New Questions:

GROWTH
How is growth measured as defined by the test developer?
What are the DC averages?
What is the national average or norm?
WHAT IS YOUR SUGGESTION FOR AN ACHIEVABLE TARGET/MINIMUM LEVEL ACCEPTABLE FOR GROWTH? (so if we go with a yes/no dichotomous scoring scheme)
WHAT IS YOU SUGGESTION FOR A REACH/IDEAL TARGET FOR GROWTH? (so if we go with a low/mid/high performance three tiered scoring scheme)


GROWTH
How is growth measured as defined by the test developer?

5 scale score points for students pre-testing in the scale score range of 210 and below

3 scale score points for students pre-testing in the scale score range of 211 and above

STATE/NATIONAL DATA

CASAS provided information on scale score gain from California which is the state where CASAS originated and it serves one-fourth of the adults enrolled in WIA Title II programs nationally.

California WIA, Title II
Program Year 2009-10
EFL Levels
5 Point Gain Percent
ABE Beg Lit
62.3%
ABE Beg
69.2%
ESL Beg Lit
89.7%
ESL Low Beg
85.1%
ESL High Beg
77.5%
ESL Int Low
65.2%
Total
71.7%
EFL Levels
3 Point Gain Percent
ABE Int Low
75.5%
ABE Int High
67.1%
ASE Low
57.6%
ASE High
41.5%
ESL Int High
68.6%
ESL Advanced
60.6%
Total
64.8%



WHAT IS YOUR SUGGESTION FOR AN ACHIEVABLE TARGET/MINIMUM LEVEL ACCEPTABLE FOR GROWTH? (so if we go with a yes/no dichotomous scoring scheme)

Learners pre-testing at 210 and below who gain 5 points and learners pre-testing at 211+ who gain 3 points:

ABE/ASE: 60%

ESL: 65%

WHAT IS YOUR SUGGESTION FOR A REACH/IDEAL TARGET FOR GROWTH? (so if we go with a low/mid/high performance three tiered scoring scheme)

Learners pre-testing at 210 and below who gain 5 points and learners pre-testing at 211+ who gain 3 points:

ABE/ASE: low= 0-49%, mid=50-64%, high=65% or above

ESL: low=0-54%, mid=55-69%, high=70% or above


ACHIEVEMENT
How is achievement measured as defined by the test developer?
What are the DC averages?
What is the national average or norm?
WHAT IS YOUR SUGGESTION FOR AN ACHIEVABLE TARGET/MINIMUM LEVEL ACCEPTABLE FOR ACHIEVEMENT? (so if we go with a yes/no dichotomous scoring scheme)
WHAT IS YOU SUGGESTION FOR A REACH/IDEAL TARGET FOR ACHIEVEMENT? (so if we go with a low/mid/high performance three tiered scoring scheme)

ACHIEVEMENT
How is achievement measured as defined by the test developer?
Educational Functioning Level completion
STATE/NATIONAL DATA:
National data available includes a wide range of assessments, not just CASAS. But several states use CASAS exclusively. One is California which serves one-fourth of the nation’s adults in WIA Title II programs and has a large ESL population. It is also the state in which CASAS was developed. Another state that uses CASAS exclusively and serves a population similar to DC (according to CASAS) is Connecticut. Washington State is also included.
State
Post-tested
Completed EFL
%
Post-tested
Completed EFL
%
Post-tested
Completed EFL
%

ABE/ASE
ESL
Both
DC
3,300
1,474
45%
2,907
2,019
69%
6,207
3,493
56%
CA
281,738
156,486
56%
719,824
463,275
64%
1,001,562
619,761
62%
CT
26,111
16,009
61%
27,969
17,099
61%
54,080
33,108
61%
WA
44,784
23,028
51%
68,806
42,382
62%
113,590
65,410
58%

355,933
196,997
55%
819,506
524,775
64%
1,175,439
721,772
61%

WHAT IS YOUR SUGGESTION FOR AN ACHIEVABLE TARGET/MINIMUM LEVEL ACCEPTABLE FOR ACHIEVEMENT? (so if we go with a yes/no dichotomous scoring scheme)

50% for ABE
60% for ESL
WHAT IS YOUR SUGGESTION FOR A REACH/IDEAL TARGET FOR ACHIEVEMENT? (so if we go with a low/mid/high performance three tiered scoring scheme)

ABE: low=0-40%, mid=41-54%, high=55% or above
ESL: low=0-49%, mid=50-64%, high=65% or above


Old Questions:
- Quick overview of this assessment.
- What are the proficiency levels or cut scores?
- How is growth calculated for this assessment (i.e., 3 points is adequate growth for students in the 220-250 range)
- Test reliability if that information is available.- anything else you find relevant about the assessment and how scores are used
- Anything else you find relevant about the assessment and how scores are used.



CASAS Reading, Writing, or Listening assessments

CASAS is the most widely used system for assessing adult basic reading, listening, and writing skills within a functional context. The Life and Work Reading and Listening Assessments measure reading and listening comprehension in a life skills context using multiple choice questions. The Functional Writing Assessment measures content, organization, word choice, grammar and sentence structure, capitalization, punctuation and spelling using the Functional Writing Assessment Rubric. Students write a narrative based on a picture prompt which is scored by at least two certified scorers who arrive at one consensus score. CASAS recommends administering post-tests at the end of a semester, term, quarter, or other substantial block of instruction to document learning gains. Typically programs assess after approximately 70-100 hours of instruction.

Scale Score Gain
CASAS defines average scale score point gain progress as 5 points for students pre-testing in the scale score range 210 and below and 3 points for students pre-testing in a scale score range of 211 and above. These average scale score gains apply to reading, listening and writing assessments.

Educational Functioning Level (EFL) Completion
There are six defined Educational Functioning Levels (EFLs) for ABE/ASE and six levels for ESL. A student is placed in a level based on their pre-test score. EFL completion is defined by progressing from one EFL level to the next EFL level. For example a student at Low Intermediate ESL with a pre-test scale score within the 201-210 range, must score at least 211 to complete a level. Level completion performance data is available at the national level but encompasses performance on a wide variety of standardized assessments, not just CASAS.

Test Reliability
CASAS tests are standardized assessment instruments that have undergone rigorous statistical procedures to ensure reliable and valid results.
Educational Functioning Levels corresponding to the CASAS scale scores are:

ESL Reading and Listening levels:
Beginning ESL Literacy: 153-180
Low Beginning ESL: 181-190
High Beginning ESL: 191-200
Low Intermediate ESL: 201-210
High Intermediate ESL: 211-220
Low Advanced ESL: 221-235

ESL Writing Levels:
Beginning ESL Literacy: n/a
Low Beginning ESL: 136-145
High Beginning ESL: 146-200
Low Intermediate ESL: 201-225
High Intermediate ESL: 226-242
Low Advanced ESL: 243-260

ABE/ASE levels for reading and math:
Beginning Literacy: 200 and below
‍Beginning Basic Education: 201-210
‍Low Intermediate Basic Education: 211-220
‍High Intermediate Basic Education: 221-235
‍Low Adult Secondary Education: 236-245
‍High Adult Secondary Education: 246 & Above