Frequently Asked Questions
about TABE CLAS–E
2
For what target audiences was TABE CLAS–E designed?
TABE Complete Language Assessment System—English
™
(TABE CLAS–E
™
) assessments were designed for state Adult
Education programs. They can be used to assess the English language prociency of adults whose primary language is
not English.
What types of adult education programs can use TABE CLAS–E?
TABE CLAS–E is useful for any program that needs to assess basic English prociency skills in an adult population,
including adult English Language Learner (ELL) programs, correctional education, and alternative educational
programs, which may include basic education, vocational, and life skills assessment.
What skill areas are measured with TABE CLAS–E?
TABE CLAS–E measures language prociency in Reading, Listening, Writing, and Speaking.
What English as a Second Language (ESL) prociency levels, as dened by the
National Reporting System (NRS), does TABE CLAS–E cover?
TABE CLAS–E assessments are available for four levels of ability. Test level Prociency Descriptor NRS ESL levels:
What types of materials are available for TABE CLAS–E?
TABE CLAS–E is a complete language prociency system for assessing adult English Language Learners.
It addresses the full continuum of measurement—from placement, to planning, to progress.
• A Locator Test can help examiners determine the appropriate test level for each student. The Locator Test includes
an oral interview and additional multiple-choice items representative of the skill areas assessed in the four test levels.
• Pre- and post-tests are available at four different prociency levels, ensuring that students are testing within the
appropriate skill range.
Test Design
Subtest Prociency Descriptor NRS ESL Levels
1 Beginning ESL 1 & 2
2 Beginning ESL 2 & 3
3 Intermediate ESL 3 & 4
4 Advanced ESL 5 & 6
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• Examiners can automatically scan, score, and report results quickly and accurately. Tests can also be scored
manually by using scoring stencils, the Scoring Tables book, and the Individual Diagnostic Prole.
• The two-volume Teacher’s Resource Guide helps connect test results to instruction by offering lesson plans that
teachers can use to deliver instruction or provide extra practice for students.
• Staff Development materials, available for individual or group training sessions, show teachers how to interpret and
apply test results to enhance classroom instruction. Available in DVD, these materials include information about the
assessments, sample test items, and sample score reports.
•
To get more information about TABE CLAS–E or to order materials, call Data Recognition Corporation Customer
Service at 800.538.9547, or through our website at www.tabetest.com
To what standards is TABE CLAS–E aligned?
Test developers created the test design after analyzing a cross-section of the foremost ESL standards and
adapting the most common and relevant skills. Sources for these standards included:
• American Council on the Teaching of Foreign Languages (ACTFL) Prociency Guidelines
• Arizona English Language Acquisition for Adults (ELAA) Standards
• California ESL Model Standards for Adult Education Programs
• Common European Framework of Reference
• Canadian Language Benchmarks 2000—ESL for Adults
• Florida Literacy Completion Point (LCP) Performance Record
• Framework of Adult English for Speakers of Other Languages (ESOL) in the Commonwealth of Massachusetts
• Maryland Content Standards for Adult ESL
• National Reporting System (NRS) Educational Functioning Levels for ESL
• Teachers of English to Speakers of Other Languages (TESOL) Standards for Pre-K–12
• Texas Standardized Curriculum Framework—Adult ESL
What types of items are included in TABE CLAS–E?
The test formats include multiple-choice and constructed-response items that address a wide range of language skills.
The content is engaging, culturally relevant, and motivates students to achieve their best. Test items include realistic
illustrations, contextualized reading passages, and contexts encountered at home, in the community, and in the workplace.
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How were the test items developed?
ESL content specialists developed items, passages, and stimuli according to test design specications, with the
goal of producing a focused assessment that evaluates specic language prociencies. Every item was reviewed
for accuracy, appropriateness of content, context, and difculty, as well as for relevance to the adult ESL education
curricula. Items were then submitted to a diverse group of ESL education professionals for feedback on language,
subject matter, and representation of various populations. Rigorous and systematic procedures were followed to
reduce ethnic, racial, gender, regional, disability, and age bias.
How does Data Recognition Corporation provide high-quality items?
All items go through numerous reviews and editing cycles to ensure content and level appropriateness, match to
objectives, and accuracy of answers. Items were eld-tested in a study involving more than 10,000 adult ESL
learners. These learners came from a variety of programs which report to the National Reporting System (NRS).
These programs included the following: adult basic education (including literacy and), adult postsecondary
education, English as a Second Language (ESL), alternative high schools, juvenile and adult correctional facilities,
vocational/technical training, Job Corps, and family literacy.
Standardized test administration and scoring procedures were used during this study. Data were analyzed to
determine each item’s psychometric characteristics, such as difculty and contribution to score accuracy. Selection of
items for the operational forms was based on meeting content specications while minimizing measurement error.
How does TABE CLAS–E link to instruction?
After a student’s level of English prociency is identied with TABE CLAS–E, teachers can use the Teacher’s
Resource Guide to tailor instruction. The Teacher’s Resource Guide, Volume 2, contains objective-based lessons
targeted to match students’ needs as indicated by test results. Lessons are organized by prociency level and
skill area, and are designed to strengthen students’ language skills.
Are there special editions of TABE CLAS–E for people with visual disabilities?
Yes. Large-print editions of TABE CLAS–E Forms A&B are available from Data Recognition Corporation
and may be ordered by calling DRC Customer Service at 800.538.9547.
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Administering the Test
Who is eligible to administer TABE CLAS–E?
Educators who have a general knowledge of measurement principles and who comply with the assessment
standards of the American Psychological Association may administer TABE CLAS–E. These professional standards
r
equire TABE administrators to follow specific guidelines, such as keeping tests in a secure place and administering
them only as directed.
Is it easy for teachers to administer TABE CLAS–E?
Yes. TABE CLAS–E includes easy-to-follow Test Directions to help teachers prepare students for the testing
experience, plan the testing schedule, and organize their classrooms. This guide includes easy-to-follow,
step-by-step instructions and helpful suggestions to assist teachers in administering the test, which helps to
ensure that standardized testing procedures are followed.
Note: Teachers do need to prepare in advance to score the Writing Folio and to administer and score the
Speaking test.
How long does it take to administer TABE CLAS–E?
Estimated times for each section are as follows:
• Reading—25 minutes per group
• Listening—20 minutes per group
• Writing—47 minutes per group
• Speaking (optional)—15 minutes per student
How will I know which of the four test levels of TABE CLAS–E to administer?
For English language learners in Adult Basic Education (ABE) or other programs that include students at various
levels of ability, administer the TABE CLAS–E Locator Test rst. The results will indicate by skill area which level
of TABE CLAS–E to use. If you are using TABE CLAS–E as a screening tool for a program that requires a certain
level of ability, select the appropriate level of TABE CLAS–E commensurate with the content difculty for the program.
6
Can TABE CLAS–E be used by any student whose rst language is not English?
Yes. English language learners may speak a variety of languages at home and come from a diverse range of
cultures. In developing TABE CLAS–E, test items were tried out by students who speak a wide variety of languages.
• Assessment Summary Report
• Group List Report
• Rank List Report
Can I use TABE CLAS–E for entrance screening or to make placement decisions?
Yes. TABE CLAS–E is an excellent tool to assist in making placement decisions. TABE CLAS–E enables accurate
placement and evaluation of English language learners for ESL programs.
Can TABE CLAS–E be used as both a pre-test and a post-test?
Yes. TABE CLAS–E offers separate forms (Form A and Form B) for pre- and post-testing. You may alternate the
order in which these forms are administered.
Can the Locator Test be used to determine a student’s NRS level?
No. The Locator Test is not designed to determine NRS Level. Its only function is to point to the most appropriate
TABE CLAS–E testing level, and it should not be used for any other purpose.
What should I do if the student doesn’t understand the spoken directions for the Speaking test?
An examiner may repeat the prompt for an item only once. Repeating a prompt multiple times or stating the
prompt in the student’s native language would provide that student an unfair advantage. See the Speaking
Scoring Guide for more details.
Does a student need to complete the Expository Writing Folio in order to receive a Writing score?
Yes. The scale score for the Writing test is based on the combined scores from the Writing section in the test
book and the scores from the Expository Writing Folio. Valid scores are not available for incomplete tests.
How can I help with test security?
Always keep tests, manuals, and answer sheets secure. Do not allow students to leave the test site with answer
sheets or test books. Do not show test items (other than those designated as Sample Items) to students or discuss
their answers. Make sure that your staff understands the procedures necessary to maintain test security when
they administer and score TABE CLAS–E. If you would like to schedule a training session for your staff members,
call Data Recognition Corporation Customer Service at 800.538.9547.
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Types of
Reports and Scores
What types of test reports does TABE CLAS–E offer?
• Individual Student Report
• Item Analysis Report
• Pre/Post Report
• Prescriptive Report
What scores are available for TABE CLAS–E?
Scores include:
• Number Correct
• Scale Score
• National Reporting System (NRS) English as a Second Language (ESL) Educational Functioning Level
• Student Prociency Level (SPL)
• Objectives Mastery Score
• Composite Scale Score for Reading/Writing and for Listening/Speaking
• Composite Scale Score for Reading/Listening/Writing
• Composite Scale Score for the total test—Reading/Listening/Writing/Speaking
• Estimated TABE 9&10 Level
What choices do I have for scoring TABE CLAS–E?
DRC offers two scoring options for TABE CLAS–E:
• Hand-scoring—Scoring stencils allow the test administrator to score the printed assessments locally by hand.
Raw scores can be converted to scale scores and NRS ESL levels by using the Scoring Tables book.
• Electronic scoring—Tests can be scored locally. This option allows teachers to administer the printed
assessments, scan their answer documents using local scanners, and print reports immediately.
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Are there Grade Equivalents for TABE CLAS–E scores?
No. There are several reasons why Grade Equivalents may not be appropriate for adult education. Nonetheless,
many nd them useful. The scale scores for the Reading and Writing tests which indicate a student’s ability to
transition successfully to TABE 9&10 Level M are approximately equivalent to Grade 8. Many experts believe this is
an appropriate level; others also believe that Reading readiness may be a more useful indicator than Writing.
Why does the Speaking test use Weighted Scale Scores and the others do not?
The three criteria of Speaking which are tested—Grammar, Meaning, and Appropriateness—were scaled (measured)
independently. Each criterion contributes a number of points to the overall speaking score. The scale score for each
criterion is then weighted by the proportion of points it contributes to the total (the Speaking test scale score, which is
aligned to the NRS ESL Educational Functioning Levels).
Why isn’t there an NRS ESL Level for the Composite Scale Score of the complete battery
(Rd + Li + Wr + Sp)?
NRS has provided ESL educational functioning level descriptors for a combined “Speaking and Listening” category
and a combined “Basic Reading and Writing” category. Therefore, DRC is able to report NRS ESL levels for thes
e
combinations of skill areas. Because NRS does not provide ESL descriptors for a combination of all four skill areas,
the complete battery score (Rd + Li + Wr + Sp) cannot be aligned to an NRS ESL level.
How does the new TABE CLAS–E relate to TABE 9&10?
A linking study was conducted to link the TABE CLAS–E assessment to the TABE Form 9 test so that examiners can
determine whether their students have sufcient English language prociency to transition successfully to an adult
basic education assessment system.
What can I use to predict TABE 9&10 scores?
TABE CLAS–E Reading and Writing tests, at Level 4, can be used to predict TABE 9&10 Level M scores for Reading
and Language, respectively. Note that there is more error associated with these predicted scores than there
would be with the actual scores on TABE 9&10 Level M. The best estimates of TABE 9&10 Level M scores are
obtained from taking the TABE 9&10 Level M test.
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When should I start using TABE 9&10 for measuring student progress?
When deciding if an adult student is adequately procient in English to transition from an ESL program to an
Adult Basic Education (ABE) program, we consider two types of exit criteria, either one of which may be useful
in any particular context. When these criteria have been met, consideration of the student for exit or transition is
appropriate. However, no exit or transition should be made on the basis of a single test performance in isolation.
Recommended criterion for consideration for exit from ESL instruction
A student who demonstrates Advanced ESL performance in at least 3 TABE CLAS–E subtests should be considered
for exit from ESL instruction to adult basic education instruction.
Alternative ESL Exit Criteria Based on Individual TABE CLAS–E Subtests or Totals
When individual subtest performances are considered, it is appropriate to use a higher criterion than the
Advanced ESL performance level. Under these alternative criteria, we recommend use of the following cut scores
for performance on TABE CLAS–E Level 4:
• Reading 588
• Writing 612
• Total Reading and Writing 600
• Listening 607
• Speaking 594
• Total Listening and Speaking 600
The individual cut scores for Reading and Writing are based on the TABE 9&10 linking study, as described above.
How can I measure progress if a student scores at NRS ESL Level 6 on the rst administration of
the TABE CLAS–E test?
Note that a student can only achieve an NRS ESL Level 6 on a TABE CLAS–E Level 4 test. The language demands
in lower level TABE CLAS–E tests are not sufciently difcult to reach the “Advanced ESL” (NRS ESL Level 6)
functioning level. If a student scores at NRS ESL Level 6 upon the rst administration of the TABE CLAS–E Level 4
test, but has not reached the exit score, the student may still show gain if they meet the exit criterion on a second
administration. However, if the student scores at the exit criterion or above on the rst administration, a higher
NRS ESL level could not be obtained on the second administration. In such cases, one should consult the relevant
policy for transition to an ABE instrument, such as TABE 9&10.
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Interpreting the Scores
Why are there two forms for each test?
Items that comprise a test are a sample of all those possible in a specied skill area. A second set of items
can be selected for an alternate form. If the items are highly similar in content, the forms can be considered
comparable. One advantage of having two forms is to demonstrate that the tests provide reliable scores.
Another advantage is measuring gain from the beginning to the end of a course (pre/post) with two tests,
rather than the same test.
Why not simply use number or percent correct?
Number-correct scores (raw scores) tend to overestimate differences in ability among student’s around the middle
of the raw score distribution and underestimate differences in ability at the low and high ends of this distribution.
In short, the intervals between raw scores are not equal. Item response theory (IRT) transforms raw scores to a
scale that does have equal intervals. The net result is that different test forms can be designed to be equivalent
measures of the same skill area, whereas matching the average percent correct cannot ensure this.
What does a scale score of 517 on a test mean?
Estimates of ability are initially obtained on a scale from -4.00 to +4.00, for example, with an average of 0.
Scores are then transformed to numbers that do away with negatives and are large enough to meaningfully
express variation in ability. Therefore, these transformed or scale scores are often expressed as three-digit
numbers, e.g., 200 to 800. However, a scale score on one test (e.g., Reading) cannot be meaningfully compared,
directly, with the same score on another test (e.g., Writing). A score of 517 may be above average on one test
and average on another test. Valid comparisons can be made between individuals taking the same form or an
individual taking equivalent forms at different times (e.g., pre/post comparisons).
How can an examinee obtain a scale score of 517 on a 25-item test?
As noted in the preceding answer, a raw score that is transformed to a scale score is usually expressed in triple
digits and thus falls within a correspondingly larger range of ability.
Why is there such a large dierence in scale scores for examinees with all items correct and
examinees who missed only one item?
Examinees who answer all items correctly receive the highest obtainable scale score (HOSS). The scale score
immediately below the HOSS may be much lower. This large difference is not related to an item, per se, but
represents the scarcity of items that can differentiate between abilities at the high end of the scale, where there
is less precision (higher error). A one-item difference elsewhere on the scale would display less of a scale score
difference.
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How can an examinee have dierent scale scores with the same number correct on equivalent test forms?
Two equivalent forms will not yield identical scale scores, except at the extremes. This is even more evident when
there are a limited number of reported levels (points possible). The dissimilarities in raw score statistics are
compensated for in the conversion to scale scores. The answer to Q34 explains why an equal number correct on
two forms does not mean equal ability levels.
What is meant by error associated with test scores?
D
RC reports the standard error for each estimate of ability across the full range of scores. Tests with
multiple-choice items allow an examinee to guess the correct answer. IRT models may include guessing as a
parameter and predict the extent to which an examinee may guess correctly. Raw scores falling at or below
the performance level predicted by chance receive the same lowest obtainable scale score (LOSS). The LOSS,
like the HOSS, has less precision (higher error) because of the difculty of establishing how low the ability is.
It should be noted that comparisons of groups (e.g., schools, students by gender) involve much smaller levels of
error (i.e., they are more stable) because variation at the level of the individual is averaged over the group.
How can an examinee be at an NRS ESL prociency level of 6, based on the average of scale scores
in two skill areas, yet the scores on the two skill areas are at NRS ESL prociency levels of 6 and 4?
NRS ESL levels are not averaged. It is the average (composite) scale score which determines the NRS ESL prociency
level. As noted in the answer to Q37, HOSS scores may be extreme enough to pull the average of the two scale
scores to an NRS ESL level that is at the same level as the test with the HOSS, even though the score on the
second test is much lower.
How can growth be measured?
There are a number of ways to assess ability (standardized tests, teacher-designed tests, project and homework
portfolios, teacher evaluations, etc.). However, standardized tests provide the best way to assess growth in ability.
Changes in scale scores on equivalent forms taken at the beginning and end of a course are the most direct
evidence, though growth may be dened in other ways.
Why do some students not show gain on a post-test?
Experienced teachers will often recognize when a student has not made sufcient progress in a course. On the
other hand, teachers may witness improvement that is not reected in test scores. This can happen for several
reasons, one of which includes measurement error. When groups are used for analysis, one often sees signicant
improvement in the group as a whole, even though not all students will show improvement.
Co
pyright © 2017 by Data Recognition Corporation. All rights reserved. TABE is a registered trademark, and TABE Complete Language Assessment System–English and TABE CLAS–E are
trademarks of Data Recognition Corporation.
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Questions about Purchasing
TABE CLAS–E
How can I obtain more information about TABE CLAS–E to share with my colleagues?
For additional information or to place an order online, visit the website at wwwtabetest.com.
What number can I call to speak with someone about TABE CLAS–E before I place an order?
You may contact Data Recognition Corporation Customer Service at 800.538.9547.
