nevada specific training

ACT WorkKeys	Workplace Documents
Item Type/Content	Measures skills that individuals use when they read real workplace documents and use that information to make job-related decisions and solve problems. The documents include messages, emails, letters, directions, signs, bulletins, policies, websites, contracts, and regulations.
Applicable Program(s)	ABE, ASE
Subject or Modality	Reading
Version Availability	Computer-based (local computer and online)
Administration Time	55 minutes
Locator/Appraisal	There is not an Appraisal or Locator test with WorkKeys
Forms Available	018, 019, 020, and 021
Length before Post-test	30 hours recommended
Training Requirements	WorkKeys Training Website, Nevada specific training

F. Post-Testing

See Section 2, Uniform Test Administration Times, for post-testing requirements.

G. 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.

H. 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.

I. 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
ACT Homepage www.act.org

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.

J.  Nevada Required Training

The goals for agencies operating under Title II of the Workforce Innovation and Opportunity Act are:

1. To maintain the integrity and quality of the assessment process.
2. To ensure high quality assessment data.
3. To comply with state and federal guidelines and regulations.

CASAS Implementation, TABE, TABE CLAS-E, ACT WorkKeys, 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.
• ACT WorkKeys: Requires agency personnel to follow specific guidelines to be eligible to administer the ACT. Training is available through the ACT website.
• 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 – ACT WorkKeys

Audience: All assessment personnel using WorkKeys.

• WorkKeys Administration Training.

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 the 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 the 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.

ACT WorkKeys – Newly placed assessment personnel using the ACT system can receive training from trained agency staff. Training using the website should be completed as soon as possible, but no later than six (6) months after the 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 the 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 the 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 the Nevada Adult Education Office and the Office of Career, Technical, and Adult Education (OCTAE) and any additional training requirements are set forth.