Marie, as far as Practice GED Tests are concerned.  When the teacher tells 
me the students seem ready then they or I administer the test and we adhere 
to the time etc.  I think these tests are very good indicators of how a 
person will do on the real test and I have tried to compile some data on 
this.

As far as BEST PLUS - it is easier to administer but a program needs many 
persons to administer it.  I have done 8 or 9 in one night - we have a three 
hour program and I find that is about all I can take and give properly.  We 
also try to print up the restults that night.

Hope this helps.

Tom
----- Original Message ----- 
From: "Marie Cora" <marie.cora at hotspurpartners.com>
To: <assessment at dev.nifl.gov>
Sent: Wednesday, November 23, 2005 10:24 AM
Subject: [Assessment] Testing replies



> Good morning, afternoon, and evening to you all.

>

> Thanks for all the interesting questions, comments, and replies

> regarding the 2 topics "When to test?" and "Testing in small programs".

> I read that discussion with much interest.  It was really nice to hear

> from some of you who have not posted to the List before - thank you!!  I

> have some further questions and comments as well.

>

> GED:

> First, I wonder if anyone can speak further to some of the GED related

> comments and questions (although the resources that one person provided

> were great, so thanks for that).  I would also like to know more about

> people's experience with the criteria for administering the Practice

> Tests, and also in terms of equating TABE and GED.  I have heard that

> some programs struggle to get students to take the TABE post-test once

> those students have started focusing on the GED because they see no

> reason to complete the TABE (but this then affects the data that the

> program can collect in terms of measuring student progress).

>

> We don't discuss GED issues enough here, and I would like to see some

> change in this.  Are there other GED questions/concerns that folks have?

>

> BEST Plus:

> Next, can anyone else comment on administering BEST Plus to large

> numbers of students?  I am under the impression that the new

> computerized version really helps with this issue.  Does anyone have

> experiences they can share in terms of this?  Is it a matter of time?

> Or access to computers?  Or scheduling logistics?

>

> Attendance:

> One person commented that they have a difficulty with students in terms

> of class start time, and that students filter in at all times during the

> allotted class schedule.  I have heard that programs are starting to

> move away from Open Enrollment (which is a different issue) because this

> also causes disruptions in terms of the smooth delivery of curriculum

> and instruction.  What do folks do in terms of students arriving late to

> class?  I read with some emotion the other day in the Boston Globe, that

> in some high schools, classrooms (and even the school itself) lock out

> any student who arrives late.  That's high school, not ABE.  But I

> thought of that article when I read the person's post.  I admit that I

> would be frustrated with this issue for the adult students who DO get

> there on time and are ready to work.  It seems unfair for them to have

> to deal with this issue as well.

>

> Opportunities for outside practice:

> One post noted that some students excel because of their experiences

> outside of the classroom.  I guess that's why in K-12 and traditional

> college educations, we get homework and if fortunate enough, study

> abroad.  But the challenges inherent in ABE/ESOL often do not allow for

> assigning homework - although it seems a shame to be unable to take

> advantage of the fact that our students are already in an

> English-speaking country (regardless if they live in communities where

> they can easily avoid using English).  Does anyone have examples,

> experiences, ideas to share on giving homework, or assignments to be

> completed outside of the class?  Does it work out?  What kinds of stuff

> do you ask your students to do?  If you do this, how do you find

> activities/tasks that you feel confident your students will actually try

> to pursue?

>

> Class schedules:

> A couple of people commented on how they shifted their class offerings

> from fewer hours per week and longer sessions, to more hours per week

> and shorter sessions.  I tried to find a resource (but failed.so far)

> that I read a few years ago that discussed research in this area and

> supports the notion that more intensive programs in shorter chunks are

> indeed more effective in terms of student retention and educational

> gain.  Can anyone give us more examples of this type of shifting of your

> schedules?  Does anyone know of a resource that discusses this?  I will

> keep looking for the one I have - cuz I know it's in one of my piles

> somewhere.  I keep thinking of NCSALL when thinking of this research.

>

> Using data for program improvement:

> I always love to read/hear about programs analyzing their

> program/student test data in order to improve their instructional or

> program practice.  This is one of the single most powerful tools a

> program (and teacher!) can have to make what they do better.  It's also

> one of the most infrequently employed, although I feel like this is a

> rising trend.  If you have good stories to tell about using your data

> for program or instructional improvement, please do share with us!

>

>

> Test/Re-test guidelines:

> In terms of when to re-test, 30/40 hours indeed seems very low - and

> thanks to the person for providing the guideline from CASAS on re-test

> (which was about 80 hours I think - did you note that there is a minimum

> of 45 hours?  Are there particular instances when one would re-test

> after so few hours?).  I tried a bit to find the exact numbers for

> re-test on BEST Plus (but I think it's also 80 hours) and gave up for

> now - does anyone have that info handy?  I think TABE is also around the

> same number of hours - there seems to be a standard around how much

> instruction is needed before you can see educational gain with a

> student.  Is that right?  Here is the link for the SABES (System for

> Adult Basic Education Support) Assessment Support Website that has info

> on tests and guidelines for testing.  You can find some pretty good

> suggestions there around these issues.

> http://www.sabes.org/assessment/index.htm

>

> Thanks and I hope you all have a wonderful and safe holiday.

>

> marie cora

> Moderator, The National Institute for Literacy Assessment Discussion

> List, and

> Coordinator/Developer LINCS Assessment Special Collection at

> http://literacy.kent.edu/Midwest/assessment/

>

>

> marie.cora at hotspurpartners.com

>

>

>

>

>

>

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