TABE Administrator
Certification – Updated for
New “Validity” Tables
Developed by Rosemary Matt, Director of
Accountability
Presented by Ann Marie Przybyl, Director,
ACCES/West RAEN
Today’s Objectives
Preparation for providing TABE
training to TABE Test
Administrators
Today will be a combination of
demonstrating the training
activities and discussion about
audience participation
Today’s Objectives

Morning session:
 Learn proper test administration and effective use
of the scoring tables
 Clarify the relationship between TABE test scores
and NRS levels
 Utilize the NYSED Validity Tables

Afternoon session:
 Hands on activities emphasizing how TABE
assessment scores inform teacher instruction
 Strategizing for effective post testing
TABE Levels
A
Advanced
D
Difficult
M
Moderate
E
Easy
L
Language
Two Forms 9 and 10
Pre and Post test must toggle the forms
 Multiple Post tests must toggle between
the two forms

Form 9 and Form 10 are considered of
equal challenge
 One is not preferred nor required
over the other!

Two sections required by NYSED

Math – Full Battery

Reading – Full Battery

Other sections may be provided at the
discretion of the program administrator
Activity one:
Exploring the TABE test levels

Take 10 minutes to browse through each
TABE Level test booklet
What are the commonalities?
 What are the differences?

Commonalities:

Same number of questions (with the
exception of the L Level)

All multiple choice format

Directions are the same

Time on each section is equal across all
levels
Differences:

Front cover color on each Level is
different

Font changes as levels increase

White space decreases as levels increase

Complexity and length of the text for
questions increases

Graphics prominent in Lower Levels
TABE Locator Test

Required by New York State under NRS
Policy

Must be entered into student folder

The cut points are ONLY guidelines

Use the cut points along with any
knowledge of the examinee’s previous
performance to help determine placement
into TABE levels
TABE Locator Test Tip

Locator is not recorded in ASISTS

If Locator places student on the “A” Level
test, reconsider especially if student is new
to your adult education program

If you know something about the student,
base your judgment on that knowledge and
not just the Locator
TABE Locator Test Tip
Locator must be timed and administered
according to the Guidelines on pages 23 –
32 in the TABE ® “Complete Battery Test
Directions”.
TABE Locator:
• Score of 7
• Recommend an E
• Score of 10
• Recommend a D
TABE Levels Required by NYSED

If an L Level is used, it can only show
gain from Level 1 to Level 2, then the
student must transition to the TABE
Level E test

If Locator places student on the “A” Level
test, reconsider especially if student is new
to your adult education program
TABE Levels Need Not Match!

Students may be tested on one level
for Math and a different level for
Reading

TABE Online Users: the
administrator may (and should)
override the Level chosen if the need
arises (post test level is chosen by the
software in TABE Online product)
Administration of the TABE
Programs should have at least one copy of the Test
Directions/Complete Battery and Locator Test,
All Levels, Forms 9 & 10
Administration of the TABE

Tests must be administered in a
contiguous flow:

EXAMPLE:
◦ Pre test on an M, then Post may be an M, D, or
an A (the A Test is not required for NYSED
funded programs, it is optional)
◦ Pre test on an M, cannot Post on an E
Administration of the TABE
Under NRS Policy
• TABE 9
• TABE 10
Must be used in a series
• Pre Test on 9
• Post Test on 10
• Or Visa Versa
Exception

Audio version of the TABE is published
in only one form

When students are assessed with the
audio version, the administrator will not
have the ability to move between forms

Must send the post test scores to
Rosemary Matt in the office of
accountability so she can convert the
scores appropriately.
Testing Times 9 & 10 Series:

Reading

Mathematics
50 minutes
◦
Computation
24 minutes
◦
Applied Mathematics
50 minutes
Testing Times 9 & 10 Series:

Test Administrator must read the
directions to all test takers

Regardless of any Level test taker,
directions are identical
Administration of the TABE

Timed Tests
◦ Test should be scheduled for time frames
suitable for completing each section of the
test

Breaks should be given between sections
of the test NOT during the sections
Administration of the TABE

If the test is interrupted (ie. a student
leaves before the section is complete, a
fire drill interrupts the test, student is
taken ill)
◦ The test results are rendered invalid
◦ Retest must be scheduled
Administration of the TABE

Testing environment must be
conducive to student comfort
Quiet
Organized
Comfortable
Seating
Minimize
Distractions
Calculator Use on the TABE

Remember to teach your students the
proper use of the calculator

If you are using a scientific calculator you
must provide guided practice

A four-function calculator (like that from
the dollar store) functions very
differently!
Calculator Use:
Calculator made available during the
Applied Mathematics section
 Mandated by the National Reporting
System (NRS)
 Program must provide the calculator,
must not be one the student carries in
 Know in advance the type of calculator
that is available to the student

Four
Function
Calculator
Scientific
Calculator
TI-30 xs
as required
on the TASC
Why is a Calculator Necessary?

Calculator made available during the
Applied Mathematics section

This section is assessing the student’s
ability to implement mathematical theory

No need to assess the student’s ability to
calculate numbers

Cannot be used on the Computational
Math Section
Score Sheets
Mandatory documentation:
• Name
• Examiner
• School
• Test Date
• Test Form
Original score sheet MUST be placed in student’s folder
TABE Modifications for
Learning Disabled Students
Most Important to Remind:

Students must have a DOCUMENTED
clinical diagnosis of a Learning Disability
within the past 5 years

Bear in mind, some modifications, even if
documented on an IEP, would render the
TABE results invalid

Remember, the purpose of the TABE is to
ASSESS the student’s SKILLS!
TABE Modifications for
Learning Disabled Students
Two instances for modifications:

Category 1: Students may take the test
alone or in a study carrel.

Category 2: Students may use extra
time when taking the test or may take
sections of the test at different times or
on different dates.
TABE Modifications for
Learning Disabled Students
Special note:

Please note that calculators cannot be
used when taking the mathematics
computation section of the test

Calculators may be used by any test
taker on the Applied Mathematics
component only
TABE Modifications for Disabled
Students

If a student is blind and needs the test read to
them, you must use the TABE audio test or the
TABE in braille

There is only one form of the test (only Form
9, no 10) so when you are administering a post
test, you must notify the Accountability
Specialist, Rosemary Matt so she can manage
the scores appropriately in ASISTS
The Norming Process

Norm-referenced assessment is the
process of evaluating (and grading) the
skills students possess by comparing
against the performance of peer groups

When an assessment is normed, the
publisher will note the reference
groups that were used as the “peer
group”
The Norming Process
For the TABE, the following Reference
Groups were used in the Norming
Process:
Reference Groups
ABE
Adult Basic Education Enrollees
VO
Vocational/Technical School Enrollees
A/JO
Adult/Juvenile Offenders
COL
College Students
The Norming Process
Acronyms you will see on the
Norming Page
Scores
NC
Number-Correct Score
SS
Scale Score
SEM
Standard Error of Measurement
GE
Grade Equivalent
P
Percentile Rank
S
Stanine
Basic Bell Curve
Most Desirable Scores
NYS Valid Score Range
• The Standard
Error of Measure
is the smallest at
the middle of the
score range…this
is the center of
that Bell Curve!
• This section
represents the most
reliable scores on
an assessment
Next Tool:

New York State’s Validity Tables …
NRS Levels- 2-5
NRS Levels- 1-4
Grade Level Equivalents – 2.2-9.9
Grade Level Equivalents -1.3-6.9
TABE
E
NRS Levels- 1-4
Grade Level Equivalents -0-6.9
TABE
M
TABE
D
NRS Levels- 1-5
NRS Levels- 2-6
Grade Level Equivalents -1.3-9.9
Grade Level Equivalents -2.2-12.9
National Reporting System

Educational Functioning Levels

To show Educational Gain in the NRS
System, the student must achieve scores
that move them from one Educational
Functioning Level to the next

A total of 6 Levels

Gain is calculated on the lower score
ONLY
NRS
Level
National Reporting System
(NRS)
Levels
Grade Level
Equivalents
1
Beginning ABE
Literacy
0 – 1.9
2
Beginning Basic
Education
2 – 3.9
3
Low Intermediate
Basic Education
4 – 5.9
4
High Intermediate
Basic Education
6 – 8.9
5
Low Adult
Secondary Education
9 – 10.9
6
High Adult
Secondary Education
11 – 12.9
Educational Functioning Levels
These descriptors are especially useful when
helping students understand their TABE scores.
They outline the skills that are associated
with each of the Grade Levels
Please note:

The Maximum valid Grade Equivalent on the
Level L test is a 3.9 GE
If a student needs to move from NRS Level 2 to
NRS Level 3, they cannot do that on a
Level L test!
Please note:

The Maximum valid Grade Equivalent on the
Level E test is a 6.9 GE
If a student needs to move from NRS Level 4 to
NRS Level 5, they cannot do that on a
Level E test!
Cannot use a Level E to move from
NRS Level 4 to NRS Level 5!
Please note:

The Maximum valid Grade Equivalent on the
Level M test is a 9.9 GE

If a student needs to move from NRS Level 5 to
NRS Level 6, they cannot do that on a
Level M test!
Cannot use a Level M to move from
NRS Level 5 to NRS Level 6!
To Make a Wise Decision Regarding
Which Form and Level of the TABE,
the Test Administrator must have the
following tools:
Valid Score Ranges
 NRS Educational Functioning Level Chart

Remember NRS Rules!

Students are measured for Educational
Gain by their LOWEST skill level

The gain is measured in whichever TABE
score is

LOWER
Either Math
or Reading!
Measuring Educational Gain
 One
Educational Gain per fiscal
year per student
◦ More testing desired?
◦ Use a non-NRS test
◦ Recommendation:
 Test Ready
 Curriculum Associates, LLC
 LiteracyLink
 McGraw Hill/Contemporary
Students with invalid test scores
Note: When the Scale Score, GE, and NRS Level is zeroed out
(all zeros), the student’s score fell outside the valid range
Students with invalid test scores
Note: When an asterisk (*) appears next to the TABE Level,
this indicates that either the FORM or LEVEL
was an incorrect choice
Scenarios
Student Pre Tests on a TABE Read, form 9,
Level E with 45 correct.
•Is this a NYS valid score?
•Yes, the range is 0 - 49
•What NRS Level is this score?
•The Grade Equivalent is a 6.2 which
is an NRS Educational Functioning
Level 4
•What NRS Level must the student move
into to show gain?
•NRS Educational Functioning Level 5
Scenarios
Student Pre Tests on a TABE Read, form 9,
Level E with 45 correct.
•What Level TABE test should be
administered?
•The student must achieve at least at 9.0
Grade Equivalent to demonstrate gain, that
is not even possible on a Level E test so the
Post Test must be a Level M
•What form of the Post Test?
•The Form must be the opposite of the pre
test which was a form 9, so the post test
must be a form 10
Scenarios
Student Pre Tests on a TABE Read, form
10, Level M with 30 correct.
•Is this a NYS valid score?
•What NRS Level is this score?
•What NRS Level must the student move
into to show gain?
•What Level TABE test should be
administered?
•What form of the Post Test?
Scenarios
Student Pre Tests on a TABE Read, form 9,
Level D with 41 correct.
•Is this a NYS valid score?
•What NRS Level is this score?
•What NRS Level must the student move
into to show gain?
•What Level TABE test should be
administered?
•What form of the Post Test?
Scenarios
Student Pre Tests on a TABE Read, form 10,
Level M with 48 correct.
•Is this a NYS valid score?
•What NRS Level is this score?
•What NRS Level must the student move into
to show gain?
•What Level TABE test should be
administered?
•What form of the Post Test?
Scenarios
Student Pre Tests on a TABE Read, form 9,
Level E with 11 correct.
•Is this a NYS valid score?
•What NRS Level is this score?
•What NRS Level must the student move into
to show gain?
•What Level TABE test should be
administered?
•What form of the Post Test?