New Questions:
GROWTH AND ACHIEVEMENT
How is growth or achievement measured as defined by the test developer?
Proficiency Cut Scores (Benchmarks)
· Beginning ABE Literacy – 1.9 GE; 367 Scale Score (SS) in Reading; 313 SS in Math
· Beginning Basic Education – 3.9 GE; 460 SS in Reading; 441 SS in Math
· Low Intermediate Basic Education – 5.9 GE; 517 SS in reading; 505 SS in Math
· High Intermediate Basic Education – 8.9 GE; 566 SS in reading; 565 SS in Math
· Low Adult Secondary Education – 10.9 GE; 595 SS in Reading: 594 SS in in Math
· High Adult Secondary Education – 12.0 GE; 596+ SS in Reading; 595+ SS in Math

HOW GROWTH IS MEASURED AS DEFINED BY THE TEST DEVELOPER
· Test Developer (McGraw-Hill) recommends post testing after a minimum of 120 hours
· Test Developer only uses advancement by Functioning Levels (above) to determine growth
What are the DC averages?
Measure
2009‐2010 Approved Targets
2009‐2010 Actual Performance
6 year average
3 year average
ABE Beginning Literacy
ABE Beginning
ABE Low Intermediate
ABE High Intermediate
19%
21%
24%
17%
24%
30%
32%
17%
23%
27%
25%
13%
21%
21%
25%
14%
ABE All levels combined
20%
27%
22%
20%
ASE Low
18%
9%
14%
11%
ASE High
NA
6%
12%
8%
ASE All levels combined
NA
8%
13%
9%





ABE/ASE All levels combined
NA
20%
19%
17%
What is the national average or norm?
Test developer does not provide national-level statistics on growth measures
The NRS report to congress for FY2000-2001 through FY 2004-2005 indicates that on average, 38% of adults in ABE/ASE programs made gains by one functional level:
00-01
01-02
02-03
03-04
04-05
5 year average
36%
37%
38%
38%
40%
38%
The NRS has not yet published a report for FY 2005-2006 through FY2009-2010

WHAT IS YOUR SUGGESTION FOR AN ACHIEVABLE TARGET/MINIMUM LEVEL ACCEPTABLE? (so if we go with a yes/no dichotomous scoring scheme)
· Various SEAs consider advancement by 1 GE in a SY as significant growth

· A study conducted by the Center for Educational Assessment at UMass Amherst in Massachusetts, determined that a 27 SS increase in Reading or Math is a significant gain regardless of advancement by GE or NRS functioning level.
If we go Educational Functioning Levels as do DC and NRS, we should pick the mid-point between DC’s current level (20%) and national performance levels (38%) as our target goal. This would mean that 29% of students in ABE and ASE programs should advance by one educational functioning level in one year.
If we go with GE, we should go with the traditional (not standard) notion that growth by 1 GE in a SY is acceptable and use the first year to establish baseline data before choosing a target

WHAT IS YOU SUGGESTION FOR A REACH/IDEAL TARGET? (so if we go with a low/mid/high performance three tiered scoring scheme)
If we use educational functioning levels:
Low = DC’s (current) 3 year average of 17%
High = NRS Report average of 38%
Mid = Midpoint between DC and NRS Report average
If we use GEs:
We should look at baseline data before setting a target.


* If the TABE can't be used for both growth and achievement please delete the incorrect set of questions.


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.

TABE Julie
QUICK OVERVIEW OF YOUR ASSESSMENT (2-4 SENTENCE/BULLETED DEFINITION/EXPLANATION)
-
· Most comprehensive and reliable adult basic skills assessment
· Measures the skills adults need to succeed on 
the job and in life

· Assesses basic skills, such as reading, math, language, language mechanics, vocabulary, and spelling
· Aligned with GED and national standards
· Reports scores by GE, GED readiness, Scaled Score, whole-class/individual student skills analysis, and various other formats
PROFICIENCY CUT SCORES (BENCHMARKS)
· Beginning ABE Literacy – 1.9 GE; 367 Scale Score (SS) in Reading; 313 SS in Math
· Beginning Basic Education – 3.9 GE; 460 SS in Reading; 441 SS in Math
· Low Intermediate Basic Education – 5.9 GE; 517 SS in reading; 505 SS in Math
· High Intermediate Basic Education – 8.9 GE; 566 SS in reading; 565 SS in Math
· Low Adult Secondary Education – 10.9 GE; 595 SS in Reading: 594 SS in in Math
· High Adult Secondary Education – 12.0 GE; 596+ SS in Reading; 595+ SS in Math
HOW GROWTH IS MEASURED AS DEFINED BY THE TEST DEVELOPER
· Test Developer (McGraw-Hill) recommends post testing after a minimum of 120 hours
· Test Developer only uses advancement by Functioning Levels (above) to determine growth
· However, various SEAs consider advancement by 1 GE as significant growth
· A study conducted by the Center for Educational Assessment at UMass Amherst in Massachusetts, determined that a 27 SS increase in Reading or Math is a significant gain regardless of advancement by GE or NRS functioning level.
TEST RELIABILITY
· Based on current national standards, including the National Council of Teachers of Math (NTCM), the National Council of Teachers of English (NTCE), International Reading Association (IRA), and the 2002 GED® Tests

· Approved by the National Reporting System for Adult Education as suitable to measure and report educational gain
· Correlated with SCANS (Secretary of Labor’s Commission on Achieving Necessary Skills)Julie