assessment Tools what does it measure? how can it
bridge
be used in program?
ACT & SAT General educational development and ability to complete college-level work.
Used by 4-year colleges and universities.
in core classes like English and math. work
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Identification of the target population Determination of an individual’s need for bridge programs, and level of program Students advising and placement Preparation for college exams TABE Locator The appropriate level of the TABE test
to be administered for reading, language, and math.
Determine appropriate TABE to administer
TABE Levels 1-6 Skill levels and aptitudes and language as they are
in everyday life. writing skills
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Intake Placement BESTBest Plus and
Literacy Language proficiency for adult English language learners performing at survival and pre-employment skill levels. BEST Plus is an oral interview, and BEST Literacy is a literacy skills assessment.
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Intake PlacementIllinois workNet Provides a common set of work readiness assessments that are available online;
includes webinars and guidance in use;
basic skills assessments and a paper and pencil interest inventory.
WorkKeys Skills that employers believe are critical to job success: reading for information, writing, and applied math, listening, locating information, and teamwork. Specialized tests are also available for skilled and professional occupations.17
used at one level, such as adult education or workforce training, have little relevance to other levels, such as GED preparation or college readiness.
At the same time, standardized assessments designed for traditional student populations may not be able to capture the full capabilities of nontraditional bridge program applicants. Therefore, bridge programs should use a combination of tools to provide consistent and reliable information for answering the following questions:
• Literacy levels: Is the candidate prepared for this level of coursework? Does the student have the ability to benefit from the coursework and move to the next level of instruction?
• Interest, aptitude, and motivation: Does the candidate have a real interest in the career cluster and a commitment to successfully complete the course?
• Learning needs: Does the program offer the type of support the candidate will need to succeed in the course?
• Transition: Can assessments be used in the program to prepare students to qualify for and succeed in the next level of education and employment?
An example of a combination of tools includes interest and aptitude tests to determine suitability for the occupation and career pathway, basic skills assessments to determine literacy levels, and interviews and application forms to demonstrate understanding of the target occupation, training expectations and requirements, individual needs, and objectives.
To effectively use a combination of tools, bridge program partners should clearly define what is required to succeed, understand what each test measures and the meaning of results, build in consistency, and balance skills requirements with enrollment and goals.
Define What is Required to Succeed
It is important to clearly define the entrance requirements based on literacy levels, interests, occupational skills, and personal characteristics that will contribute to success. In bridge programs designed for literacy levels below the ninth grade, primary focus will be on basic skills, interests, and behaviors. Above the ninth grade literacy level, as the occupational content and skill level becomes more specific, measuring technical skills and industry knowledge becomes more important.
Bridge programs may also look for certain personal traits and interests. For example, health sciences bridge programs leading to an LPN or RN seek students who rank high on aptitude for compassion and caring, whereas programs in industrial technology look for computer literacy, mechanical aptitude, and ability to work in teams.
Also, intensive bridge programs that meet 25-30 hours a week for 12 weeks with homework will seek a deeper time commitment and need more individual supports to overcome challenges than programs that meet two to four hours a week.
Finally, the degree of interest in the career area should be assessed. Students who are actively interested in the career cluster and have some familiarity with the industry are more likely to succeed than those who have not made an informed choice (i.e., they are filling a training requirement or just learned of the program from a counselor).
Understand the Tests
To effectively use all these tools, bridge program designers must understand the meaning of the rankings and measures of all of these tests. Partners will have to discuss how their assessments fit together. Crosswalk tables that delineate scores on several different testing systems according to a standard literacy definition can help partners understand their comparable levels. The National Reporting Service has prepared a table comparing the literacy levels and scores for commonly used tests.18
ChaptER FOUR
Build in Consistency and Reliability
Use of a variety of assessments and customized tools can produce varying interpretations of the results and decisions regarding enrollment. Interview panels comprised of instructors, the transition coordinator, and other staff may reduce variations in the interview process. Training for all staff involved in the selection process will help develop a consistent approach and interpretation of results. In addition, program staff and partners should periodically examine the effectiveness of using different assessments in selecting the students who are the best fit for the program.
Use a Balanced Decision-Making Process
Use of a combination of tools allows programs to balance the relative weight that they give to each factor. For example, although literacy is one of the most significant factors of success, its sole application could screen out those who can succeed with support. Being open to considering different combinations of applicant strengths will provide opportunity to a broader group of people who are qualified to succeed.
For example, in its initial cohorts, Lewis and Clark Community College found that students without the required 9.0 literacy level had a hard time in the course. However, program staff also found that motivation and other positive factors can balance a lower score. They make exceptions if they are familiar with the student and know the student will work hard, considering that student’s motivation, attendance in other programs, recommendations, and the results of career assessments.
Worksheet 4: Planning for student Assessment will help bridge program planners to identify the best set of assessment tools for a new bridge program.
ChaptER FOUR
WORkshEEt FOUR
Worksheet 4: Planning for Student Assessment
step One: Identify the competencies required to succeed in the bridge program.
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What literacy level, English language proficiency, and computer skills are required to understand the materials and complete the lessons?ß
Is familiarity with the career cluster or pathway or prior employment necessary?ß
What is the degree of motivation, readiness, and career interest necessary for success?step Two: Review all of the tools that partners use to assess bridge program candidates and place them into their various programs. This list should include standardized literacy assessments, career and interest inventories, interview protocols, references, etc.
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What assessments and exams do partners use to measure the skills required for entry and success at each point in the pathway, including for entry-level employment in the targeted occupation?ß
What skills do they measure and what ranking systems are used?ß
What groups of students are given each test and at what points?ß
What skills and competencies do the tests measure?ß
How do the measures and ranking systems used by the partners relate to each other? Crosswalk tables for the standardized tests may be helpful here.ß
What are the skills and competencies required at each level?step Three: Determine if the existing tools measure the skills and characteristics that are important to success.
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What is important but not measured by the tests?ß
What additional tools may be used to capture the factors critical to successful completion of the program?ß
What are the differences among the tests?step four: Determine how to more closely align the assessments and use multiple vehicles to improve student placement and success.
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What tools are available to fill the gaps? What other tests do partners use? What do other bridge programs use?ß
What is the track record of their use in bridge programs? Can or should they be modified?ß
What do they cost?ß
What skills are required to administer them?ß
How do they fit with the other tools?step five: Align assessments in the pathway.
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Do the tests and exams that are used at each step in the pathway align? How can the alignment be enhanced?ß
How can COMPASS, Accuplacer, and Asset practice tests be used to better prepare students to pass college entrance exams?ß
What tests can help instructors and students strengthen the transition from one level to the next (for example, pre-college level courses to college credit in as short of time as possible, with little or no repetition)?ß
Should the bridge program include contextualized English and math even though the next level of training or employment only requires one or the other, but more advanced programs require both English and math?ß
How does the performance of bridge program students on post-tests compare to other students at the same level?ß
Have the assessments at each level accurately pinpointed capacity and motivation to succeed in the course?ß
Are any of the tests duplicated by partners?Return to Table of Contents