Massachusetts Department of Elementary and Secondary
Education ABE-DL Programs
HANDBOOK OF SCREENING
For Instructors and Administrators of Online High School Equivalency
Programs
Developed for ACLS by the UMass Boston, Center for Social Policy, June
2009, updated by ACLS 2014
TABLE OF CONTENTS
INTRODUCTION ......................................................................................................................... 1
I. INITIAL TASKS FOR THE SCREENING PROCESS ............................................................. 1
II. BACKGROUND FOR THE INTERVIEW INSTRUMENT .................................................... 2
What is the Interview Instrument? ............................................................................................. 2
Purpose of the Interview Instrument .......................................................................................... 2
III. GUIDELINES FOR ADMINISTERING THE INTERVIEW ................................................. 3
IV. INDICATORS OF READINESS ............................................................................................ 5
Section A: Past Schooling and High School Equivalency Experience ..................................... 5
Section B: Knowledge about Characteristics of Online Learning ............................................ 6
Section C: Goals and Motivation .............................................................................................. 6
Section D: Perceptions & Expectations ..................................................................................... 6
Section E: Strengths and Weaknesses ....................................................................................... 7
Section F: Time-Management ................................................................................................... 7
Section G: Supports and Challenges ......................................................................................... 7
V. INTERVIEW INSTRUMENT .................................................................................................. 8
VI. APPENDIX ............................................................................................................................ 17
INTRODUCTION
This handbook provides guidelines for administering the screening tools for applicants of online
high school equivalent preparation programs funded by the Massachusetts Department of
Elementary and Secondary Education. It explains the screening process as well as the indicators
for determining applicants’ readiness for online education.
The handbook is organized in five sections:
• The first section contains the preliminary tasks for the screening process.
• The second section presents the background information about the interview instrument
and its purpose.
• The third provides information on how to administer the interview.
• The fourth explains each of the indicators for determining applicants’ readiness for online
learning.
• The last section contains the interview instrument.
The handbook also includes a demographic information form in the appendix.
It is important to read the whole handbook in order to have an overview of the screening
process as well as an understanding of the indicators for readiness and the questions designed
to gather information for each indicator.
I. INITIAL TASKS FOR THE SCREENING PROCESS
The initial part of the screening will involve:
Academic Skills Assessment (Locator)
Computer Skills Assessment
If applicants meet the academic and the computer skills requirements, then applicants will be
screened to determine their readiness for online learning. This will be achieved through
conducting an interview with the applicant using an interview instrument. The interview will last
approximately 20-30 minutes.
Prior to the interview, the interviewer should explain to applicants that there will be a 20-30
minute conversation about online learning, during which applicants can ask questions. The
interviewers should also explain that the purpose of the interview is to determine together if
online learning is the appropriate mode of learning for the applicant.
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II. BACKGROUND FOR THE INTERVIEW INSTRUMENT
What is the Interview Instrument?
The interview instrument is a qualitative and interactive tool which includes a set of questions
for prospective students of adult basic education. It covers seven broad areas which could have a
role in determining a person’s readiness for online learning.
Purpose of the Interview Instrument:
The interview instrument provides a means for having a guided and interactive conversation with
prospective students. The intention of the interactive approach is to build a foundation of trust in
order to increase prospective students’ confidence and ownership of their learning process. In
this regard, the interview is not only a means for selecting the applicants who are appropriate for
online learning, but also a process to support them as they engage in online learning. It seeks to
accomplish the following:
a. To assess readiness of prospective students for online learning.
b. To spark a process of reflection in prospective students about their goals, motivation,
expectations and the support they will need to succeed in online learning.
Success and persistence in this mode of learning can be defined in many different ways. One of
the most useful definitions of success is one that takes into regard the context of learning and the
life circumstances of an adult learner. Success, in this context, is defined as persistence in the
HIGH SCHOOL EQUIVALENCY program, which leads to getting the high school equivalency.
Persistence is defined, along the lines of the other studies in this area, as continued attendance in
programs and, when a need to stop out of the program arises, having a plan to return as soon as
the reason to stop out has been eliminated. (Comings, Parrella, & Soricone, 1999).
Guidelines on how to administer the instrument are presented in the next section.
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III. GUIDELINES FOR ADMINISTERING THE INTERVIEW
The Interview Process
One of the most important aspects of the interview is that it should take place in a friendly and
informal manner. The atmosphere should feel comfortable. Through this process the interviewer
is getting to know the adult learner and the adult learner is getting to know the context of online
learning. Hence this should become an exchange after which both parties can make more
informed decisions.
Most adult learners are new to this mode of learning. This is an opportunity to provide them with
accurate information and clarify any misconceptions they might have.
Before the Interview
The first step is to communicate the purpose of the interview process to the adult learner in
order to build a foundation of trust. The following is a script is an example of how this can be
done.
“I am going to ask you a set of questions which will help us determine what type of HIGH
SCHOOL EQUIVALENCY program would be right for you and how the program can
support you. These questions are about your prior schooling experience, why you want to get
your high school equivalency, and how you plan to do this. Please be as open as possible as
this will help us better serve you. During this process you will also learn about online
learning and the HIGH SCHOOL EQUIVALENCY program. You will have opportunities to
ask questions, too. This interview is going to last approximately 20-30 minutes.”
During the Interview
The role of the interviewer is to:
• guide applicants through the interview questions;
• probe for more information where necessary;
• present information about online learning and the program;
• clarify any misconceptions.
The sequence in the protocol should be followed as there is a logic underlying the sequencing of
the sections. However, deviations and improvisations might be necessary to focus back and
achieve the purposes of the interview process. Interviewers can take notes during the process
with the purpose of helping to prepare a better orientation and to identify any areas that the
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applicant might need support with in the future. This information will be useful for the
instructors.
A good interviewer has two qualities: being a good listener and a good facilitator.
Below is a set of general guidelines for interviewing:
DOs…
DON’Ts…
◆ Listen well and encourage applicants to expand
◆ Force the applicant to give an answer if you
◆ Clarify misunderstandings or unrealistic
feel that he/she is not comfortable in
responding
◆ Impose your own personal values and ideas
expectations by providing useful information
on online learning or about the high school
equivalency program
◆ Provide an opportunity to ask questions
♦ Allow the applicant to go off topic by asking
on significant ideas
◆ Pose the questions in your own words; add
probes as necessary as long as you do not
deviate from the main idea
◆ Ask the question; wait for an answer, then
check the yes or no box
◆ Guide the applicant if he/she is going off topic,
by saying something like, “I am sorry to cut
you off, but I still have more questions that we
should cover. Can we go back to where we left
off?”
unrelated questions.
◆ Ask the probe if the applicant already provided
the information after the main question.
◆ Lead the applicant to give a yes or no answer
by saying “Yes or No?”
◆ Allow the applicant to see this as a therapy
session
Below is a set of guidelines for taking notes:
DOs…
◆ Record answers to the questions
◆ Make use of lists if appropriate
◆ Note down your perceptions, observations,
reflections and comments using brackets [ ] to
distinguish them from what the applicant said
DON’Ts
♦ Try to take notes of everything the applicant
said
♦ Try to write down full sentences
◆ Write down your own perceptions, observations
reflections and comments in a way that cannot
be distinguished from the applicants’ answer
◆ Write legibly because your notes can be used
by other people, like the instructors or those
who are preparing the orientation
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After the Interview
After the interview is complete interviewers should encourage applicants to:
• think further about the information exchanged during the interview;
• think about their own readiness for online learning;
• come prepared for the orientation, where they will have more opportunities to ask
questions.
The next part includes the background information which explains the purpose of each
section of the interview instrument. The instrument is presented after that on page 8.
IMPORTANT: Please read the background information for each section while referring to the
corresponding questions in the interview instrument.
IV. INDICATORS OF READINESS
Section A: Past Schooling and high school equivalency Experience
The questions in this section are intended to gather some background information on applicants’
previous experiences in school and studying. It consists of questions in three areas: applicants’
past schooling experience; applicants’ previous classroom high school equivalency experience,
and applicants’ experience in self-study if applicable.
The first question is about the last grade the applicants have completed. Students may be better
apt for studying on their own with limited support as their previous level of education increases;
the literature suggests that students may acquire further learning strategies as they gain more
education which will be useful for learning online (Kahraman, Mallona, Friedman, Platt, Kahan,
2008).
The second question is about previous experiences in school. Some research implies that
negative schooling experiences or negative attitudes about school may influence students’
attitudes towards learning (Quigley, 1997; 2000). Furthermore, identifying any negative
perceptions or attitudes early on will help teachers to work together with the student in
addressing the challenges.
Questions on studying for high school equivalency in a classroom environment are intended first
to reveal the positive and negative experiences that applicants might have had studying in a
traditional environment. Second, they intend to help applicants reflect about the differences
between face to face learning in relationship to online learning.
Questions on applicants’ previous experiences with self-study will help unearth any challenges
that applicants might have had studying without a teacher in the past. It can also be used as an
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opportunity to reinforce some of the good strategies applicants say they use when they study on
their own.
Section B: Knowledge about Characteristics of Online Learning
The purpose of this section is to provide basic information about characteristics of online
learning and the differences and similarities between this type of learning, traditional mode of
learning and self-study. Previous research has shown that applicants of online ABE programs
have very little to no knowledge about online learning (Kahraman, Mallona, Friedman & Kuck
Jalbert, 2009). The information which compares these different modes of learning has been
included as a table in the instrument on page 10. Interviewers should provide a copy of this table
to applicants and discuss the information together.
Section C: Goals and Motivation
This section is intended to uncover the underlying forces of motivation. Adult education research
indicates that having explicit goals can be a leading force in motivating adult learners and help
them persist in distance education (Comings et al., 1999). Applicants should be encouraged to
ask themselves “Why am I doing this?” early on in the process. The first and the second
questions in this section intend to get at applicants’ life goals. The clearer the applicants are in
defining their goals, the more likely they are to persist (Comings et al., 1999).
The third question asks the applicants how long they think it will take them to finish the
program. The purpose is to surface how realistic the applicants might be in their expectations.
The interviewer can then clarify the time frame if necessary since the academic skills test will
hint how long the applicant might take to complete the program. This is a good opportunity to
plan together with the applicants how the goal of getting a high school equivalency can be
achieved given the time frame.
Section D: Perceptions & Expectations
This section aims to present applicants with information on:
• specifics of the curriculum;
• what can be achieved studying with this curriculum;
• how the program, and the curriculum is delivered (i.e. whether through software or an
internet site).
This section also aims to:
• provide applicants an opportunity to ask questions;
• further encourage applicants to think whether they can benefit from this mode of
learning;
• gain an understanding of applicant’s perceptions and expectations of the high school
equivalency program and online learning;
• clarify any misconceptions applicants might have about the high school equivalency
program and online learning.
6
Having clear and realistic expectations on online learning and on the specifics of the program
will help students persist (Schunk 1989).
The information on the program and the curriculum could be provided in a simple format in a
booklet or a handbook. It might also be useful to give a handout of examples from the courses
and topics and include information on any additional resources that applicants can use.
Section E: Strengths and Weaknesses
One of the main goals of this section is to understand how confident applicants feel in their skills
to succeed in online learning. Interviewers should remember that at this time in the interview
applicants have been provided with the information to be able to make such reflections. Other
studies have illustrated that students who are confident in their abilities to accomplish the task
are more likely to persist (Bandura, 1993; Pintrich & Garcia, 1991; Schunk, 1991).
The second purpose of this section is to unearth applicants’ ability to self-assess by asking them
to discuss and reflect on their strengths and weaknesses in certain subject areas. According to the
literature, having the ability to self-assess indicates that a person is more strategic in learning and
thus is able to do better (Schraw and Dennison, 1994).
Section F: Time-Management
This section is intended to cover three major areas:
• how applicants plan to fit studying into their lives
• how much time applicants really have for studying
• whether applicants are able to complete tasks on time
Successful distance learners are those who have the ability to organize their time in order to
accomplish their goals (Schunk & Zimmerman, 1998; Artino 2008).
The interviewer can start by telling applicants how much time on average per week is required to
study in the program. The interviewer can help the applicant to create a customized time table.
The table does not need to be detailed: it could include general time slots such as mornings,
afternoons, or evenings.
Section G: Supports and Challenges
One of the purposes of this section is to inquire about applicants’ awareness of negative and
positive forces in their life which may hinder or contribute to their persistence. Having such
awareness has been presented as one of the factors that help students persist in adult basic
education programs (Comings et al., 1999).
This section is also intended to identify applicants’ willingness in communicating with
instructors and their comfort with asking for help from instructors, peers, and others. Willingness
and initiative for seeking help is a crucial factor for student success (Comings et al., 1999).
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V. INTERVIEW INSTRUMENT
DEPARTMENT OF ELEMENTARY AND SECONDARY
EDUCATION
Face to Face Interview instrument for Screening Prospective high school
equivalency Applicants for Online Education
SECTION A: PAST SCHOOLING AND HIGH SCHOOL
EQUIVALENCY EXPERIENCE
The information gathered in this section will help interviewers in administering Section B.
Section B is related to characteristics of online learning. Interviewers can use the information
gathered in Section A to explain how online learning is similar to or different from classroom
learning and self-study. The responses to questions about self-study could also be used as a
basis to point out learning strategies applicants have used and would work well for learning
online.
Questions: Schooling
A1.What is the highest grade of school
that you have completed in the US?
Answers/Observations
GRADE:
A2. What was going to school like for
you?
PROBES:
Can you give an example of what you
liked about school?
Which subject did you like the most?
Can you give an example of what you did
not like about school?
Which subject did you like the least?
A3. Would you say your overall
experience was negative or positive?
[ ] POSITIVE
[ ] NEGATIVE
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Questions: Previous Classroom High
School Equivalency Experience
A4. Have you participated in high school
equivalencycourses before?
classroom
A5. Did you finish those courses?
Answers/Observations
[ ] YES
[ ] NO
(IF NO SKIP TO A7)
[ ] YES
(IF YES SKIP TO A7)
[ ] NO
A6. What was the main reason you
stopped doing the classroom program?
Questions: Self-Study
A7. Did you ever study for the
Hon your own?
Answers/Observations
[ ] YES
[ ] NO
(IF NO SKIP TO section B)
A8.Could you describe what you
did?
A9.What did you like about
studying on your own?
A10. What did you not like
about studying on your own?
A11. What have you
accomplished studying on your
own?
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SECTION B: KNOWLEDGE ABOUT CHARACTERISTICS OF ONLINE LEARNING
The interviewers should familiarize themselves with the information below prior to the interview. The table
should be provided to applicants as a hand-out. Interviewers should go through the table together with the
applicants checking whether the applicants are familiar with the information. The interviewers can also
skip some of the information depending on the level of knowledge of the applicant.
INFORMATION TABLE ON DIFFERENT MODES OF LEARNING
Face to Face
Online
Self-Study
Space
In a classroom
Anywhere where there is a computer
and internet access
Anywhere
Time
An organized schedule defined
by the institution offering
instruction
Yes, in the classroom
Multiple (books, field trips,
simulations, labs, technology)
Any time, self-planned
Any time, self-planned
Yes, at a distance
Computer, internet (can be
complemented with books)
No teacher
Computer, internet and
books
Face to face, and sometimes
online
Online: through forums, e-mail, chat
room and blog; and face to face on
occasion
N/A
Planned curriculum with
assignments and tasks and
associated deadlines to
complete
Instructor controls learning
(activity, space, time, pace,
mode of instruction,
curriculum)
Immediate during classroom
interaction
Mostly face to face sometimes
with e-mail; usually direct
Planned curriculum with assignments
and tasks
Self-planned
Learners control learning with
assistance from instructor
Learners control learning
There is some wait time
No feedback
Mostly using internet, e-mail, chat,
etc…rarely face to face; might be
indirect, i.e. instructor can guide one to
resources for learning
No support
Assessment
Teacher assesses progress with
grades on exams, assignments
and tests
Self assessment of progress;
tests at certain points in
time; no grades
Code of conduct
Defined by the institution and
the teacher, usually
communicated verbally
Usually self assessment of progress;
might be built in the curriculum
software; tests at certain points in time;
no grades
Defined by the institution and the
teacher, some of the same rules in
classroom learning will apply
Cost
Self-pay or tax payers pay
Tax payers pay; it is not really free
Self-pay
Duration of study
Determined by the institution
(one semester, two semesters)
Depends on the amount of hours
invested in studying, could take as
much or longer than face to face
Depends on the amount of
hours invested in studying,
could take as much or
longer than face to face
Teacher
Mode of
instruction
Communications
with the teacher
and other learners
Curriculum
Control over
learning
Feedback
Support
N/A
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SECTION C: GOALS AND MOTIVATION
The scale and the probe question in C1 are meaningful when used together. The purpose of the scale is to
have applicants think how much importance they place on achieving the goal. Asking applicants how
long they think it will take them to finish the program before providing any information is important; if
applicants do not know or have very unrealistic expectations about completion, this is a good opportunity
to talk about the time-line and to see if applicants are willing to commit the time. This step in the process
can be complemented with Section D during which information about the program and curriculum is
presented.
Questions
C1. How important is it for
you to get the high school
equivalency?
Answers/Observations
[ ] Extremely Important
[ ] Very Important
[ ] Somewhat Important
PROBE: Could you share an
example of why it is important
for you?
C3. Do you have plans to
continue your education after
you complete this program?
[ ] Not very Important
[ ] Not at all Important
[ ] YES
[ ] NO
PROBE: What are you
planning to do?
C2. How long do you think it
will take you to finish the
program?
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SECTION D: PERCEPTIONS & EXPECTATIONS
Provide applicants with information* on:
STEP 1
STEP 2
•
•
•
specifics of the curriculum;
what can be achieved studying with this curriculum;
how the program, and how the curriculum is delivered
whether through a software or an internet site.
•
•
Provide an opportunity to ask questions;
Further encourage applicants to think whether they can
benefit from this mode of learning;
Gain an understanding of applicants’ perceptions about
and expectations of the high school equivalency
program and online learning;
Clarify any misconceptions they might have about the
high school equivalency program and online learning.
•
•
*This information could be provided in a simple format in the form of a booklet or a handbook.
It might also be useful to give a handout on examples from the courses and topics and include
information on any additional resources that applicants can use.
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SECTION E: STRENGTHS AND WEAKNESSES
Questions
Answers/Observations
E1. How confident are you in
finishing the online courses?
PROBE: What makes you feel
confident?
E2. Which subject areas do
you think you will do well in?
PROBE: Math, reading,
writing, etc…
E3. Which subject areas do
you think you will need help
with?
PROBE: Math, reading,
writing, etc…
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SECTION F: TIME MANAGEMENT
Tell applicants:
“This course will require you to study
Questions
hours every week on the computer.”
Answers/Observations
F1.Are you planning to study
at home or somewhere else?
F2.When do you plan to study?
PROBE: What times, on what
days?
Tell applicants:
“Studying online requires that you are well-organized and that you complete your assignments
and lessons on time.”
F3. Do you usually do things on
time?
PROBE:
How will you manage your
home and work responsibilities
with your online studies?
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SECTION G: SUPPORTS AND CHALLENGES
The purpose of this section is to assess how comfortable applicants are in asking for help; thus
interviewers should be ready to ask appropriate follow-up questions if necessary.
Questions
Answers/Observations
G1. Do your friends and
family support you in your
effort to get your high school
equivalency?
[ ] YES
[ ] NO
PROBES:
If yes, how do they support
you? Example?
If no, how could they support
you more?
G2. Do you expect that you
will have difficulties studying
online?
[ ] YES
[ ] NO
PROBE: If yes, what are
those?
G3. What would you do if you
have difficulties studying
online?
G4. How would you like your
instructor to support you in
your studies?
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APPLICANT’S SELF-ASSESSMENT:
The purpose of this self assessment section is to further encourage students to think about
learning online. The decision regarding students’ readiness should be based on all the
information gathered throughout the interview.
Now that you know a little bit about learning online, this program and the courses, what do you
think about learning this way?
Is learning online for you?
INTERVIEWER’S ASSESSMENT OF THE APPLICANT:
On the basis of the academic and computer skills assessment and this interview please indicate
how you feel about this applicant’s readiness for high school equivalency online:
IS READY FOR THIS HIGH SCHOOL
EQUIVALENCY PROGRAM:
IS NOT READY FOR THIS high school
equivalency
PROGRAM:
Please note below areas where this applicant might need extra support during the first lessons
of the high school equivalency program, based on the information learned during the
screening:
Math Skills:
Reading Skills:
Writing Skills:
Computer Skills:
Goals and Expectations:
Time Management:
Learning Supports and Challenges:
Other:
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VI. APPENDIX
DEMOGRAPHIC INFORMATION FORM
This information will be gathered later during intake. However, it might be useful to gather
this information at this point for applicants who are being screened out.
BASIC INFORMATION:
First Name:
Middle Initial:
Gender:
D Male D Female
Last Name:
Date of Birth:
MM
/
DD
/
YEAR
Ethnicity: (CHECK ALL THAT APPLY)
D American Indian or Alaskan Native
D Asian
D Black (not of Hispanic origin)
D Cape Verdean
D Haitian
D Hawaiian or Pacific Islander
D Hispanic
D Indian Sub-Continent
D White (not of Hispanic origin)
Country of Birth:
Immigrant: D Yes D No
Mandated: D Yes D No
Interview Date:
/
/
MM
DD
Native Language:
YEAR
Interviewer Name:
Language at Home:
Other Language:
Release of Information Form Signed: (revised 4/1/08)
D Yes D No
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EMPLOYMENT AND HOUSEHOLD:
Employment Status:
D Employed
D Unemployed and Not Looking for Work
D Unemployed and Looking for Work
D Retired or Otherwise Not Looking for Work
D Homemaker
Occupation: (required if employed)
Job Type:
D Full Time (30 or more hrs/wk)
D Part Time ( less than 30 hrs/wk)
D Multiple Jobs
Public Assistance:
D TAFDC (Transitional Aid to Families with Dependent Children)
D EAEDC (Emergency Aid to the Elderly, Disabled and Children)
D Food Stamp Benefits
D EA (Emergency Assistance)
D SSI ( Supplemental Security Income)
D None
D Other
Dependents:
D Yes
D No
(if Yes, Dependent Birth Year Required)
Dependent Birth Year:
In School (PreK-12): (Y/N)
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VII. REFERENCES
Artino, A.R. (June, 2008). Promoting academic motivation and self-regulation: Practical
guidelines for online instructors. TechTrends, Vol. 52 (3), pp. 37 – 45.
Bandura, A. (1993). Perceived self-efficacy in cognitive functioning. Educational Psychologist,
28, 117-148.
Comings, J.P., Parrella, A. & Soricone, L. (1999). Persistence among adult basic education
students in pre-high school equivalency classes. Cambridge, MA: National Center for the
Study of Adult Learning and Literacy. Retrieved May, 2008 from (ERIC Document
Reproduction Service No. ED 437 579)
Kahraman, B., Mallona, A., Haig-Friedman, D., Platt, E. & Kahan, M. (2008). Massachusetts’s
Adult Basic Education and ESOL distance learning programs: how to assess student
readiness for distance learning? Unpublished document prepared for Adult and
Community Learning Services (ACLS), Massachusetts Department of Elementary and
Secondary Education. The Center for Social Policy, University of Massachusetts Boston.
Kahraman, B., Mallona, A., Haig-Friedman, D. & Kuck Jalbert, S. (2009). How to Assess
Readiness for Distance Learning: Findings from the Pilot Screening Process.
Unpublished document prepared for Adult and Community Learning Services (ACLS),
Massachusetts Department of Elementary and Secondary Education. The Center for
Social Policy, University of Massachusetts Boston.
Pintrich, P.R. & Garcia, T. (1991). Student goal orientation and self-regulation in the collage
classroom. In M.L. Maerhr & P.R. Pintrich (Eds.), Advances in motivation and
achievement: Goals and self-regulatory processes, vol 7, pp. 371-402. Greenwich, CT:
JAI.
Quigley, B.A. (1997). Rethinking literacy education: the critical need for practice-based change.
San Francisco: Jossey-Bass.
Quigley, B.A. (2000). Retaining adult learners in the first three critical weeks: A quasi
experimental model for use in ABE programs. Adult Basic Education, 10(2), 55-69.
Schunk, D.H. (1989). Self-efficacy and cognitive skill learning. In C. Ames & R. Ames., (Eds.),
Research on motivation in education, vol.3. San Diego, CA: Academic Press, Inc.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207231.
Schunk, D.H. & Zimmerman, B.J. (Eds.). (1998). Self-regulated learning: from teaching to selfreflective practice. New York: The Guilford Press.
Schraw, G., and Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary
Educational Psychology, 19, 460-475.
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