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Need for Assessment Policy 4  \nB. Purposes and Uses of Assessments 4  \nC. Summary and Overview 5  \nD. Resources for Information and Assistance 6  \nSection II: General Assessment Requirements 7  \nA. Students to be Assessed 7  \nB. Assessments Permitted 8  \n• Pre-testing Guidelines 8  \n• Post-testing Guidelines 9  \nC. Training for Administering Assessments 11  \nD. Accommodations for Assessment 12  \nSection III: Guidelines for Each Assessment 14  \nA. BEST Literacy 14  \nB. BEST Plus Version 2.0 18  \nC. The Test of Adult Basic Education (TABE) 11&12 21  \nD. TABE Complete Language Assessment System-English (TABE CLAS-E) 25  \nE. Quality Control Procedures 29  \nF. Contact and Purchasing Information 30  \nG. Test Security 30  \nAppendix A: GALIS Test Score, Goal, and EFL Matrix Appendix A  \nAppendix B: Distance Education and Proxy Contact Hours Policy Appendix B  \nGED® and GED Testing Service® are registered trademarks of the American Council on Education (“ACE”) . They may not be used or reproduced without the express written permission of ACE or GED Testing Service. The GED® and GED Testing Service® brands are administered by GED Testing Service LLC under license from the American Council on Education.  \nI. Introduction and Context  \nThis manual outlines the Technical College System of Georgia (TCSG), Office of Adult Education (OAE), assessment policies and guidelines that have been designed to comply with local, state, and federal accountability and reporting requirements. All local adult education programs funded by OAE with federal and/or state dollars are required to adhere to these policies and guidelines to guarantee accurate and uniform assessment information. The assessment information provided in this manual will be invaluable when setting student goals, evaluating learner progress, providing instruction, appraising program performance, and informing public policy. The policies noted are taken from the comprehensive Office of Adult Education’s Policy and Procedure Administrative Manual ([http://literacy.coe.uga.edu/](http://literacy.coe.uga.edu/)) .  \nAdult learners should be assessed at specific times during the educational process to:  \n• Help learners understand their basic skill functioning levels and to explore the available educational options;  \n• Determine the appropriate program and instructional level for placement;  \n• Identify learners’ strengths and gaps to guide instruction;  \n• Monitor student learning in class and target instruction based on learners’ needs;  \n• Assess and monitor learners’ educational gains after a period of instruction;  \n• Examine classroom performance for planning and quality improvement purposes;  \n• Evaluate program performance; and  \n• Acquire data that meets local, state, and federal accountability and reporting requirements.  \nTo achieve these aims, the OAE mandates that all programs use the following approved standardized assessments to determine learner outcomes for the National Reporting System ( NRS) : BEST Literacy, BEST Plus Version 2.0, TABE 11&12, and TABE CLAS-E.  \nPlease Note: BEST Plus (2003) is no longer available for use for NRS reporting purposes as of June 30, 2016. All BEST Plus test administrations conducted prior to that date are not permitted for use on or after July 1, 2016. All references to “BEST Plus” in this assessment policy manual refer to BEST Plus Version 2.0 only.  \nThe TCSG administers the Georgia Adult Learners Information System (GALIS), which is a webbased management information system that meets the reporting needs of Georgia’s adult education programs while meeting the needs of the NRS. All data related to the NRS are captured in GALIS.  \nPlease Note: Effective July 1, 2019, TABE 9&10 is no longer an approved assessment for reporting i","cbCaiazozu5u8vLG","https://ap.wps.com/l/cbCaiazozu5u8vLG","pdf",926969,35,"English","# Section I: Introduction and Context\n## A. Need for Assessment Policy\n## B. Purposes and Uses of Assessments\n## C. Summary and Overview\n## D. Resources for Information and Assistance\n# Section II: General Assessment Requirements\n## A. Students to be Assessed\n## B. Assessments Permitted\n## C. Training for Administering Assessments\n## D. Accommodations for Assessment\n# Section III: Guidelines for Each Assessment\n## A. BEST Literacy\n## B. BEST Plus Version 2.0\n## C. The Test of Adult Basic Education (TABE) 11&12\n## D. TABE Complete Language Assessment System-English (TABE CLAS-E)\n## E. Quality Control Procedures\n## F. Contact and Purchasing Information\n## G. Test Security\n# Appendix A\n# Appendix B","[{\"question\":\"What is the purpose of adult learner assessments under this OAE manual?\",\"answer\":\"Assessments are used to understand skill levels, support placement and instructional planning, monitor learning in class, identify strengths and gaps, evaluate educational gains after instruction, and meet accountability and reporting requirements.\"},{\"question\":\"Which standardized assessments are approved for National Reporting System (NRS) reporting?\",\"answer\":\"The manual specifies approved assessments for NRS outcomes: BEST Literacy, BEST Plus Version 2.0, TABE 11\\u002612, and TABE CLAS-E.\"},{\"question\":\"What systems and policies govern reporting data for adult education programs in Georgia?\",\"answer\":\"The Georgia Adult Learners Information System (GALIS) is used to capture NRS-related data. Programs must follow OAE assessment policies and guidelines to ensure uniform implementation and comparability across programs.\"}]","Adult Learner Assessment Policies and Procedures Manual - FY 2020 | PDF",1790932491,88]