The goal in personalized assessment is to best fit the needs of each individual test taker, given the assessment purposes. Design-In-Real-Time (DIRTy) assessment reflects the progressive evolution in testing from a single test, to an adaptive test, to an adaptive assessment "system." In this paper, we lay the foundation for DIRTy…

The goal in personalized assessment is to best fit the needs of each individual test taker, given the assessment purposes. Design-in-Real-Time (DIRTy) assessment reflects the progressive evolution in testing from a single test, to an adaptive test, to an adaptive assessment "system." In this article, we lay the foundation for DIRTy…

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented herein are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student…

FIFTY-ONE SURVEY-TYPE GROUP READING TESTS DESIGNED FOR USE WITH HIGH SCHOOL AND COLLEGE STUDENTS ARE SUMMARIZED AND REVIEWED BRIEFLY. INFORMATION IS GIVEN ON THE RELIABILITY, VALIDITY, CONTENT, NUMBER OF FORMS, GRADE LEVEL, WORKING AND ADMINISTRATION TIME, DATA, PUBLISHER, GENERAL ABILITIES MEASURED, AND AUTHORS OF EACH TEST. COMMENTS ABOUT TEST…

Informal assessment techniques are adaptable to local adult basic education needs, relatively free of anxiety-producing format, effective time utilizers, and immediately interpretable by teacher/student. Presents assessment examples: student selected materials, Verbal Picture Analysis, graded paragraphs, Cloze Procedure, sentence completion,…

The Tests of Adult Basic Education (TABE) is a widely used multiple-choice test battery of basic skills in reading, language, and mathematics. The Test of Applied Literacy Skills (TALS) is an applied literacy battery consisting of document, prose, and quantitative literacy tests. The central issue in this study was the relationship of the TABE and…

Recognizing adults' prior college-level learning requires a substantial investment of faculty time to identify learning outcomes and standards of performance, but the benefits are great for students and faculty alike. (Author)

This study sought to discover the relationship between Adult Performance Level (APL) Survey scores and General Educational Development test scores. In Cook County, Illinois, 269 students were examined on both tests; scores were found to be correlated. Author discusses the need for both approaches. (Author/CSS)

Certain types of evaluation tools used in continuing education offerings limit the evaluation process and hence the value of the offering. Asking a yes/no question as an exclusive evaluation method for learners' achievement of objectives is inappropriate for certain types of offerings. Provision should be made for assessment of continuing…

Several issues should be considered in selecting assessment instruments and procedures for use in adult literacy programs. Teachers must consider the purpose of the assessment; the appropriateness of the assessment instrument for adults; the reliability, validity, and practicality of the instrument; whether the assessment is culturally sensitive;…

An updated and improved listing of test and measurement items useful in Adult Basic Education Classrooms is provided. Diagnostic, placement, achievement, and group and individual intelligence tests are reviewed. Information on test type and purpose, appropriate grade level, test time, number of forms, the manual, scoring, and format is included.…

An 11-point plan was developed by the Comprehensive Adult Student Assessment System (CASAS) in cooperation with the California Department of Education for the 1990-91 year. Major program objectives were designed to enhance agency involvement, identify underlying causes of student attrition, examine test administration and security practices,…

The document is a handbook, designed to assist directors, teachers, and counselors in adult basic education (ABE) and high school equivalency programs to plan an overall testing program by offering how-to-do-it ideas in layman terms. It was developed by a group of experienced ABE practitioners to improve testing efforts in adult education programs…

Assessment instruments for use with adult learners are summarized; findings of a test use survey of 163 California districts serving adult students are given; and management techniques for administering large and small group tests are suggested. Forms for the evaluation of test instruments and for an assessment survey are appended. Tests reviewed…

For seven years, the Test of Adult Basic Education (TABE) was the primary standardized assessment instrument used by the adult education program of the Midwestern Intermediate Unit IV (MIUIV) of the Pennsylvania Department of Education Bureau of Adult Basic and Literacy Education. While reviewing its current assessment procedures, the MIUIV's…