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  MONTANA ABE/ESL ASSESSMENT SURVEY

From Becky Bird, Montana Adult Education State Director

Dear Colleague: 

Thank you for taking the time to complete this online ABE/ESL assessment survey.  The information you and other ABE directors provide will be integral to the formulation of new ABE/ESL assessment policies and procedures in the State of Montana.

NAEPDC will share the results with you when we complete our analysis.

Please return this survey by August 6, 2004

Thank you very much for your assistance.  Your input is important to the success of our project. 

If you have questions, please contact our project coordinator:
Terrence L Kelley
ESOL Policies Project Coordinator
937 South 5th Street West
Missoula MT 59801
kelleyterr@yahoo.com

 

Name: 
State: 
1.

 

 

 

 

Please list the following in the chart below:
All NRS approved assessment instruments used in your ESL program (s), the corresponding competencies, or skills, each is used to measure and the administrative purpose for which each is used.  Use the following codes to indicate competencies and administrative purposes-

Competencies: K-12 Academic Knowledge (AK), General Language Acquisition (LA), Literacy (LT) Life Skills (LS), Employment (EM), E/L Civics (EL) and Health Literacy (HL).

Administrative Purposes:  Diagnostic (D), Pre-test or Placement (PP), Post-test or Achievement (PA). 
 

 

Assessment Instrument

Competency or Competencies

Administrative Purpose (s)

1

 

2

 

3

 

4

 

5

 

6

 

2.

 

If you use more than one instrument to assess overall ESL student progress, how is each assessment score weighted to yield a single, NRS-acceptable SPL/EFL?
 
 

 

Assessment Instrument

Weighting Factor (%)

1

 

2

 

3

 

4

 

5

 

6

3. If you are currently using the original BEST, do you intend to continue using it?
   
4.
 
If you are currently using the original BEST, do you intend to convert to the BEST Plus?
   
5. If "Yes" to number 4, what are the factors underlying your decision?
   
6.
 
If "Yes" to number 4, by what date do you intend to initiate a program-wide implementation?
   
7.
 
If you intend to adopt the BEST Plus, will you continue to use the other instruments you listed above in number 1?
8.

 

If "Yes" to number 7, will you continue to use the same weighting factors you stated in number 2?
9.

 

If "No" to number 8, what new weights will be assigned to each instrument?  Please indicate below all assessments and their corresponding new weighting factors.
 
 

 

 

 

 

Assessment Instrument

Weighting Factor (%)

1

 

2

 

3

 

4

 

5

 

6

10.
 
Do you intend to abandon BEST testing altogether in favor of (an) other ESL instrument (s)?
   
11. If "Yes" to number 10, what are the factors underlying this decision?
   
12.
 
If "Yes" to number 10, which new instrument (s) are you considering using for your ABE ESL program (s)?
   
13. Do you also assess student progress by using non-standardized methods?
   
14.
 
If "Yes" to number 13, please list them.
   
15.
 
Do you incorporate the results of these assessments (#14) into a holistic picture of student progress?
   
16.
 
If "Yes" to number 15, are the results of these non-standardized assessments considered 'reportable outcomes" at the state level of reporting?
   
17.
 
If "Yes" to number 15, are the results of these non-standardized assessments reflected in your NRS federal reporting?
   
18.
 
If "Yes" to number 17, how are those outcomes incorporated into an NRS SPL/EFL level for reporting purposes?
   
19.





 
Do your programs capture and report non-academically oriented outcomes such as registering to vote, attainment of a driver's license, use of the public library, helping children with homework, demonstrating better citizenry skills, navigating the public and private medical systems, dealing with children's teachers and the school system, the use of public transportation, increased consumer awareness, navigating the public housing and public assistance systems seeking an retraining employment and other life/employment skills?
   
20. If "Yes" to number 19, by what method (s) do you capture such gains?
   
21. If "Yes" to number 19, by what method (s) do you report such gains?
22.




 

 

 

 

If "Yes" to number 19, to which audience (s) are these gains reported?  Please place an "X" beside each that is applicable:
Student
Other Instructors
Program Administration
Funder (s)
State
Federal
Other
   

For 23 through 30 please place an "X" in the box that most accurately represents your level of disagreement or agreement
with each statement.

   
23.

 
The NRS approved assessment instrument (s) used in your program (s) provide (s) a holistic picture of student academic progress and life-skills competencies.
   
24. The NRS reporting system is based solely on quantitative data.
   
25.
 
Spoken language proficiency is often erroneously equated with academic proficiency.
   
26.
 
NRS approved assessments may not be sensitive enough to capture linguistically, or developmentally, significant language acquisition gains.
   
27. Qualitative gains are as important as quantitative gains.
   
28.
 
Only a composite of qualitative and quantitative gains can present a holistic picture of student progress.
   
29.
 
It takes approximately 6 to 9 years for ESL students to achieve the same levels of academic proficiency as native speakers.
   
30.
 
The TABE is a suitable instrument for assessing L2 students' K-12 academic knowledge.