NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1022] Re: Use of test sc

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From: Kroeger, Miriam (MKroege@ade.az.gov)
Date: Thu Mar 24 2005 - 16:04:35 EST


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From: "Kroeger, Miriam" <MKroege@ade.az.gov>
To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
Subject: [NIFL-ASSESSMENT:1022] Re: Use of test scores
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One of the things you have to remember with the TABE is that there are 5
levels of the tests - from Literacy through Advanced.  In AZ we have
determined "out of range" scale scores relative to the test level.  For
example, while a learner could score a 602 on an E level test, using
only the scale score would say the student is at ASE II, however the
difficulty of an E level test is nowhere near ASE II.  So a combination
of scale score and test level works better.   

I developed a tool that "reformatted" the item analysis that TABE has in
their Users Manual. I've had teachers use the reformatted tool, and they
really like it.  Basically it has the test,level,subject and objectives,
scale score for # correct, ABE/ASE level associated with the scale
score,item number, (place for the answer if your hand scoring),
subskill, and thinking skill and even grade equivalent associated with
the score for each question.  Since we use the Survey, I've reformatted
for Reading, Language and Math for TABE 7 and 8.  Somewhere I have it
for the complete battery, but not with the scale scores.  TABE has a
more sophisticated product - the Individual Diagnostic Profile. You want
to figure out the most useful tool, including "ease" of use, and you can
even develop a study plan.  This can get you and the learner to a
starting point.  The TABE User's Manual is worth the investment; it has
a lot of other good tools.

-Miriam Kroeger
Arizona

-----Original Message-----
From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On
Behalf Of KHennessy@LIMACITYSCHOOLS.ORG
Sent: Thursday, March 24, 2005 11:02 AM
To: Multiple recipients of list
Subject: [NIFL-ASSESSMENT:1019] Re: Use of test scores






List discussion regarding assessments,

  Here's what I feel is needed with the TABE and all assessments to
better facilitate instruction both as a group and as individual
instruction.
  Each question should be keyed to a specific skill that that question
is trying to measure, and that skill or skills could be listed in
numerical order so that if a student missed question number 7 in TABE 7-
M Language you would know that they may need to review the correct "use
of pronouns"
or "commas in a series" or whatever.
    The TABE gives a correlation chart but it is too general and not
formatted for easy information retrieval.
I made up my own for all of the TABE tests and all of the GED Practice
tests. I am not teaching to the test but rather teaching the skills that
that student missed.
   What is lacking in the TABE(which most ABLE programs use) is that
grade level scores do not indicate when the student is ready to take the
GED Practice test. This is why I use skills to measure when a student
should take the GED Practice test and not TABE scores. I have had some
students with a grade level score in Language of 5.2 take the GED
Practice test and pass it and go on to take the Official GED test and
pass that also with high scores. As of February's testing, our program
has 67 graduates with 42 of them having scores of over 500, and we have
2 with scores over 700. This systems works for us.

Kathy Hennessy
ABLE Coordinator
Lima City Schools



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