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This report was written and produced by the Comprehensive Adult Student Assessment System (CASAS), San Diego, CA and ACT, Iowa City, IA.  This publication is not copyrighted and may be reproduced.  This document may be downloaded from the National Institute for Literacy's (NIFL) Website located at  <http://www.nifl.gov>. Proper credit for citation purposes should be given in accordance with accepted publishing standards.
 
 

 

Executive Summary
 

Extending

the Ladder:

From CASAS to Work Keys

Assessments

 
 
 
 
 
 
 

1997

 

 

Table of Contents
 

Foreword

Preface

Acknowledgments

Overview

CASAS and the Workforce Learning Systems

ACT and Work Keys Extension Ladder: Workforce Learning Systems/Work Keys

Research Plan

Methodology Research Results Conclusions

Recommendations

Potential Uses

Bibliography
 

List of Tables

 

List of Figures


 
 
Foreword
 
 
May 30, 1997  

Equipping today's workforce with competitive skills offers greater income security for the workforce and increased productivity for businesses.  

Two organizations, ACT and CASAS, have each developed a system to identify the skills learners and employees need to thrive in the workforce. These systems of skill assessment are related directly through job analysis activities enabling learners and employers to identify employees who will succeed on the job as well as identify the additional skill training needed to be productive on the job. These two systems will help employers, employees, learners and trainers to maintain our nation's competitive workforce edge among nations.  

Specifically, ACT and CASAS have researched how their systems can aid learners and employers by extending the ladder of preparation and assessment for youth and adult learners to the levels of skills today's employers need. Use of these two systems in tandem can begin training at the skill level of the individual and continue that training to the levels business require. ACT and CASAS have demonstrated how this ladder of skill development can be extended to benefit all.  

This report emphasizes the benefits of such private venture as initiated by these two businesses: a venture offering national economic growth by maintaining the competitive edge in the global marketplace.  
  
  

Robert T. Jones  
President and CEO  
National Alliance of Business 
 
 


 
 
Preface
 
 
One of the most critical elements in helping individuals prepare for the educational and workforce challenges of the twenty-first century is a comprehensive assessment system that provides accurate and reliable information about individuals' employability skills. The CASAS Work Keys Study was undertaken by the Comprehensive Adult Student Assessment System (CASAS) and ACT as a joint project to link their respective workforce assessment systems. The goal was to form a comprehensive assessment system that can be utilized by a variety of agencies, educational institutions, business and industry, and workforce development centers. 

This study brings together two large-scale assessment systems, each of which provides important information about people: the assessment component of CASAS' Workforce Learning Systems which is designed to measure basic literacy skills within an employment context, and the assessment component of the Work Keys system which is designed to assess employability skills. By analyzing data from CASAS' Workforce Learning Systems and Work Keys reading and mathematics assessments, CASAS and ACT researchers were able to investigate the relationship and provide linkages between the two assessment systems. Given the results of this study it is now possible to offer individuals, educators, and business and industry a comprehensive assessment system designed to support individuals' skill development from the most basic to highly advanced levels. 

This study addresses the assessment needs of many target audiences including: 
 

  •  
    		•  business and industry trainers and developers of training systems,
  •  
    		•  members of the American Society for Training and Development (ASTD),
  •  
    		•  secondary and postsecondary educators,
  •  
    		•  governmental agencies and organizations involved in work force development and preparation,
  •  
    		•  policy and decision makers,
  •  
    		•  other individuals and agencies involved in assessment and training endeavors.
     

    This landmark study answers an urgent need for linking two nationally recognized assessment systems: CASAS' Workforce Learning Systems and ACT's Work Keys. This study benefits the greater society by providing a comprehensive assessment system that will help individuals gain the necessary skills to function effectively in the twenty first century. 
     
    John Hartwig Patricia Rickard  Joyce R. McLarty  Joel D. West 
    CASAS-Work Keys Project Director  CASAS Executive Director  Director, Work Keys Development Former Executive Director ACT Center for Education and Work
     
     


     
     
    Acknowledgements
     
     
    This study was completed through the guidance, interest, and assistance of many individuals who devoted their time, energy, expertise, enthusiasm, motivation, dedication, and vision in all areas of the project. The administrative team expresses appreciation to the individuals and groups who participated and assisted in making the study a successful reality.  

    A special thank you is extended to the personnel in the participating states and data collection sites who assisted during the data collection phase of the project. Without their willingness to participate, the study could have not been completed.  

    The authors especially wish to recognize the contributions of Andrew Hartman, Executive Director of the National Institute for Literacy (NIFL), for providing funding to reimburse the data collection site administrators and proctors. The adult students who participated in the study each received a pocket calculator or pocket dictionary.  

    The CASAS team was led by Patricia Rickard who set direction and provided advice and guidance along the way. Terri Bergman served as lead CASAS writer, with Jane Eguez and Linda Taylor providing valuable input. Jane Eguez and Zoe Abrahams managed the data collection. Randy Ilas performed the data analysis. 

    The Work Keys team was led initially by Joel West, who established the direction and guided the ACT Center for Education and Work (ACEW) staff, assisted by Joy McLarty who took responsibility for the team after West's retirement. Diane Walters and the ACT Operations staff worked with the data collection. Tim Vansickle of ACEW conducted the data analysis. Jacque McClure and Phil Bailey, also of ACEW, provided advice and assistance throughout the project. Michael Rasmusson of the ACT Publications Department provided the cover design for the reports.
     
     
    John Hartwig Patricia Rickard  Joyce R. McLarty  Joel D. West 
    CASAS-Work Keys Project Director  CASAS Executive Director Director, Work Keys Development  Former Executive Director ACT Center for Education and Work
     


     
     
    Executive Summary
     
     
    Overview  

    Life-long learning is the watchword of the day. All across America people are increasingly aware that staying productive and competitive in the workplace requires staying current, and staying current requires continuous investments in skill development. No longer is this the concern only of those in the education and training sectors, employers and employees are reaching this conclusion as well. 

    Extending the Ladder focuses on the nation's investments in skill development. It shows how assessment systems from two of our country's premier testing organizations -- the Comprehensive Adult Student Assessment System (CASAS) and ACT -- can be linked to guide individuals' education and training as they progress from basic literacy skills to the level of advanced skills required to succeed in an increasingly complex economy.  

    CASAS' Workforce Learning Systems provides high quality, valuable assessments of the basic skills needed in the workplace. ACT's Work Keys system provides high quality, valuable assessments of more advanced skills required for employees to be productive in the workplace. Given these different levels, these two assessment systems complement each other to form a comprehensive assessment system. 
     

    CASAS and the Workforce Learning Systems  

    CASAS began developing its Workforce Learning Systems in the mid 1980s to promote workplace learning  and  workforce preparation. The tools included in the Workforce Learning Systems are designed for an employment context, targeting both those currently employed and those pursuing employment (the Employability Competency System series). Workforce Learning Systems is designed to assess and to meet the training needs of today's diverse workforce, including native and non-native English speakers. Over 12 years of continuing research and development have ensured the system is relevant to today's job and skill requirements.1 
     


     
     
     
    1  For more information on CASAS, the Workforce Learning Systems, and the Employability Competency System, contact CASAS, 8910 Clairemont Mesa Boulevard, San Diego, CA 92123-1104; telephone (619)292-2900 or (800)225-1036; fax (619)292-2910; or visit the CASAS home page on the Internet at http://www.casas.org. 
     
     


     

    Workforce Learning Systems tools include four key components:
     

  •  
    		•  A Workplace Analysis that identifies the basic skills and skill levels required by employees at a work site for continuous quality improvement.
  •  
    		•  Workplace Appraisals that determine individuals' actual skill levels, and provide pertinent information required for establishing training standards and goals.
  •  
    		•  An Instructional Materials Guide that helps trainers locate the most appropriate curricula for developing and delivering work site training. The guide correlates over 1,000 commercially available instructional textbooks, videos, and software programs to more than 300 competency statements (or learning objectives).
  •  
    		•  Standardized, including Performance-Based, Assessments that measure learners' progress and certify their skill attainment, evaluate program results, and provide a reporting system.
     
     
    Employability Competency System Appraisal 

    The Employability Competency System (ECS), a part of the Workforce Learning Systems, focuses on workplace skills, but places a heavier emphasis on skills for accessing the labor market than do other parts of the Workforce Learning Systems. The ECS includes appraisals and diagnostic tests to assess individuals' employability competencies and shape appropriate training strategies.  

    ECS appraisals predict individuals' general reading and mathematics functional levels, while the more targeted Reading and Mathematics for Employability pre-tests provide the diagnostic information needed to design and deliver appropriate training. ECS pre-employment and work maturity checklists provide standardized forms for rating individuals' career awareness and ability to interview and fill out job applications. A reporting system provides useful information to learners and program staff.  

    CASAS assessment instruments measure a wide range of skill levels, providing accurate assessments for individuals with special learning needs on up to those with high school completion level skills. CASAS assessments are scored from below 150 to above 250, and classified along a five-level scale ranging from Levels A through E. Clear and easily understood "competency descriptors" provide information detailing the skills of individuals scoring within each of the five levels. The scaled scores, score levels, and competency descriptors are contained in Table 1 .  

    CASAS chose to use the ECS reading and mathematics appraisals, form 130, for this study because it assesses individuals' strengths and weaknesses in relation to the basic skills necessary to obtain and to retain a job.
     


     
     
     
     


     
     
    ACT and Work Keys 

    ACT's Work Keys system was developed to remedy crucial basic skill deficiencies in the nation's current and future workforce. Work Keys helps employers identify skill levels required by their jobs, select qualified applicants, and communicate skill requirements to future employees and their instructors. Work Keys job profiling supports employers' use of Work Key scores for job selection by addressing Equal Employment Opportunity Commission (EEOC) content validation requirements. By linking required skill levels to hiring decisions, employers make their "admission standards" public. Work Keys also calculates occupational profiles-summaries of job profiles across different companies-which help guide students and educators to develop those skills and skill levels.2  

    Work Keys consists of four components:
     
  •  
    		•  Assessments that measure learners' workplace skills, 
     
  •  
    		•  A job profiling system that determines the skills required for competent performance in specific jobs, 
     
  •  
    		•  Instructional support that helps instructors teach necessary skills, and 
     
  •  
    		•  A research and reporting system that provides timely and useful information to Work Keys participants.
     
     
    Work Keys Assessments 

    Work Keys currently supports the skill areas of Applied Mathematics, Listening, Writing, Reading for Information, Applied Technology, Locating Information, Teamwork, and Observation. For each skill area, a common skill scale provides the links between job profiling, assessments, and instructional support.  

    The Work Keys assessments were developed under the guidance of panels comprised of educators and employers. The lowest level of a skill is identified as the simplest level for which a business or industry would be interested in administering an assessment for hiring purposes. Typically that level is well above "none" of the skill, and for this reason, that level has generally been given the name "Level 3."  

    The highest skill level is identified as the most complex level at which an employee might be expected to function without specialized training. Once the top and bottom levels are described, the panel determines about how many levels can be distinguished from the bottom to the top of the scale, and these levels are named by counting up from the lowest (level 3, level 4, level 5, etc.). The skill levels for the reading and mathematics assessments are described in Tables 2 and 3. These measure examinees on a scale from 3 to 7.2 

    Work Keys used the Reading for Information and Applied Mathematics assessments for this study since, of the Work Keys skill areas, these tests are the most closely aligned to the two CASAS ECS appraisals used in this study.
     

     

    Table 2
    Work Keys Reading for Information
    Work
    Keys
    Level
    Level Description
    3
    		 Questions at Level 3 measure the examiner's skill in reading short, uncomplicated passages which use elementary vocabulary. The reading materials include basic company policies, procedures, and announcements. All of the information needed to answer the questions is stated clearly in the reading materials, and the questions focus on the main points of the passages. At this level, the wording of the questions and answers is similar or identical to the wording used in the reading materials. Questions at Level 3 require the examinee to 
     
  •  
    		•  identify uncomplicated key concepts and simple details;
  •  
    		•  recognize the proper placement of a step in a sequence of events, or the proper time to perform a task;
  •  
    		•  identify the meaning of a word that is defined within the passage;
  •  
    		•  identify the meaning of a simple word that is not defined within the passage; and
  •  
    		•  recognize the application of instructions given in the passage to situations that are also described in the passage.
     
    4
    		 At Level 4, the reading passages are slightly more complex than those at Level 3. They contain more detail and describe procedures which involve a greater number of steps. Some passages describe policies and procedures with a variety of factors which must be considered in order to decide on appropriate behavior. The vocabulary, while elementary, includes words that are more difficult than those at Level 3. For example, the word "immediately" may be used at this level, whereas at Level 3 the phrase "right away" would be used. At this level, the questions and answers are paraphrased from the passage. In addition to the skills tested at the preceding level, questions at Level 4 require the examinee to 
     
  •  
    		•  identify important details that are less obvious than those in Level 3;
  •  
    		•  recognize the application of more complex instructions, some of which involve several steps, to describe situations; and
  •  
    		•  recognize cause-effect relationships.
     
    5
    		 Passages at Level 5 are more detailed, more complicated, and cover broader topics than those at Level 4. Words and phrases may be specialized (e.g., jargon and technical terms), and some words may have multiple meanings. Questions at this level typically call for applying information given in the passage to a situation that is not specifically described in the passage. All of the information needed to answer the questions is stated clearly in the passages, but the examinee may need to take several considerations into account in order to choose the correct responses. In addition to the skills tested at the preceding levels, questions at Level 5 require the examinee to 
     
  •  
    		•  identify the paraphrased definition of a technical term or jargon that is defined in the passage;
  •  
    		•  recognize the application of technical terms or jargon to stated situations;
  •  
    		•  recognize the definition of an acronym that is defined in the passage;
  •  
    		•  identify the appropriate definition of a word with multiple meanings;
  •  
    		•  recognize the application of instructions from the passage to new situations that are similar to those described in the reading materials; and
  •  
    		•  recognize the application of more complex instructions to described situations, including conditionals and procedures with multiple steps. 
     
    6
    		 Passages at Level 6 are significantly more difficult than those at the previous level. The presentation of the information is more complex; passages may include excerpts from regulatory and legal documents. The procedures and concepts described are more elaborate. Advanced vocabulary, jargon, and technical terms are used. Most information needed to answer the questions correctly is not clearly stated in the passages. The questions at this level require examinees to generalize beyond the stated situation, to recognize implied details, and to recognize the probable rationale behind policies and procedures. In addition to the skills tested at the preceding levels, questions at Level 6 require the examinee to 
     
  •  
    		•  recognize the application of jargon or technical terms to new situations;
  •  
    		•  recognize the application of complex instructions to new situations;
  •  
    		•  recognize, from context, the less common meaning of a word with multiple meanings;
  •  
    		•  generalize from the passage to situations not described in the passage;
  •  
    		•  identify implied details;
  •  
    		•  explain the rationale behind a procedure, policy, or communication; and
  •  
    		•  generalize from the passage to a somewhat similar situation.
     
    7
    		 The questions at Level 7 are similar to those at Level 6 in that they require the examinee to generalize beyond the stated situation, to recognize implied details, and to recognize the probable rationale behind policies and procedures. However, the passages are more difficult; the density of information is higher; the concepts are more complex, and the vocabulary is more difficult. Passages include jargon and technical terms whose definitions must be derived  from context. In addition to the skills tested at the proceeding levels, questions at Level 7 require the examinee to 
     
  •  
    		•  recognize the definitions of difficult, uncommon jargon or technical terms, based on the context of the reading materials; and
  •  
    		•  figure out the general principles underlying described situations and apply them to situations neither described in nor completely similar to those in the passage.
     
    ACT, 1997

     


     
     
    Table 3
    Work Keys Applied Mathematics
    Work
    Keys
    Level
    Level Description
    3
    		 Problems at Level 3 measure the examinee's skill in performing basic mathematical operations (addition, subtraction, multiplication, and division) and conversions from one form to another, using whole numbers, fractions, decimals, or percentages. Solutions to problems at Level 3 are straightforward, involving a single type of mathematical operation. For example, the examinee might be required to add several numbers or to calculate the correct change in a simple financial transaction. Problems at this level translate easily from a verbal setup to a mathematical equation. All the information needed to solve the problems is provided in logical order and no unrelated information is included. Problem setups may include units of measurement. However, with the exception of dollars and cents, these units function solely as labels and are not involved in actual calculations.
    4
    		 Problems at Level 4 measure the examinee's skill in performing one or two mathematical operations, such as addition, subtraction, or multiplication, on several positive or negative numbers. (Division of negative numbers is not covered until Level 5.) Problems may require adding commonly known fractions, decimals, or percentages (e.g., 1/2, .75, 25%), or adding three fractions that share a common denominator. At this level, the examinee is also required to calculate averages, simple ratios, proportions, and rates, using whole numbers and decimals. Problems at this level require the examinee to reorder verbal information before performing calculations. The examinee must read the entire problem carefully to determine which operation(s) to perform and in what order. For some problems, examinees must read a simple chart or graph to obtain the information needed to solve the problem.
    5
    		 Problems at Level 5 require the examinee to look up and calculate single-step conversions within English or non-English systems of measurement (e.g., converting from ounces to pounds or from centimeters to meters) or between systems of measurement (e.g., converting from centimeters to inches). These problems also require calculations using mixed units (e.g., hours and minutes). Problems at this level contain several steps of logic and calculation. The examinee must determine what information, calculations, and unit conversions are needed to find a solution. For example, the examinee might be asked to calculate perimeters and areas of basic shapes, to calculate percent discounts or markups, or to complete a balance sheet or order form.
    6
    		 Problems at Level 6 measure the examinee's skill in using negative numbers, fractions, ratios, percentages, and mixed numbers in calculations. For example, the examinee might be required to calculate multiple rates, to find areas of rectangles or circles and volumes of rectangular solids, or to solve problems that compare production rates and pricing schemes. The examinee might need to transpose a formula before calculating or to look up and use two formulas in conversions within a system of measurement. Level 6 problems may also involve identifying and correcting errors in calculations. Problems at Level 6 may require considerable translation from verbal form to mathematical expression. They generally require considerable set-up and involve multiple-step calculations or conversions.
    7
    		 Problems at Level 7 require multiple steps of logic and calculation. For example, the examinee may be required to convert between systems of measurement that involve fractions, mixed numbers, decimals, or percentages; to calculate multiple areas and volumes of spheres, cylinders, and cones; to set up and manipulate complex ratios and proportions; or to determine the better economic value of several alternatives. Problems may involve more than one unknown, nonlinear functions, and application of basic statistical concepts (e.g., error of measurement). The examinee may be required to locate errors in multiple-step calculations. At this level, problem content or format may be unusual, and the information presented may be incomplete or implicit, requiring the examinee to derive the information needed to solve the problem from the setup.
    ACT, 1997
     

     

    2 For more information on ACT and the Work Keys system, contact ACT, 2201 North Dodge Street, P.O. Box 168, Iowa City, Iowa 52243; telephone (800)workkey; fax (319)337-1725.
     

     
     
    Extension Ladder: Workforce Learning Systems/Work Keys 

    Both CASAS' Workforce Learning Systems and ACT's Work Keys system are highly effective, workforce focused assessment systems. Neither, however, is targeted broadly enough to assess the extensive range of skill levels existent in America's workforce.  

    Separately, Workforce Learning Systems and the Work Keys system provide valuable information about individuals' basic skill levels. Together, they provide an "assessment continuum" that can be likened to an extension ladder, with the Workforce Learning Systems assessments forming the lower ladder rungs, and the Work Keys system assessments extending beyond the Workforce Learning Systems' highest skill levels and forming the higher ladder rungs (see Figure 1). There is a critical need for implementing a workforce focused assessment system that addresses the broad continuum of skill levels, from the "first rung of the ladder" (basic skills), up to the "top rungs of the ladder" (more advanced skills).  

    The Extending the Ladder project began with an assumption that CASAS' Workforce Learning Systems, which uses assessments and instructional materials tailored to the current skill levels of learners, will help individuals at the lower levels of the skills continuum begin to acquire the skills needed for a particular job or occupation. Individuals at the upper levels of the skills continuum need higher level assessments. The  Extending the Ladder project began with the assumption that Work Keys system assessments would be better at measuring the more advanced skills these individuals would have.  

    The Extending the Ladder project assumed that individuals in the middle of the skills continuum might be well served by both assessment systems. Just as an extension ladder needs a solid, overlapping section to ensure its stability and structural integrity, the Workforce Learning Systems and Work Keys system would benefit from an overlap in skills assessment, in the middle of the continuum, to provide a smooth transition from one assessment system to the next. A strong correlation over some middle skill range would provide a useful transition from lower level basic skills to higher level, more advanced skills. 
     
     

     
     
    Figure 1
     
     
     
     


     
     
    This study was designed to determine whether the Workforce Learning Systems and Work Keys system assessments can be linked to create an assessment scale extension ladder that can support learners throughout the skills acquisition process. If the two systems can be linked in this way, they will help learners begin their studies at their current skill levels, and continue their studies until they have acquired the skills needed for the jobs they are seeking. An added benefit is that workforce and worksite training programs will clearly see a solid link joining the Workforce Learning Systems and Work Keys system. 
     

    Research Plan 

    In order to help educators, trainers, employers, and employees better assess the skills individuals need to succeed in the workplace, ACT and CASAS established a plan to study the relationship between two of their assessment systems -- ACT's Work Keys and CASAS' Workforce Learning Systems -- to determine how the systems could be linked to support individuals as they move up the employability skills ladder. The two organizations have cooperated to better determine how linkages between the two systems might establish a comprehensive continuum of assessment to better support skills development. 
     

    Major Project Themes 
     

  •  
    		•  This research project was a joint cooperative venture between two private organizations, CASAS and ACT, to develop a comprehensive assessment model for the nation's workforce. This cooperative venture is one of an increasing number of workplace skill development initiatives envisioned by and carried out by mainstream private organizations.
  •  
    		•  The effective use of these two systems, functioning in tandem, can identify training needs at the skill level of the individual and support continued training to the requisite levels mandated by business and industry for occupations requiring higher skill levels.
  •  
    		•  Both systems use job analysis services and assessment services of individual skills to enable learners and employers to identify the skills needed for job success as well as identify the additional training needed to be productive on the job. Using this information, a trainer is better able to guide individuals as they prepare for and maintain successful performance in today's competitive workforce.
     

    Project Assumptions 
     

  •  
    		•  Assessment of basic and advanced workplace skills can be viewed as a continuous and progressive process.
  •  
    		•  CASAS' Workforce Learning Systems provides high quality, valuable assessments of the basic skills needed in the workplace.
  •  
    		•  ACT's Work Keys system provides high quality, valuable assessments of more advanced skills required for employees in the workplace.
  •  
    		•  CASAS' Workforce Learning Systems and ACT's Work Keys reading assessments measure similar content and have some overlap in the range of skill levels they measure. The Workforce Learning Systems and Work Keys mathematics assessments also measure similar content and have some overlap in the range of skill levels they measure.
  •  
    		•  There is a complementary link between the Workforce Learning Systems and Work Keys system.
     

    Goals and Objectives  

    The overarching goal of the Extending the Ladder project was to provide educators, trainers, employers and employees with a common language and articulated as sessments for communicating about basic and advanced workplace skills and the standards for measuring them. Specific objectives included: 
     

  •  
    		•  Determining the degree to which CASAS' Workforce Learning Systems and ACT's Work Keys assessments can be linked to provide a continuous, progressive assessment system from basic through advanced workplace skills.
  •  
    		•  Providing guidance on appropriate assessments as learners make the transition through skill levels on the Workforce Learning Systems and Work Keys assessment systems.
  •  
    		•  Providing information to support establishing comprehensive assessment systems in a variety of workforce settings (e.g. secondary and postsecondary education programs, business and industry, workforce development centers, or social service agencies).
     

    Research Questions 
     

  •  
    		•  Are the Workforce Learning Systems and Work Keys assessments in reading and mathematics sufficiently highly correlated in the range of skill levels covered to permit meaningful articulation of the two scales?
  •  
    		•  Are the Workforce Learning Systems and Work Keys assessments in reading and mathematics different enough in the range of skill levels covered so that articulation of the two scales will extend the total range of skills covered in the individual assessments?
     
     

     
     
    Methodology 

    The Extending the Ladder project team first conducted a content/cognitive review to verify the study's assumptions, and then conducted an empirical study to address the study's two research questions. 
     

    Content/Cognitive Review 

    The project's content/cognitive review verified the project's five assumptions. In order for the Workforce Learning Systems and Work Keys system assessments to be linked, they need to measure similar content (reading and mathematics), and they need to contain some items measuring skills at comparable levels of difficulty (the area of overlap on the extension ladder). The content/cognitive review found considerable similarity in the content measured by the two systems, with both systems relating as sessment items to "real-life" workforce tasks, as opposed to academic tasks. The range of difficulty covered by the two systems' assessments also differ, and the review found enough overlap to make a link, and enough difference to make linking worthwhile. 
     

    Empirical Study 

    Once the assumptions were verified, the project team designed and conducted an empirical study to address the project's two research questions.  

    For the empirical study, adult learners were asked to take both ECS and Work Keys reading assessments, and/or both ECS and Work Keys mathematics assessments. Comparisons were then made, for each individual, between scores on the paired tests in order to determine the linkage between the ECS and Work Keys system assessments.  

    Site Selection. Data were collected from 27 sites across eight states. States were selected for participation from across the country. Participating sites were selected from locations with workforce literacy programs, to ensure that individuals participating in the assessments would represent the adult population in workforce literacy programs.  

    Participant Sampling Procedures. Sites were asked to randomly select 20 to 30 learners to participate in the study. To encourage participation, individuals were awarded dictionaries for taking the reading assessments and calculators for taking the mathematics assessments.  

    Instrumentation. Individuals participating in the reading study took both the ECS form 130 reading appraisal and the Work Keys Reading for Information assessment. Those participating in the mathematics study took both the ECS form 130 mathematics appraisal and the Work Keys Applied Mathematics assessment.  

    Data Collection. The study used scores from 494 individuals: 193 with only reading test scores, 163 with only mathematics test scores, and 138 with both reading and mathematics test scores.  

    Delimitations. The sampling method used for this study imposed some limitations on the use of the study results. 
     

  •  
    		•  The study results are useful in implementing a comprehensive assessment system including both the Workforce Learning Systems and Work Keys system.  However, they are only relevant for the Workforce Learning System's ECS form 130 reading and mathematics appraisals and the Work Keys' Reading for Information and Applied Mathematics assessments, and not for any other Workforce Learning Systems or Work Keys assessments.
  •  
    		•  Because the participants in this study came from workplace and workforce development programs, recommendations from the study are most relevant for individuals in these types of programs.
  •  
    		•  Study participants were only representative of a subset of the workplace and workforce development programs served by the Workforce Learning Systems and Work Keys system, and may not be representative of the universe of programs served by these two systems.
  •  
    		•  This study focused on reading and mathematics assessments. Both the Workforce Learning Systems and Work Keys system have additional system components to assist human resource development efforts, but linkages for these other system components were not included in this study.
  •  
    		•  The study participants were adults. Therefore, the results may not be readily applicable to programs serving younger individuals.
     
     

     
     
    Research Results 

    The empirical study answered both of the research questions, finding that: 
     

  •  
    		•  The Workforce Learning Systems and Work Keys reading and mathematics assessments are sufficiently similar to warrant linking the two systems, and
  •  
    		•  The Workforce Learning Systems and Work Keys reading and mathematics assessments are sufficiently different to provide more information when linked than when either system is used on its own.
     
    The relationships between the CASAS Workforce Learning Systems and the ACT Work Keys system do offer the anticipated extension ladder effect. The CASAS Workforce Learning Systems scales extends below and differentiates more levels below the ACT Work Keys system level 3 in both skill areas. The ACT Work Keys system differentiates more levels at the upper end and extends above the CASAS Workforce Learning Systems scales. Therefore, the CASAS Workforce Learning Systems and ACT Work Keys system can be articulated, with their effectiveness for an individual dependent on the level at which that person enters an instructional program and on the intended use of the score. 

    Although the relationship between the score scales for each skill area is strong enough to permit scores on one test to be estimated from scores on the other, scores on one test may not be directly substituted for scores on the other for the same skill area.
     

     

    Interpreting the Results 

    By articulating the Workforce Learning Systems and Work Keys system, it is possible to assess individuals upon entering an instructional program at whatever level they are currently functioning, and to provide assessment to support their eventual transitions into the workplace as they reach the skill levels required by employers. 

    The next four tables (Tables 4 to 7) may be used to estimate what level a person with Workforce Learning Systems scores might achieve on the Work Keys assessments, and what level a person with Work Keys scores might achieve on the Workforce Learning Systems assessments. They have been designed to help practitioners use the study results to provide learners, employees, and others who have scores on one assessment with information about how they might score on the other.  

    There are two tables for the reading assessments (Tables 4 and 6): one based on the CASAS Workforce Learning Systems scale (Table 4) and the other based on the ACT Work Keys scale (Table 6). There are also two similar tables for the mathematics assessments (Tables 5 and 7).  All of the tables are to be read in the same way. Start by looking in the leftmost column for the score level that matches the score the person already has. Then, read across that row to find the chances in 100 (the probability) that the individual would have each of the different level scores on the other test for the same skill area.  

    Table 4, for example, shows that if an individual has an ACT Work Keys reading score level 4, he or she has 2 chances in 100 of having a CASAS Workforce Learning Systems reading level of B, 44 chances in 100 of having a CASAS Workforce Learning Systems reading level of C, 47 chances in 100 of having a CASAS Workforce Learning Systems reading level of D, and 7 chances in 100 of having a CASAS Workforce Learning Systems level of E. That is, if this person were to take the Workforce Learning Systems reading test, he or she would probably score at the C or D level. 

    These tables make it clear that a level on either test is related to more than one level on the other. The information presented in these four tables, along with other information about examinees, can help educators, training specialists, and counselors make better instructional decisions. 
     
     

     
     
     
    Table 4
    Expected CASAS Workforce Learning Systems Reading Levels
    as Indicated by ACT Work Keys Scores
    ACT Work Keys
    Reading for 
    Information Score
    Chances in 100 of each CASAS Workforce Learning
    Systems Reading Level
     
    Level A
    Level B
    Level C
    Level D
    Level E
     
    Below 3 (N=53)
    Level 3 (N=55) 
    Level 4 (N=128)
    Level 5 (N=58)
    Level 6 (N=26)
    Level 7 (N=11)
     
    4
    43
    53
     
     
     
    16
    66
    14
    4
     
    2
    44
    47
    7
     
    2
    12
    41
    45
     
    4
    8
    8
    81
     
     
     
    9
    91
     
    Note: The rows may not sum to 100 due to rounding. Column totals are not meaningful.
    CASAS and ACT, 1997
     


     
     
    Table 5
    Expected CASAS Workforce Learning Systems Mathematics Levels
    as Indicated by ACT Work Keys Scores
    ACT Work Keys
    Applied
    Mathematics Score
    Chances in 100 of each CASAS Workforce Learning
    Systems Mathematics Level
     
    Level A
    Level B
    Level C
    Level D
    Level E
     
    Below 3 (N=51)
    Level 3 (N=105) 
    Level 4 (N=91)
    Level 5 (N=35)
    Level 6 (N=13)
    Level 7 (N=6)
     
    10
    76
    14
     
     
     
    55
    43
    1
    1
     
    26
    57
    16
     
     
    9
    46
    43
    3
     
     
    8
    54
    38
     
     
     
    17
    83
     
    Note: The rows may not sum to 100 due to rounding. Column totals are not meaningful.
    CASAS and ACT, 1997
     


     
     
    Table 6
    Expected ACT Work Keys Reading Levels as Indicated by CASAS
    Workforce Learning Systems Scores
    CASAS Workforce
    Learning Systems
    Reading Score
    Chances in 100 of each CASAS Workforce Learning
    Systems Mathematics Level
     
    Below 3
    Level 3
    Level 4
    Level 5
    Level 6
    Level 7
     
    Level A (N=2)
    Level B (N=36)
    Level C (N=121)
    Level D (N=39)
    Level E (N=12)
     
    100
     
     
     
     
     
    64
    25
    6
    3
    3
     
    22
    28
    44
    5
    2
     
     
    8
    63
    25
    2
    1
     
    3
    13
    38
    31
    15
     
    Note: The rows may not sum to 100 due to rounding. Column totals are not meaningful.
    CASAS and ACT, 1997
     


     

     

    Table 7
    Expected ACT Work Keys Mathematics Levels as Indicated by CASAS
    Workforce Learning Systems Scores
    CASAS Workforce
    Learning Systems
    Mathematics Score
    Chances in 100 of each CASAS Workforce Learning
    Systems Mathematics Level
     
    Below 3
    Level 3
    Level 4
    Level 5
    Level 6
    Level 7
     
    Level A (N=5)
    Level B (N=124)
    Level C (N=121)
    Level D (N=39)
    Level E (N=12)
     
    100
     
     
     
     
     
    32
    47
    19
    3
     
     
    6
    37
    43
    13
    1
     
     
    3
    38
    38
    18
    3
     
    8
     
    8
    42
    42
     
    Note: The rows may not sum to 100 due to rounding. Column totals are not meaningful.
    CASAS and ACT, 1997
     


     
     
    Conclusions 
     
  •  
    		•  Both CASAS' Workforce Learning Systems and ACT's Work Keys system measure basic and more advanced skills needed for effective participation in the workforce and workplace. 
  •  
    		•  There is enough commonality in both the content and range of skills covered by the Workforce Learning Systems and Work Keys system to determine a meaningful connection between the two. 
  •  
    		•  There is enough difference in the range of skills covered by the Workforce Learning Systems and Work Keys system to warrant joining the two together in a basic skills continuum.  This continuum provides more useful information over a greater range of skill levels than is available from either system alone. 
  •  
    		•  The Workforce Learning Systems covers skills that are more basic, and provides more information on the skills of individuals functioning at the lower end of the skills continuum. 
  •  
    		•  The Work Keys system covers skills that are more advanced, and provides more information on the skills of individuals functioning at the higher end of the skills continuum. 
  •  
    		•  The Workforce Learning Systems and Work Keys system complement each other, and can be used together to provide a smooth, progressive, and complete skills continuum. 
  •  
    		•  A statistical relationship exists between the CASAS Workforce Learning Systems and the ACT Work Keys system scales that can be used to estimate scores on one assessment from scores on the other. 
  •  
    		•  It is not appropriate to substitute scores on one assessment with those from the other. 
     

     
     
    Recommendations 
     
  •  
    		•  Educators, trainers, and human resource managers can use the Workforce Learning Systems and the Work Keys system in tandem to help individuals progress along a broad skills continuum, from their current skill levels to the skill levels required for successful participation in the workforce. 
  •  
    		•  Educators, trainers, and human resource managers can use the Workforce Learning Systems assessments with individuals whose skills are on the lower end of the skills continuum. 
  •  
    		•  Educators, trainers, and human resource managers can use the Work Keys system assessments with individuals whose skills are on the higher end of the skills continuum. 
  •  
    		•  Educators, trainers, and human resource managers can use the assessments of either the Workforce Learning Systems, the Work Keys system, or the two systems together with individuals whose skills are in the mid range of the skills continuum.
     

     
     
    Potential Uses 

    The information on linking CASAS' Workforce Learning Systems and ACT's Work Keys has myriad uses for education and training providers. Some of these uses are identified below. More detailed information on these applications is contained in the full report. 
     

    For Those Using the Workforce Learning Systems  
     

  •  
    		•  Individuals who have already been tested with a Workforce Learning Systems assessment can use the tables in this publication to estimate how they would perform on a Work Keys assessment, and determine whether it would be worthwhile for them to take that assessment now. This would be valuable in cases where the individuals assessed with Workforce Learning Systems needed to meet a Work Keys standard, perhaps for a new job or a promotion. 
  •  
    		•  Individuals in CASAS-based education and training programs can use Work Keys Occupational Profiles, along with the tables in this publication, to estimate the CASAS scale scores they would need in order to meet the reading and mathematics requirements for specific occupations. Work Keys has developed profiles on a number of occupations by combining the results of occupational job analyses conducted in specific companies. 
  •  
    		•  Individuals can also use the results from this study, along with their Workforce Learning Systems scores, to gauge their progress toward meeting a Work Keys level. 
  •  
    		•  Individuals scoring in CASAS level E can gain further information on their skills and abilities by taking the Work Keys assessments. Moving from the Workforce Learning Systems to the Work Keys system enables these individuals to take advantage of the upward extension offered by the Work Keys system.
     

    For Those Using Work Keys 
     

  •  
    		•  Individuals who have already been tested with a Work Keys assessment can use the tables in this publication to estimate how they would perform on a Workforce Learning Systems assessment, and determine whether it would be worthwhile for them to take that assessment now. This would be valuable in cases where the individuals assessed with Work Keys needed to meet a Workforce Learning Systems standard.
  •  
    		•  Individuals in Work Keys-based education and training programs can use the CASAS Materials Guide, along with the tables in this publication, to select appropriate curriculum and instruction materials. The CASAS guide correlates over 1,000 commercially available instructional textbooks, videos, and software programs to more than 300 competency statements (or learning objectives).
  •  
    		•  Individuals in Work Keys-based education and training programs can use CASAS research to estimate how long it would take them to move from one Work Keys level to the next.
  •  
    		•  Individuals scoring below Work Keys level 3 can gain further information on their skills and abilities by taking the Workforce Learning Systems assessments. Moving from the Work Keys system to the Workforce Learning Systems enables these individuals to take advantage of the downward extension offered by the Workforce Learning Systems.
     

    For Those Using Neither the Workforce Learning Systems Nor Work Keys 

    Selecting the most appropriate assessment to use with an individual should depend first on the purpose of the assessment. If, for example, the purpose is to compare the individual's score with a standard based on a Work Keys job profile, a Work Keys assessment is required. If, on the other hand, the purpose of the assessment is to provide the individual with appropriate instruction based on the CASAS Instructional Materials Guide, a Workforce Learning Systems assessment is required. 
     

  •  
    		•  Individuals likely to score below level 3 on the Work Keys assessments would be better served by the Workforce Learning Systems. 
  •  
    		•  Individuals likely to score at CASAS level E on the Workforce Learning Systems assessments would be better served by the Work Keys system. 
     

    For Those Seeking a Comprehensive Assessment System 

    The results of this study can benefit the assessment efforts of education and training programs at state and local levels. Together, the Workforce Learning Systems and Work Keys system assess the broad range of skills programs are likely to encounter. By using these two systems in tandem, states and localities can operate a comprehensive, articulated assessment system, rather than a potpourri of unrelated assessment tests. 
     

  •  
    		•  The results of this study are particularly useful for states and localities establishing one-stop systems. One-stop facilities are designed to serve any individuals needing employment and training services, from welfare recipients to dislocated workers. With such a broad mandate, one-stop centers need a comprehensive assessment system appropriate to all comers.
  •  
    		•  The results of this study will also help states and localities meet their responsibilities under the new Welfare Reform mandate. The majority of welfare recipients will begin their education and training programs at skill levels most appropriately measured by the Workforce Learning Systems.3  Many welfare recipients will then need to continue their education and training programs (before or after employment) until they reach skill levels best measured by the Work Keys system.
     
     
    3 Three-fourths of the United States' welfare recipients scored at or below level 2 on the National Adult Literacy Survey (NALS) test (Barton and Jenkins, 1995, p. 3).
     

     

    Bibliography
     
     
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    ------------.  (1997).   Work Keys Job Skill Comparison Charts  (March 1997 ed.). Iowa City, IA: Author.  

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    American Society for Training Development.  (1989).   Training America: Learning to Work for the 21st Century. Alexandria, VA: Author.  

    Baldwin, Janet, Irwin S. Kirsch, Donald Rock, and Kentaro Yamamoto.  (1995).    The Literacy Proficiencies of GED Examinees: Results from the GED-NALS Comparison Study.  American Council on Education and Educational Testing Service. Washington: D.C.  

    Barton, Paul E. and Lynn Jenkins. (1995).  Literacy and Dependency: The Literacy Skills of Welfare Recipients in the United States.  Educational Testing Service. Princeton, NJ.  

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    Commission on the Skills of the American Workforce.   (1990).   American's Choice: High Skills or Low Wages.  National Center on Education and the Economy.  Rochester, NY: Author.  

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    ------------.   (1996).   CASAS Competencies .  CASAS, Foundation for Educational Achievement, Inc.  San Diego, CA: Author.  

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    National Center on the Educational Quantity of the Workforce.  (1995).  University of Pennsylvania.    The EQW National Employer Survey.  Office of Educational Research and Improvement.  Washington: D.C.: Author.  

    Northcutt, N.  (1977). The Adult Performance Level Study.  University of Texas.  Austin, Texas.  

    Porter, K. and N. Feldman.  (1980).   New York State External High School Diploma Program:  Assessment Procedures and Sample Assessment Materials.   Syracuse Research Corporation.  Syracuse, N.Y.  

    The Secretary's Commission on Achieving Necessary Skills.  (1992).  Skills and Tasks for Jobs:  A SCANS Report for America 2000. Washington: D.C.: Author.  

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    ------------.  (1995).  Report on the American Workforce .  U.S. Department of Labor. Washington: D.C.: Author.