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It defines key terms and roles for pre-assessment and post-assessment, explains how educational functioning levels are determined from NRS-approved scale scores, and sets expectations for consistent data collection and accurate entry into LACES. The policy also outlines how TABE and CASAS results support placement, instruction, progress monitoring, and certification, while encouraging appropriate supplemental alternate assessments to avoid practice effects.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/2026-2027-assessment-policy-state-assessment-policy-for-oklahoma-adult-education/174852/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/2026-2027-assessment-policy-state-assessment-policy-for-oklahoma-adult-education/174852.png","ImageObject",442,249,{"name":88,"@type":89},"Seraphina","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-30","2026-09-02",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"How are students placed into an NRS educational functioning level?","Question",{"text":108,"@type":109},"Students are placed into an appropriate EFL based on their NRS-approved assessment scale scores from the state-selected standardized assessments.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"What is the difference between pre-assessment and post-assessment?",{"text":113,"@type":109},"Pre-assessment is administered when a student first enrolls for the current fiscal year, while post-assessment measures learning gains since pre-assessment or the student’s last assessment in the same fiscal year.",{"name":115,"@type":106,"acceptedAnswer":116},"What assessments are used for NRS reporting and accountability?",{"text":117,"@type":109},"The policy specifies state-approved standardized assessments, including TABE for AEFL and ESL use of TABE CLAS-E and CASAS STEPS, with results recorded in LACES for NRS reporting and performance target determinations.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},174852,1788317058,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":47,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":40,"language":135,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":61,"update_tm":125,"read_time":139},962075114101,"https://ap-avatar.wpscdn.com/avatar/e000253a75eb197efd?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780044092746381165","2026-2027 Assessment Policy\nI. Introduction and Context\nA. Need for the State Assessment Policy\nThe use of a standardized assessment policy is required by the Workforce Innovation and Opportunity Act for accountability in documenting student educational gains that are aligned with the National Reporting System (NRS) educational functioning levels (EFL). The State Assessment Policy provides guidelines and responsibilities pertaining to standardized assessment practices for Oklahoma Adult Education and Family Literacy (AEFL) Programs and is based on guidance from the U.S. Department of Education, Office of Career Technology and Adult Education (OCTAE), and specific to NRS and state requirements.\nThe Oklahoma Department of Career and Technology Education’s (ODCTE) approved assessments are standardized, valid, reliable, and approved for use by OCTAE and its’ local grant providers. Standardized is defined as having directions, time limits, materials, and scoring procedures that are designed to remain constant each time the test is given. Valid is defined as the degree to which the assessment measures what it is intended to measure. Reliable is defined as the consistency with which an assessment produces results. Pre-assessment is defined as the initial assessment administered to a student when they first enroll in the program for the current fiscal year. Post-assessment is defined as an assessment administered to a student to measure learning gains since the pre-assessment or their last assessment in the current fiscal year.\nThe educational functioning levels (EFL) of a student is determined by NRS approved assessment scale scores.  All students are placed into an appropriate EFL as determined by the student’s scale score of the standardized assessments chosen by the state. State performance targets for the NRS educational functioning levels are negotiated between the state and OCTAE each fiscal year. The state’s aggregated pre- and post-assessment data collected from local programs helps determine whether the state meets its performance targets for a fiscal year.\nThe state assessment policy standardizes the process of determining student progress and completion of levels and allows for comparability across programs within the state.  Programs must follow the assessment policy to provide fair and equitable access to services for adult learners. Collection of data must be consistent regarding learner placement and advancement. Programs must maintain accurate data for planning, improvement, and accountability. High quality data is required for accurate reporting and impacts continued program funding and growth. Every funded program is responsible and held accountable for the integrity of the data entered into the state’s management information system – Literacy Adult Community Education System (LACES). Uniform implementation of assessment is critical therefore all programs will adhere to the state’s assessment requirements and guidelines.\nB.  Purpose and Uses of Assessment\nTest of Adult Basic Education (TABE) and Comprehensive Adult Student Assessment Systems (CASAS) assessments are used to ensure accuracy in adult learner placement, to diagnose learner strengths and weaknesses, to inform instruction, to monitor progress, and to certify learner mastery.  In addition to using required standardized assessments for NRS reporting and accountability, programs use assessments for instructional purposes. Accountability and reporting purposes of assessment include but are not limited to:\nUniform measurement of learner gains that are aligned with the NRS educational functioning levels\nConsistent comparison of the success of programs in meeting state performance targets\nConsistent comparison of program data for performance-based funding\nInstructional purposes of assessment include but are not limited to:\nDetermining the instructional needs of individual learners\nDetermining the effectiveness of instruction through learner gains\nProviding infor","cbCaic25n2TBQx3M","https://ap.wps.com/l/cbCaic25n2TBQx3M","docx",89527,"English","# Introduction and Context\n## Need for the State Assessment Policy\n## Purpose and Uses of Assessment\n## Summary and Overview","[{\"question\":\"How are students placed into an NRS educational functioning level?\",\"answer\":\"Students are placed into an appropriate EFL based on their NRS-approved assessment scale scores from the state-selected standardized assessments.\"},{\"question\":\"What is the difference between pre-assessment and post-assessment?\",\"answer\":\"Pre-assessment is administered when a student first enrolls for the current fiscal year, while post-assessment measures learning gains since pre-assessment or the student’s last assessment in the same fiscal year.\"},{\"question\":\"What assessments are used for NRS reporting and accountability?\",\"answer\":\"The policy specifies state-approved standardized assessments, including TABE for AEFL and ESL use of TABE CLAS-E and CASAS STEPS, with results recorded in LACES for NRS reporting and performance target determinations.\"}]","2026-2027 Assessment Policy - State Assessment Policy for Oklahoma Adult Education | DOCX",6]