National Summer Institute June Allison Pickering, Vice Principal Escondido Adult School Escondido, California

Transcription

1 Using CASAS Test Results National Summer Institute June 2008 Allison Pickering, Vice Principal Escondido Adult School Escondido, California

2 The Four Key Components of CASAS Assessment Appraisal tests Progress tests: pre and post tests Curriculum CASAS Competencies CASAS Basic Skills Content Standards Instruction QuickSearch Online! Accountability TOPSpro reports Manual reports 2

3 Key Component: Assessment CASAS Assessments: Reading Math Listening Speaking Writing Critical thinking Citizenship preparation Spanish language Secondary level subjects Special Needs Braille reading (Level A/B) 3

4 Overview of CASAS Test Series Level Beg. Literacy A Life & Work 27R, 28R 81R, 82R Reading ECS WLS Citizenship 27R, 28R 11R, 12R 27R, 28R 11R, 12R 27R, 28R 951R, 952R AX 81X. 82X 951X, 952X B C D 83R, 84R 85R, 86R, 185R, 186R 187R, 188R 13R, 14R, 114R 15R, 16R, 116R 17R, 18R 213R, 214R 215R, 216R 17R, 18R Level A B C D Level Listening Life Skills A 51L, 52L ECS 51L, 52L Life & Work 81L, 82L B 53L, 63L, 83L, 54L 64L 84L C 55L, 56L Life Skills Math ECS 65L, 66L WLS 31M, 11M, 11M, 32M 12M 12M 33M, 34M 13M, 14M 213M, 214M 35M, 15M, 215M, 36M 16M 216M 37M, 38M 17M, 18M 17M, 18M 85L, 86L Life & Work Future development 4

5 The Assessment Process 1. PLACE 2. DIAGNOSE 3. INSTRUCT 4. MONITOR Screening or Appraisal Determine appropriate level placement Identify the correct pretest level Pretest Establish a baseline score Diagnose learning needs Instruction hours Target pretest competencies Post Test Select based on pretest score. Monitor progress 5

6 Scale Score Ranges Appraisals (Placement Tests) Level B Progress Tests (Pre- and Post-Tests) Appraisal test items are widely distributed along the CASAS scale. Items range from very easy items to difficult items. Progress test t items are clustered at a specific level, l usually A to D. 6

7 Skill Level Descriptors for ABE C employees; Advanced Basic Skills Can handle most routine reading, writing, and computational tasks related to their life roles. Can interpret routine charts, graphs, and labels; read and interpret a simple handbook for interpret a payroll stub; complete an order form and do calculations; compute tips; reconcile a bank statement; fill out medical information forms and job applications. Can follow multi-step diagrams and written instructions; maintain a family budget; and write a simple accident or incident report. Can handle jobs and job training situations that involve following oral and simple written instructions and diagrams. Persons at the upper end of this score range are able to begin GED preparation. Intermediate Basic Skills Can handle basic reading, writing, and computational tasks related to life roles. Can read and interpret simplified and some authentic materials on familiar topics. Can interpret simple charts, graphs, and labels; interpret a basic payroll stub; follow basic written instructions and diagrams. Can complete a simple order form and do calculations; fill out basic medical information forms and basic job applications; follow basic oral and written instructions and diagrams. Can handle jobs and/or job training that involve following basic oral or written instructions and diagrams if they can be clarified orally. B Beginning g Basic Skills Can fill out simple forms requiring basic personal information, write a simple list or telephone message, calculate a single simple operation when numbers are given, and make simple change. Can read and interpret simple sentences on familiar topics. Can read and interpret simple directions, signs, maps, and simple menus. Can handle entry level jobs that involve some simple written communication. Excerpt from the Skill Level Descriptors for ABE Download the Skill Level Descriptors from 7

8 Key Component: Curriculum CASAS Competencies These competencies identify essential skills for life and work. ok CASAS test items align to the competencies. More than 300 competencies in nine content areas. 8

9 Curriculum: CASAS Competencies 0. Basic Communication 1. Consumer Economics 2. Community Resources 3. Health 4. Employment 5. Government and Law 6. Math 7. Learning and Thinking Skills 8. Independent Living Competency statements are updated and revalidated in response to program and learner needs. Visit to access the complete set of competencies. 9

10 Curriculum: Competency Coding System The fourth digit shows the task area. (See next slide) Content Area 3. Health Competency Area 3.4 Understand basic health & safety procedures Competency Statements Interpret product label directions and safety warnings Identify safety measures that can prevent accidents and injuries i Read product label 10

11 Curriculum: Task Areas 1. Forms 2. Charts, maps, consumer billings, matrices, graphs, or tables 3. Stories, articles, paragraphs, sentences, directions, or pictures 4. Signs, price tags, ads, or product labels 5. Measurement scales and diagrams 6. Selection of correct picture or response from oral cue 11

12 Key Component: Accountability Software Compiles and scores student assessment results Provides more than 150 reports analyzing test data Tracks student progress 12

13 Accountability with TOPSpro: Sampling of Reports for Teachers Class Performance by Competency Class Profile by Competency Student Performance by Competency Class Roster Student Test Summary Suggested Next Test Level Detail 13

14 Class Performance by Competency 14

15 Class Profile by Competency 15

16 Student Performance by Competency 16

17 Class Roster 17

18 Student Test Summary by Class 18

19 Suggested Next Test Level Detail 19

20 Suggested Next Test Chart Life Skills Appraisal Life Skills Appraisal Form 30 Reading Level Life & Work ECS WLS Citizenship Beg. Literacy 27R, 28R 27R, 28R 27R, 28R 27R, 28R A 81R, 82R 11R, 12R 11R, 12R 951R, 952R AX 81X. 82X 951X, 952X B C 83R, 84R 13R, 14R, 114R 213R, 214R 85R, 86R, 15R, 16R, 215R, 185R, 186R 116R 216R D 187R, 188R 17R, 18R 17R, 18R 20

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22 Using the TOPSpro Suggested Next Test Reports Use the CASAS TOPSpro Suggested Next Test Reports to select the appropriate pre- and posttests for these students. Tian Li takes a Life Skills Appraisal and scores 196 on the reading and 216 on the math. Which level reading pretest should Tian Li take? Which Life and Work test form/s would be appropriate? Which h level l math pretest t should Tian Li take? Which Life Skills math test form/s are appropriate? Aziza takes an ESL Appraisal and scores 209 on the reading and 193 on the listening. Which level reading pretest should Aziza take? Which Life and Work test forms are appropriate? Which level listening pretest should Aziza take? Which Life Skills test forms are appropriate? Aziza takes Life and Work reading and Life Skills listening pretests. She scored 210 on her reading test and 196 on her listening test. Which Life and Work reading post-test should Aziza take? Which Life Skills listening post-test should Aziza take? Test Administration 22

23 Key Component: Instructional Support QuickSearch Online! Searchable database online ( Identifies effective instructional materials and aligns materials to CASAS Competencies Visit to access these and other instructional support materials: Sample classroom reports generated from TOPSpro software Bibliography of Citizenship Materials Aligning CASAS Competencies and Assessments to Basic Skills Content Standards 23

24 Instructional Support: QuickSearch Online! Quick, easy online access to database of more than 2,300 instructional materials Includes print, audio, video, and software materials Search by Titles Competencies Program, Level, and Skill Publisher CASAS Tests 24

25 Welcome to QuickSearch Online! 25

26 Search by CASAS Competencies 26

27 Search by Test Series 27

28 Sample QuickSearch Report 28

29 Developing a Lesson Plan Follow these steps in your lesson planning sequence. Competency Objectives: Identify the focus of the activity and how learning will be measured. CASAS code #: Level: Sub Skills/Basic Skills: Reading Writing Math Other What skills are involved in the lesson? Warm up/ Introduction: Establish purpose of lesson. Review previously learned materials. Prepare for new lesson. Presentation: Introduce new information and skills using a variety of activities and techniques. Practice: Provide students with an opportunity to practice the new information and skills by integrating the new information in a controlled context (e.g., workshops, problem solving). During the practice, monitor students and provide feedback. Application/Transfer: Assess the students and provide feedback. Students apply new skills and knowledge to (Assessment): workplace materials. Resources: What resources best support and enhance the chosen lesson objectives? A single class period is not always limited to one objective. Conversely, the sequence may be spread over several class periods. However, each objective should follow the same sequence. 29

30 Example of a Lesson Plan Remember to follow these steps in your lesson planning sequence. Competency Objectives: The student will be able to complete a change of personal information form. CASAS code #: Level: Sub Skills/Basic Skills: Reading Writing Math Other Reading, use chart, print legibly, proofreading Warm up/ Introduction: Review general information about filling out forms. Make list of places to be notified of change of address. Introduce post office form. Presentation: Go over different sections of the form and show students how to use them. Practice: Students complete worksheets while instructor monitors them and provides feedback. Application/Transfer: Have students complete a post office change of address form. Have them use a fictitious address (Note: use actual postal forms if possible.) Have students complete a change of personal information form. Resources: Change of address form, change of personal information form A single class period is not always limited to one objective. Conversely, the sequence may be spread over several class periods. However, each objective should follow the same sequence. 30

31 Lesson Plan Follow these steps for your lesson planning sequence. Competency Objectives: CASAS code #: Level: Sub Skills/Basic Skills: Reading Writing Math Other Warm up/ Introduction: Presentation: Practice: Application/Transfer (Assessment): Resources: A single class period is not always limited to one objective. Conversely, the sequence may be spread over several class periods. However, each objective should follow the same sequence. 31