Module One
Student Assessment and Placement

Beginning. . . . . this is Part 1

Objectives

• Understand the changes to Florida's Adult ESOL placement and progress guidelines based on NRS changes effective July, 2006.
• Identify the two state-authorized ESOL assessment instruments.
• Determine literacy levels in native language of non-literate or semi-literate ESOL students through a literacy screening instrument.
• Understand student performance levels (SPLs) and educational functioning levels (EFLs) based on assessment.

Assessment and Placement

Assessment is a significant element in any language learning experience, and it is an ongoing process. Because any student who is asked to work above or below his/her level will become frustrated and upset, and eventually become discouraged by his/her lack of progress, assessment is a critical concern among adult ESOL teachers. ESOL teachers must know what students know before teaching them what they don't know. Adult ESOL programs need some means of measuring student progress and obtaining feedback on student performance.

The reliability of our student assessment and placement is essential considering our state's Workforce Development legislation (Senate Bill 1124) and performance-based program funding mandates. Students' abilities must be assessed as accurately as possible to ensure that students are placed at appropriate placement levels so that they are successful and motivated to complete the program. Because a portion of our adult ESOL funding depends on student completion, our assessment and placement tools must be appropriate.

Also, our assessment instruments and the testing process itself must be accessible and non-threatening so that potential students are not discouraged from completing the assessment and continuing their English language studies. It would be helpful if translators were made available during testing, and if test proctors were aware of the special needs of adult ESOL students in order to anticipate and address them. For example, the examinee may expect to use a dictionary or translation machine although this is not permitted. He may not be familiar with scannable answer sheets or multiple-choice formats. He may not have a social security number or know his birth date.

Revised Adult ESOL Placement and Course Levels effective July, 2006

Effective July, 2006, the state of Florida has revised its Adult ESOL Placement and Course levels to align with revisions to the National Reporting System (NRS) for Adult Education.

There are now only two state-approved standardized assessment instruments which are appropriate for Adult ESOL students:

1. Comprehensive Adult Student Assessment System (CASAS)
2. Basic English Skills Test (BEST) or BEST Plus

CASAS has sections that may be group administered, while the entire BEST or BEST Plus must be administered individually and scored electronically. Group administered testing instruments allow programs to assess large numbers of students less expensively than tests that are individually administered. Scoring oral assessments that are individually administered requires more training than objectively scored group-administered tests.

Smaller programs might consider using BEST or BEST Plus. This individually administered instrument is most effective with lower level students. The test requires staff to orally administer test items to individual students. BEST Oral paper and pencil version is still being used by some districts, but will soon become unavailable through the Center for Applied Linguistics since it has been replaced with BEST Plus computer adaptive testing. Use of BEST Plus requires access to a computer and also requires those delivering assessment to attend mandatory training.

A program must choose the instrument which best serves its purpose. Teachers will no longer be able to handle the multiple demands of registering and testing students and teaching an ESOL class at the same time. Program accommodations should be made to provide assistance with orientation and assessment of students in order to avoid compromising the integrity of the test and the quality of your classroom instruction.

Alignment of Florida ESOL Levels to NRS Levels

The following chart profiles the use of the Student Performance Levels, (SPLs)/Educational Functioning Levels (EFLs), CASAS or BEST Literacy/BEST Plus scores for student placement at the appropriate ESOL courses. Adult ESOL programs in Florida began using the new Adult ESOL Levels which are now aligned with the National Reporting System (NRS) standards effective July, 2006. Use this link for a printable version of the Alignment of Adult ESOL Levels to NRS levels.

Adult ESOL Program Matrix

*Literacy levels are for students who have limited literacy in their native languages and have been identified as non-literate or semi-literate by CASAS Practice items and Native Language Literacy Screening. Students should be placed with Native Language Literacy Screening Device and make learning gains with Progress Reports.

Workplace Readiness LEP Adult students may score at various skill levels on an approved assessment. Although standardized assessment is not required, some assessment of student skills will help the instructor in developing appropriate materials or selecting texts. Most workplace classes are customized for a particular population with the specific goals determining the appropriate performance level of the students.

Continue on to (Part 2) of Student Assessment

This web-based training program was developed through an Adult Education State Leadership Grant from the Florida Department of Education, Division of Community Colleges and Workforce Education.

Disclaimer: While every effort has been made to ensure the accuracy of this web-based training component, it is not an official publication of the Florida Department of Education.