Using AssessmentsAssessments in Adult Education ProgramsAlthough the specifics vary from program to program, most of us are familiar with the general procedures for enrolling adult learners: we describe the kinds of classes our programs offer, we find out about a learner's goals, we collect demographic information, and we place the learner in an appropriate class or tutoring match.And no matter when it might occur (during the intake itself or once the learner has been in the program for several days), at some point, that learner will take a test, probably a standardized test of silent reading comprehension. What Kinds of Tests Are Used?Among the most common tests used in adult education programs are the Test of Adult Basic Education (TABE), the Adult Basic Learning Examination (ABLE), and the Comprehensive Adult Student Assessment System (CASAS).The table below shows the results of an informal survey we conducted at the beginning of 2001. We asked state directors of adult education across the country to let us know what kinds of tests were being used in their programs. 44 states responded to the survey. We list the most common tests they named in the table below.
Some Test ConceptsStandardized tests are those that are administered and scored according to set procedures. There is often a script for examiners to follow when administering the test. Tests are called "standardized" because there are definite standards for their administration. This minimizes the effect that differences among examiners may have on the learner's test performance.
Alternative AssessmentsInterviews that give information about a learner's literacy activities at home or work, self evaluations of ability, and teacher reports all give information about a learner's progress. (Click here if you would like to go to the "Using a Learner Questionnaire" page on this site for more information.)Portfolio development and evaluation is another common assessment tool. Learner's work is collected and periodically assessed by the learner, class members, and instructors. Informal assessments are made continuously as students participate in class; listening to a learner read tells a lot about progress in word identification, rate, and fluency. Ongoing Assessments of Instruction
Teachers assess continuously through class responses of learners and
informal tests. Not only is it necessary to find out what needs to be taught,
it is equally important to make certain it has been learned well enough.
Teachers often make the mistake of being satisfied that learners have absorbed
some instruction after testing only shortly after instruction has
been given. Assessment of skills that have been taught need to be continuous
and spiraled, returning to previous lessons to make sure learners have integrated
old learning into new.
For example, silent e has been taught in one-syllable words and now learners are able to read a list of those words. Can they apply the understanding to those words in text? When you teach compound words, do they recognize silent e words? It is often necessary to refresh a formerly-learned concept until it is thoroughly mastered - and the need to circle back can be indicated with ongoing assessments of the concepts and skills that have been presented.
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ACRONYMS AND ABBREVIATIONS USED ON THIS PAGE: ABLE = Adult Basic Learning Examination AMES = Adult Measure of Essential Skills CASAS = Comprehensive Adult Student Assessment System SORT = Slosson Oral Reading Test TABE = Test of Adult Basic Education WRAT = Wide Range Achievement Test |
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