Transcript A Cookbook for a Successful Adult Education Program
Strengthening the Instructional Program Utilizing TABE ~~~ What to do with the Results and Why Julie Anne Kornahrens, Director Dorchester County Adult Education 1325 – A Boone Hill Rd.
Summerville, SC 29483 (843) 873 – 7372 [email protected]
Assessment Results
• Important Points to Remember – We don’t assess just to assess or to satisfy the requirements of the State Assessment Policy • We assess for appropriate program placement • We assess to be able to truly individualize instruction based on strengths / weaknesses – Results & student subtest report should be shared with the teachers and used to guide instruction and curriculum development – Score (subtest) reports & prescriptive reports should be used to guide appropriate placement in materials and instruction.
– Results tie directly to LACES & EFL gain • Meeting or exceeding program performance standards – Teacher training on how to interpret & use the results is CRITICAL • Let them know what reports they should get • Train them on the terminology Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
The Basics
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
TABE • Tests of Basic Skills in:
• Reading • Mathematics • Language
• Assesses skills in contexts relevant to adults: work, life skills & education.
• Provides norm-referenced & competency based information.
• Provides information useful in evaluating abilities and developing an individual study plan.
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Five Graduated Levels • Level L (Literacy)
• Content Grade Level Range
• Level E (Easy)
• Content Grade Level Range
• Level M (Medium)
• Content Grade Level Range
• Level D (Difficult)
• Content Grade Level Range
• Level A (Advance)
• Content Grade Level Range Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 0-1.9
2.0-3.9
4.0-5.9
6.0-8.9
9.0-12.9
Level L E M D A Grade Equivalent Vs. Grade Content Grade Content 0-1.9
2.0-3.9
4.0-5.9
Skills reflect what a student in that grade
6.0-8.9
should know
9.0-12.9
GE Range 0-4.9
0-6.9
0-9.9
0.7-12.9
1.1-12.9
Grade Content vs. Grade Equivalent: Level M may yield a GE of 9.9- Indicates how a student at Grade 9.9 is performing on a test meant for 4 th & 5 th grade students.
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Grade Equivalent Vs. Grade Content – An Example
Student takes Level M and scores an GE of 7.3 --- what does that mean? Is the student actually functioning at an 8.0 level?
Level M is written with a Grade Content for 4.0-5.9
Scoring a GE of 8.0 indicates how the student performed on a test with content/skills meant for 4 th & 5 th grade students. In this case, the GE 8.0 shows that the student surpassed the grade content/skill level of the 4 th /5 th grade students. It doesn’t necessarily mean that he/she is capable of performing this well on a test meant for 7 th grade students (Level D).
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Level L (Literacy) • Different from the other four levels.
• Has four subset categories
• Pre-reading skills • Reading Skills • Math Part 1 • Math Part 2
• Used to screen learners entering a literacy program.
• Prior to administering, student should read the TABE word list to informally determine the reading ability of the examinee.
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
TABE / LACES Relationship TABE
l L e v e C o m p l e t i o n
LACES
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
How Does Assessment Tie Into LACES? What Does It Look Like?
Student enters Conference with student. Primary Area of Instruction is Determined Instruction occurs in Assess Domain Pre-Test with TABE Appropriate Score Information given to LACES staff for data entry Scores/Reports to Teacher Assess Domain is Reflected in LACES. Teacher should be aware of the Assess Domain
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Post-Testing in Assess Domain occurs after required minimum number of instructional hours Level Completion or Gain!!!
How Does Assessment Tie Into LACES?
• Entering scores into LACES
– Focus on scale scores – Directors & Teachers should make the decision of which scores should be entered in LACES • All programs should have a clear process – Should be the lowest score unless student will be focusing on the other subject Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
How Does Assessment Tie Into LACES?
• Results are the backbone of performance • Results are entered and tracked in LACES
– Entry Level • The NRS level at which the student entered the program based on the area assessed during pretesting (AssessDomain) and chosen for instruction – AssessDomain • Indicated the area of pretest and posttest to determine gain. Therefore, for assessment purposes, this should be the primary area in which instruction will take place Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
How Does Assessment Tie Into LACES?
Entry Level: The NRS level at which the student entered the program based on the area assessed during pretesting (AssessDomain) and chosen for instruction AssessDomain: indicates the area of pretest and posttest to determine gain; therefore, should be a primary area in which instruction should take place Educational Level: the student’s CURRENT level – based on posttest data (remember: posttesting for NRS gain should occur in the same AssessDomain as used for pretesting!!!
Possible Scenarios: 1. Doesn’t get posttested: level stays same as entry level 2. Posttests & Doesn’t Make Gain: level stays same as entry level (no level change) 3. Posttests & Score is Lower than Pretest: level stays same as entry level (no level change) 4. Posttests & Makes Gain: level changes (is different) from that of entry level Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
ATTENTION! ATTENTION!
VIP column!!! This tells teacher what subject area is being tracked for pre test / posttest gain!!!
LACES Student Information Screen AssessDomain
: indicates the area of pretest and posttest to determine gain; therefore
, should be a primary area in which instruction should take place Entry Level
: The NRS level at which the student entered the program based on the area assessed during pretesting (AssessDomain) and chosen for instruction How many times the student has been assessed this FISCAL year (July 1, 20xx – June 30, 20xx)
AssessDomain
: indicates the area of pretest and posttest to Julie Anne Kornahrens, Director, Dorchester County Adult Education determine gain; therefore
, should be a primary area in which instruction should take place
August 21, 2011
Tells You How Many FUNDABLE Students You Have & Their Progress How many of the 256 students have completed their entry level?
How many of the 37 (column D) students moved into the next level?
Percentages of the 256 (column B) students who completed their entry level
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Tells You How Many Students Have Been Post-tested & Their Progress
56 out of 256 (from T4) have been post-tested 14% post-tested Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 64% of those post-tested have completed their entry level
What Reports Do We Get?
What Do They Tell Us?
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
From the Group Drop-Down Tab
Reports Generated from TestMate TABE
From the Student Drop-Down Tab Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Subtest Report
Accessed in Group Reports Menu and Student Command Menu Performance grouped by objective and item by item Percentage by each objective to show degree of mastery + = Mastered P = Partially Mastered - = Not Mastered Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Subtest Report -- What Does It Tell You?
Terminology Performance & Mastery
Performance grouped by objective and item by item Percentage by each objective to show degree of mastery (MST)
+
= Mastered
P
= Partially Mastered
-
= Not Mastered Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Reporting Terminology • • •
NC
- Number Correct
NA
- Number Attempted
SS- Scale Score • Ranges from 0-999 • Applied across all levels of TABE 9 & 10 for comparison.
• Added, subtracted, and averaged across test levels.
• Separate Scale Scores were developed for each content area
so cannot compare between content areas.
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
• Reporting Terminology
GE – Grade Equivalent – Ranges from 0-12.9
– Can be used for comparison within a subtest, but not across subtests.
– Level M may yield a GE of 9.9- Indicates how a student at Grade 9.9 is performing on a test meant for 4 th & 5 th grade students.
– If discussed with students (local program decision), the AE Talking Points/Guidelines should be adhered to so that this is done in a confidential, knowledgeable, accurate way – Test score information, including scale score & grade equivalent score, should only be recorded in the teacher folder and permanent record, NOT in the student work folder Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
List Report
• Accessed in Group Reports Menu Similar to a Teacher’s Grade Book Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Pre-Post Test Report
Accessed in Student Command Menu Compares a student’s pre and post test results on one report ID Number must match exactly in order to get pre post test results Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Item Analysis Report
Accessed in Group Reports Menu and Student Command Menu Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Turning the Focus to Instruction
Create an
Item Analysis Chart
for Planning Instruction Shows “at a glance” the individual areas in which a student needs to focus Create & Use a
TABE Study Guide
Gives an immediate assignment based on needed TABE Skills Incorporate
“TABE SKILL-TARGETED” Instruction
in EVERY LESSON Plan instructional time that is DEVOTED to TABE skills, either whole group, small group, or individually Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Creating an
to Instruction
• WHY Create Them?
– Gives an instant view of TABE skills on which to focus prior to post-testing – Gives teachers the opportunity to look at their entire class or select individuals performance on TABE Pre-test – Helps teachers plan instruction – Small group and/or entire class activities based on common skill weaknesses – Target specific weak skills utilizing the Study Guides / Pre-GED or GED books and – Form daily lesson plans – Provides a reference for pulling extra materials for supplemental practice – Shapes daily, direct instruction between teacher and student Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Turning the Focus to Instruction: Creating an
Item Analysis Chart
for Planning Instruction WHERE to find them?
In the front of some of the Instructional materials Links each question to targeted skill lessons in that publisher’s materials Used for an Individual Student Julie Anne Kornahrens, Director, Dorchester County Adult Education ApriAugust 21, 2011 Level D
Turning the Focus to Instruction: Creating an
Item Analysis Chart
for Planning Instruction WHERE to find them?
From the sample provided by Greenwood Adult Education This allows you to see skills for an entire class or group of students & plan instruction accordingly (whole group, small group, individual) Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Turning the Focus to Instruction: Creating an
Item Analysis Chart
for Planning Instruction WHERE to find them?
On the SCRAETAC website www.scraetac.org
TABE 9 & 10 Item Analysis Tools
Individual Item Analysis for Reading, Math Comp, and Applied Math Subtests of both TABE 9 & 10 All four (4) forms – E, M, D, & A – are included This TABE Item Analysis Tool, along with the Item Analysis Report generated from the TestMate software, can be used to gain more specific information about the individual student’s instructional needs.
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Turning the Focus to Instruction: Creating an
Item Analysis Chart
for Planning Instruction HOW to Create Them?
1. From TestMate for TABE software, generate an Item Analysis Report for an individual student. This report will show which questions were answered incorrectly on the TABE assessment.
2. Using either the publisher-printed, Greenwood Sample, or the correct TABE Item Analysis Tool from www.scraetac.org
, highlight or “x” the items that were answered incorrectly.
3. Your completed Item Analysis Chart now has more specific information about your individual student needs (i.e. a student may have mastery of adding/subtracting integers but not multiplying/subtracting integers) and will be able to provide more targeted instruction.
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Turning the Focus to Instruction: Creating & Using a
TABE Study Guide
• WHY Create Them?
– Provides relevant information to the student about areas of skill strength & weakness – Ties relevance to TABE skills & skills needed for other academic areas (e.g., HSAP, GED, WorkKeys, etc.) – Gives an immediate assignment – Focuses on appropriate TABE – Skill practice along with the use of pre-GED or GED materials – Gives instant success – Promotes student confidence Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Turning the Focus to Instruction: Creating & Using a
TABE Study Guide
WHERE to find them?
SCRAETAC.org
Study guides are available under “Instructional Resources” and then “TABE” Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
TABE 9 & 10 Study Guides
Individual Study Guides / Study Plans for o All four (4) forms – E, M, D, & A o Both levels – 9 & 10 o Contemporary / McGraw-Hill Materials o Steck-Vaughn Materials Facilitates “TABE SKILL-TARGETED” Instruction Gives instructors a ready-made resource to assist in individualizing instruction based on skills not mastered on TABE Pretest Should be incorporated into every classroom instructional plan, regardless of the final academic goal being achieved
Turning the Focus to Instruction: Creating & Using a
TABE Study Guide
WHERE to find them?
ITTS SkillsTutor • • • Based on TABE Scores, Create customized student prescriptions Create instructional lessons Study plans Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011 Web-based, Instructional programs purchased at the state level for local program use
TABE Results turn into Item Analysis turns into Item Analysis for Planning Instruction
C
Student Study Guide to Lead Instruction
l L e v e t i o n o m p l e
Student Study Guide turns into TABE Skill Targeted Instruction in EVERY Lesson Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
Assessment Results
• Results of both pre- and post-tests are important to the: – Learner : They should know the reason they are placed at a certain level, in certain materials, etc. They can also see how much progress they make.
– Teacher : Results should be used to guide instruction and curriculum development.
– Program : Critical for program improvement and accountability for achieving targeted outcomes.
Results should DRIVE the Instructional Program & TRANSLATE into POSITIVE Program Performance Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011
TABE ~~~ What to do with the Results and Why
Julie Anne Kornahrens, Director, Dorchester County Adult Education August 21, 2011