Part4 31EnglishLanguageAssessmentInstruments

_____________________ PART IV: TOPICS IN ADULT ESL EDUCATION & FAMILY LITERACY
English Language Assessment Instruments IV31

English Language Assessment Instruments
for Adults Learning English
This section provides names, descriptions, and availability information for English language
proficiency tests that are designed for adults, including native speakers of Spanish, who are
learning English as a second language. The section includes only tests that were in use in
the United States at the time this toolkit was first published in 2004. Tests that have fallen
out of common use and that are used at the university level are not listed.
The information is divided into two sections. In the first section, Figure IV1 lists tests that
assess oral English proficiency. Figure IV2 in the second section lists those used to assess
reading, writing, and grammar skills.
If a program receives federal funding, a standardized assessment procedure (a test or
performance assessment) must be used to measure level gains, but the choice of assessment
tool is left up to each state. Adult education and family literacy programs must follow the
assessment procedures in place in their states. Some states have chosen one standardized
test, but several states allow choices from among a list of approved tests. Most states
currently use BEST Oral Interview, BEST Literacy, BEST Plus, or CASAS. These tests are
listed first in each section.
If test scores are aligned with student performance levels (SPLs) or the U.S. Department of
Educations National Reporting System (NRS) ESL functioning levels, that information is
provided. Charts with the Student Performance Level (SPL) descriptors for English
listening comprehension and oral communication and with the NRS ESL functioning level
descriptors begin on page IV47. (See Assessing Adult English Language Learners, page
IV25, for discussion of the assessment requirements of the National Reporting System.
See www.nrsweb.org for a description of the purposes and structure of the NRS and the ESL
functioning level descriptors.)
If the test is performance-based, that information is provided as well. The following
definitions are used to describe performance-based assessments:
.language performance in terms of the ability to use the language
effectively and appropriately in real-life situations (Buck, Byrnes, &
Thompson, 1989).
Language is used in social interactions to accomplish purposeful tasks (e.g.,
interacting with another individual in a conversation, writing a text, finding
information in a chart or a schedule). Performance is assessed by
documenting the successful completion of the task or by using a rubric to
assess various dimensions of carrying out the task (e.g., listening
comprehension and language complexity in responses to questions in an oral
interview) (Alamprese & Kay, 1993; Van Duzer and Berdn, 1999).
PART IV: TOPICS IN ADULT ESL EDUCATION & FAMILY LITERACY _____________________
IV32
References
Alamprese, J.A., & Kay, A. (1993). Literacy on the cafeteria line: Evaluation of skills
enhancement training program. Washington, DC: COSMOS Corporation and
Ruttenberg, Kilgallon & Associates.
Buck, K., Byrnes, H., & Thompson, I. (Eds.). (1989). The ACTFL oral proficiency
interview tester training manual. Yonkers, NY: American Council on the Teaching of
Foreign Languages.
Van Duzer, C., & Berdn, R. (1999). Perspectives on assessment in adult ESOL instruction. In J.
Comings, B. Garner, & C. Smith (Eds.), The annual review of adult learning and literacy, pp.
200-242. San Francisco: Jossey-Bass.
Figure IV1: Tests That Assess Oral English Proficiency
Tests of Oral English Proficiency Availability
Basic English Skills TestBEST Oral Interview
Purpose: To assess the survival listening and speaking
ability of non-native speakers of English.
Target: Adult English language learners at the survival- and
pre-employment-skills levels.
Method and format: Individually administered face-to-face
interview with simulated real-life listening and speaking
tasks, including personal questions and directions
Content: Tasks include telling time, asking for and
following directions, counting money to buy items, verifying
correct change, and conversing socially. Skill areas tested
include communication, fluency, pronunciation, and listening
comprehension.
Administration time: 15 minutes per student.
Levels and scoring: Scores are reported as student
performance levels (SPLs) 1-7; and National Reporting
System (NRS) ESL functioning levels, from Beginning ESL
Literacy to High Advanced ESL (into but not out of this
level). Individual scores are given for each skill area.
Reliability/validity: BEST validity and reliability
procedures meet the standards of the American Education
Research Association (AERA), American Psychological
Association (APA), and National Council on Measurement in
Education (NCME) (1999). The BEST Test Manual contains
detailed information about test validity and reliability.

Number of forms: Two

Materials available: Interviewers
booklets, scoring sheets, training
video

Center for Applied Linguistics
4646 40
th
Street NW
Washington, DC 20016
202-362-0700
www.cal.org/BEST/

BEST Plus
Purpose: To assess the listening and speaking ability of
non-native speakers of English.

Number of forms: The computer-
adaptive version delivers different

Target: Adult English language learners from beginning to
advanced levels.
Method and format: Performance-based; individual face-
to-face interviews.
In the computer-adaptive version, the computer delivers the
appropriate sequence of items based on the examinees
responses as entered by the administrator. In the print-based
version, the administrator uses a locator to determine
appropriate text level, administers the test, and marks scores
in the test booklet.
Content: Language used in everyday communication at
home, at work, in the community; communicative language
functions such as providing information, giving opinions.
Administration time: 5-20 minutes per student for
computer adaptive version; 10-20 minutes per student for
print-based version.
Levels and scoring: Test scores are reported in terms of a
BEST Plus score; student performance levels (SPLs) 0-10;
and National Reporting System (NRS) ESL functioning
levels, from Beginning ESL Literacy to High Advanced
ESL.
Reliability/validity: BEST Plus has undergone rigorous test
development and validation procedures that meet the standards
of the American Education Research Association (AERA),
American Psychological Association (APA), and National
Council on Measurement in Education (NCME) (1999). The
BEST Plus Technical Report contains detailed information
about test validity and reliability.
versions of the test depending on
the level of learner responses. The
print-based version has three
forms.

Materials available: Training for
test administrators, practice and
computer-adaptive test on CD-
ROM, semi-adaptive printed test
booklet with picture cue book,
scoring rubric, administrators
guide technical manual

4646 40
th
Street NW
866-845-BEST (2378)
www.cal.org/bestplus

CASAS ESL AppraisalListening
Purpose: To assess the English listening comprehension of
non-native speakers of English for placement and to identify
the appropriate pre-test for progress testing.
Target: Adult English language learners in basic skills
programs; must be literate in English.
Method and format: The Appraisal is a group-administered
23-item multiple choice test; students listen to a cassette tape
and choose from three options for each item.
Content: Content includes life skills vocabulary and
language functions. Test items are aligned with more than
300 learner competencies related to basic communication,
employability and workplace skills, and computer literacy.
Administration time: 25 minutes.
Levels and scoring: Scores are reported on a numerical
scale. CASAS skill descriptors provide information on how

Number of forms: One

Materials available: Training is
required for all test administrators.
Materials are available only after
training has been completed.

CASAS
51551 Murphy Canyon Road, Suite
220
San Diego, CA 92123
858-292-2900
www.casas.org

IV34
the numerical score corresponds to the ability to accomplish
life skills and job-related tasks and correspondence of scaled
scores to student performance levels (SPLs). Scores indicate
appropriate placement levels.
Reliability/validity: All CASAS assessment instruments
undergo rigorous test development and validation procedures
and meet the standards of the American Education Research
Association (AERA), the National Council for Measurement
in Education (NCME) and the American Psychological
Association (APA). The CASAS Technical Manual contains
detailed information about test validity and reliability
(publishers statement).
CASAS Life Skills Pre- and Post-testsESL Listening
Purpose: To assess the development of adult English
language learners functional listening skills within an
instructional level.
Target: Adult English language learners in basic skills
programs.
Method and format: This assessment is a group-
administered 23-item multiple choice test; students listen to a
cassette tape and choose from three options for each item.
After 80-100 hours of instruction, learners progress may be
measured with the appropriate post-test.
Content: Content includes lifeskills vocabulary and
language functions. Test items are aligned with more than
300 learner competencies related to basic communication,
employability and workplace skills, and computer literacy.
Administration time: 28-40 minutes.
Levels and scoring: Scores are reported on a numerical
scale; CASAS skill descriptors provide information on how
the numerical score corresponds to the ability to accomplish
life skills and job-related tasks and correspondence of scaled
scores to student performance levels (SPLs). The post-test
gives measurable results after 80-100 hours of instruction.

Number of forms: Pre- and post-
test at each level

Materials available: Training is
required for all test administrators.
Materials are available only after
training has been completed.

CASAS
220
San Diego, CA 92123
858-292-2900
www.casas.org


CASAS Workplace Speaking
(Available in late 2004)
Purpose: To assess the oral proficiency of adult English
language learners in workplace contexts.
Target: Adult English language learners in the workplace
and in job readiness programs; best for students at
intermediate and advanced levels.
Method and format: Performance-based; an individually
administered face-to-face interview.
Content: Content includes workplace vocabulary and
language functions. Test items are aligned with learner
competencies related to job skills and job information, social
language, and workplace security and customer service.
Levels and scoring: The interviewer scores responses using
a 0-1-2 scoring system.


Materials available: This test is
currently being field tested and will
be available later in 2004.
Training is required for all test
administrators. Training is available
in the Workplace Speaking
Assessment Manual.

CASAS
220
San Diego, CA 92123
858-292-2900
www.casas.org

ACT COMPASS-ESL Listening Test
Purpose: To assess English listening proficiency of non-
native English-speaking postsecondary students for
placement in higher education courses or intensive English
programs.
Target: Adult English language learners.
Method and format: Multiple-choice format questions
delivered through ACTs computer-adaptive COMPASS
system, running in a Windows environment.
Content: The test focuses on language used in everyday
situations and in academia. Listening tasks increase in
difficulty across multiple proficiency levels with the rate of
speech, vocabulary, diction, and use of idiomatic and
metaphorical language all increasing at higher levels. As
listening stimuli increase in length at the highest levels,
students are allowed to take notes as they would in a lecture
setting. The intent of the test is to measure listening skills


Materials available: Package
includes test materials, proficiency
descriptors, reporting/data
management material

ACT
500 ACT Drive
P.O. Box 168
Iowa City, Iowa 52243-0168
319/337-1053
www.act.org
IV36
rather than short-term memory.
Administration time: Depends on how the administering
institution sets up the test.
Levels and scoring: The test is designed to assess skills
from word-picture correlation to academic inferential
listening. It is effective for placement but not comprehensive
enough to assess achievement.
Reliability/validity: No information available from
publisher.
Adult Language Assessment ScalesOral (A-LAS Oral)
Purpose: To assess English listening and speaking
proficiency of non-native English speakers.
to-face interviews.
Content: The test focuses on language used in everyday
situations and on the job. The short form tests vocabulary,
conversations, making sentences, newscast story retelling; the
long form adds pronunciation, and sounds in words.
Administration time: 20-25 minutes for short form;
additional 5-10 minutes for long form.
Levels and scoring: The test is designed to assess skills
from no English to entry-level workforce. Skill areas are
individually scored to identify areas for targeted instruction;
combined scores indicate overall proficiency. It is effective
for placement but not comprehensive enough to assess
achievement.
Reliability/validity: Developers normed and validated
Adult LAS by testing both native English speakers and ESL
adults in various employment and educational environments.
By measuring proficiency with a 90% accuracy level, Adult
LAS has proven to be a valid, reliable adult language
assessment (publishers statement).


Materials available:
Administration manual, scoring and
interpretation manual, picture cue
book, audio cassette, individual
student answer books, and profile
sheets

CTB/McGraw-Hill
20 Ryan Ranch Road
Monterey, CA 93940
800-538-9547
www.ctb.com/

Adult Rating of Oral English (AROE)
Purpose: To assess the workplace listening and speaking
proficiency of non-native speakers of English.
Target: Non-native-English-speaking adults in
vocational/life skills programs.
Method and format: Performance-based.
A rater assesses a student based on in-class interaction or on-
the-job performance, and completes a matrix based on
observations.
Content: Items test pronunciation, grammar, general and


Materials available: Raters
handbook, technical manual,
training video, individual student
response matrices


vocational vocabulary, conversation, instructions,
explanations, and clarification.
Administration time: Observation over 15-30 contact
hours.
Levels and scoring: The matrix divides skills into six levels
of proficiency; brief descriptions for each level are provided
in the matrix.
Reliability/validity: Information on reliability and validity is
available in the AROE Technical Manual.

Development Associates
1730 North Lynn Street
Arlington, VA 22209
703-276-0677
www.devassoc.com/devassoc/index
.html
English as a Second Language Oral Assessment (ESLOA)
Purpose: To measure the ability of non-native English
speakers to understand and speak English.
Target: Adult non-native speakers of English.
to-face interviews.
The test was originally designed to be used in tutor-student
situations. It moves through four progressively more difficult
levels. At the first level, the administrator asks simple
questions and students may respond orally or by pointing; at
the fourth level students are asked to respond to hypothetical
questions, describe events, and change verb tenses.
Content: Level 1: comprehension of specific vocabulary and
basic grammatical structures; Level 2: ability to create
language using basic vocabulary and grammar; Level 3:
ability to use more complex structures and engage in
meaningful communication; Level 4: comprehension,
fluency, pronunciation.
The language used is general and does not reflect specifically
work-related topics or vocabulary.
Administration time: 10-20 minutes per student.
Levels and scoring: The test assesses oral communication
skills from no English to intermediate level and provides
numerical scores correlated to BEST, CASAS, and SPLs.
publisher.


Materials available: Trainers
guide, trainers audio cassette,
student answer sheets

ProLiteracy Worldwide
New Readers Press
800-448-8878
www.newreaderspress.com/

IV38
Figure I2: Reading, Writing, and Grammar Proficiency Tests
Tests of English Reading, Writing,
and Grammar Proficiency
Availability
Basic English Skills TestLiteracy BEST
Purpose: To test the basic literacy skills of adult non-
native speakers of English.
Target: Low-literacy-level adult English language
learners in survival English programs.
Method and format: Performance-based; group or
individual administration.
Content: Reading tasks include dates on a calendar,
labels on food and clothing, bulletin announcements,
and newspaper want ads. Writing tasks include
addressing an envelope, writing a rent check, filling
out an application form, and writing a short
biographical passage.
Administration time: 1 hour.
Levels and scoring: There is one test level. Test
scores are reported in terms of student performance
levels (SPLs) 0-7; and National Reporting System
(NRS) ESL functioning levels, from Beginning ESL
Literacy to Low Advanced ESL (into but not out of
this level).
Reliability/validity: BEST validity and reliability
procedures meet the standards of the American
Education Research Association (AERA), American
Psychological Association (APA), and National
Council on Measurement in Education (NCME)
(1999). The BEST Test Manual contains detailed
information about test validity and reliability.


Materials available: Non-reusable test
booklets, scoring sheets

4646 40
th
Street NW
202-362-0700
www.cal.org/BEST/

CASAS Life Skills Pre- and Post-testsReading
Purpose: To assess the development of adult learners
functional reading skills within an instructional level.
Target: Adult learners in basic skills programs.
Method and format: Group administration; multiple
choice questions.
Content: Life skills vocabulary and language
functions. Test items are aligned with more than 300
learner competencies related to basic communication,
employability and workplace skills, and computer
literacy.

Number of forms: Pre- and post-test at
each level

Materials available: Training is required
for all test administrators. Materials are
available only after training has been
completed.

CASAS
51551 Murphy Canyon Road, Suite 220
San Diego, CA 92123
858-292-2900
www.casas.org


Availability
Administration time: Information not available.
Levels and scoring: Scores are reported on a
numerical scale; CASAS skill descriptors provide
information on how the numerical score corresponds to
the ability to accomplish life skills and job-related
tasks. Scaled scores correspond to student performance
levels (SPLs) and NRS ESL functioning levels
Beginning ESL Literacy to High Advanced ESL. The
post-test gives measurable results after 80-100 hours of
instruction.
Reliability/validity: All CASAS assessment
instruments undergo rigorous test development and
validation procedures and meet the standards of the
American Education Research Association (AERA),
the National Council for Measurement in Education
(NCME) and the American Psychological Association
(APA). The CASAS Technical Manual contains

CASAS ESL AppraisalReading
Purpose: To assess adult English language learners
ability to apply reading skills to everyday situations.
Target: Adult English language learners in adult
education programs.
Method and format: Group administration; 20
multiple choice questions.
Content: Material reflects everyday topics and is
lifeskills oriented. Test items are aligned with more
than 300 learner competencies related to basic
communication, employability and workplace skills,
and computer literacy.
Administration time: There is no time limit, but
allow about 25 minutes.
Levels and scoring: Scores are reported on a
numerical scale. CASAS skill descriptors provide
information on how the numerical score corresponds to
the ability to accomplish life skills and job-related
tasks and correspondence of scaled scores to student
performance levels (SPLs). Scores indicate
appropriate placement levels.


Materials available: Training is required
for all test administrators. Materials are
available only after training has been
completed.

CASAS
51551 Murphy Canyon Road, Suite 220
San Diego, CA 92123
858-292-2900
www.casas.org
IV40
Availability
Reliability/validity: All CASAS assessment
instruments undergo rigorous test development and
validation procedures and meet the standards of the
American Education Research Association (AERA),
the National Council for Measurement in Education
(NCME) and the American Psychological Association
(APA). The CASAS Technical Manual contains
Adult Basic Learning Examination (ABLE)
Purpose: To measure the basic reading skills of adult
native speakers of English.
Target: Low-literacy adult native speakers of English
in adult basic education programs.
Method and format: Group-administered multiple
choice test.
Content: The ABLE has separate sections on
vocabulary, reading comprehension, spelling, and
language use. The language is appropriate for adults
and reflects everyday situations, but the test is not
designed specifically for non-native speakers of
English.
Administration time: Approximately 2 hours and 40
minutes.
Levels and scoring: The test has three levels,
corresponding to skills taught in grades 1-4, 5-8, and 9-
12. Scores can be reported as scale scores, percentiles,
stanines, and grade equivalents.
publisher.

Number of forms: Two at each level, so
may be used for pre- and post-testing

Materials available: Screening battery,
reusable test booklets, answer sheets,
administration instructions, group record

The Psychological Corporation
A division of Harcourt Assessment, Inc.
19500 Bulverde Road
San Antonio, TX 78259
800-211-8378

ACT COMPASS-ESL
Grammar/Usage and Reading Tests
Purpose: To assess English language and reading
proficiency of non-native English-speaking
postsecondary students for placement in higher
education courses or intensive English programs.
Method and format: Multiple-choice format
questions delivered through ACTs computer-adaptive
COMPASS system, running in a Windows
environment.


Materials available: Package includes
test materials, proficiency descriptors,
reporting/data management material

ACT
500 ACT Drive
P.O. Box 168
Iowa City, Iowa 52243-0168
319/337-1053
www.act.org

Availability
Content:
Grammar/Usage: The test assesses ability in two
main areas: sentence elements, and sentence
structure and syntax. The sentence elements
addressed include verbs, subjects and objects,
modifiers, function words, conventions
(punctuation, capitalization, spelling), and word
formation. The sentence structure and syntax
abilities include word order, relationships between
and among clauses, and agreement, as well as how
grammar relates to communication beyond the
sentence level. Some items use a modified cloze
format, with blanks in sentences and choices to fill
in the blanks. When students click on an answer,
the program places their selection into the blank so
it can be read in context. Other items offer a
question with four options, based on a reading
passage. These items test students understanding
of how words function within a text.
Reading: The test assesses ability in referring
(reading explicitly stated material) and reasoning
(inferential reading). The content of each area
varies on the test according to levels of English
proficiency, with more emphasis on referring at the
lower levels and more on reasoning at the higher
levels. Most materials are passages, ranging in
length from several sentences to many paragraphs.
Most passages are authentic, although they may be
edited, especially at the lower proficiency levels.
Students also may be asked to interpret
photographs, tables, charts, or graphs, or to follow
directions using a map or other diagram.
Administration time: Depends on how the
administering institution sets up the test.
Levels and scoring: The test was designed to assess
skills from word-picture correlation to academic
inferential listening. It is effective for placement but
not comprehensive enough to assess achievement.
publisher.

IV42
Availability
Adult Language Assessment ScalesReading,
Writing (A-LAS Reading, Writing)
Purpose: To assess the reading and writing skills of
adult English language learners.
Target: Adult English language learners in adult
education and workforce development programs.
Method and format: Group-administered written
tests.
Reading: reusable test booklets, student answer
sheets
Writing: performance-based, student writing books
Content: Daily life and on-the-job situations and
language, understanding instructions and concepts,
writing instructions
Reading: Four sections - vocabulary, fluency,
reading for information, grammar, and mechanics
Writing: Two sections- sentences, longer narrative
Administration time:
Reading: 8-10 minutes for sections 1 & 2; 10-15
minutes for sections 3 & 4
Writing: 10-15 minutes for section 1; 20-30
minutes for section 2
Levels and scoring: The reading test is available in
two levels. Skill areas are individually scored to
identify areas for targeted instruction; combined scores
indicate overall proficiency.
Reliability/validity: Developers normed and
validated Adult LAS by testing both native English
speakers and ESL adults in various employment and
educational environments. By measuring proficiency
with a 90% accuracy level, Adult LAS has proven to
be a valid, reliable adult language assessment

Number of forms: Two per level

Materials available: Administration and
scoring manual, reusable test books,
answer sheets, student writing books

CTB/McGraw-Hill
20 Ryan Ranch Road
Monterey, CA 93940
800-538-9547
www.ctb.com/

Combined English Language Skills Assessment
(CELSA)
Purpose: To assess high school, college, and adult
non-native speakers of English for program placement.
Target: Non-native speakers of English at levels from
low beginning through advanced.


Materials available: Site license required
to use materials


Availability
choice test, 75 items with 4 choices per item.
Items include rational, fixed ratio, and multiple choice
forms of cloze.
Content: The test has one beginning, one
intermediate, and one advanced passage.
Administration time: 45 minutes
Levels and scoring: Test scores place students into
seven levels of proficiency, from low beginning to
advanced. Raw scores are converted to percentages
and levels. Studies to correlate scores with scores on
other tests are underway.
Reliability/validity: Researched for reliability (.93),
validity, freedom from bias. Reliabilities for
C.E.L.S.A. 1 and C.E.L.S.A. 2 are .93, .94 and the
forms correlate .90 (publishers statement).

Association of Classroom Teacher
Testers (ACTT)
1187 Coast Village Road, Suite 378
Montecito, CA 93108
805-569-0734
www.cappassoc.com/actt/actt.htm

Arlington Education & Employment Program
(REEP) Writing Assessment
Purpose: To measure adult English language learners
educational gains in writing.
Target: Adult English language learners at low
beginning to advanced levels in adult education and
workplace skills programs.
Method and format: Performance-based; group
administration.
The protocol includes a warm-up activity and a 30-
minute written response to a writing task. Warm-up
activities may be group brainstorm, group discussion,
or pair work.
Content: The assessment measures writing facility
across five areas: content and vocabulary, organization
and development, structure, mechanics, and voice.
Levels and scoring: Two scorers score each test; the
final score is the average of the two. Separate scores
on a 0-6 scale are provided for each area.
publisher.


Materials available: REEP writing
rubric, guide book, activity sheets, test
forms, scoring sheets
Certification is required for test scorers;
materials are supplied at formal trainings.

REEP
2801 Clarendon Boulevard, Suite 218
Arlington, VA 22201
703-228-4200
www.sabes.org/assessment/reep.htm

IV44
Availability
Tests of Adult Basic Education (TABE)
Purpose: To assess reading and language (grammar,
mechanics, usage) skills in low-literate adult native
speakers of English.
Target: Adult native speakers of English in adult
basic education programs (ABE) and adult secondary
education (ASE) programs; sometimes used with high-
level ESL students.
choice questions.
Content: The TABE assesses skills taught in grades
1-12. The reading sub-test tests reading ability in life
skills and academic contexts, including reading maps,
tables, and forms. The language sub-test measures the
ability to use language in communication on the job
and in daily life. The spelling sub-test separates
spelling from reading and vocabulary.
Administration time: Reading, 50 minutes; language,
40 minutes; spelling, 10 minutes.
The survey form of the test is half the length and takes
half the time; it is used for placement.
Levels and scoring: Tests are available at five levels
corresponding to grade levels: L (limited literacy), E
(easy), M (medium), D (difficult), A (advanced). A
Locator test is used to determine which test to give
each student. Scores are correlated with grade levels.
Scale scores are also available.
Reliability/validity: Validity refers to how well a
test measures what it is designed to measure. When
creating TABE, the CTB/McGraw-Hill developers
conducted a comprehensive review of adult curricula
and met with experts to determine common educational
goals, plus the knowledge and skills emphasized in
these curricula. TABE items were then designed to
measure this instructional content. TABE has been
statistically correlated to the GED tests, and its content
has been mapped to the NALS literacy categories and
the SCANS competencies. Reliability refers to the
consistency of test results. A reliable test produces
scores that are similar when the test is administered
repeatedly under the same conditions, i.e.,
standardization conditions.

Number of forms: Two (forms 7 & 8) at
each level; newer forms 9 & 10 also
available

Grade level correspondences on these
forms differ from those on the earlier
forms, 5 & 6.

Materials available: Examiners
manual, test coordinators handbook,
technical report, norms book.

CTB/McGraw-Hill
20 Ryan Ranch Road
Monterey, CA 93940
800-538-9547
www.ctb.com/


Availability
The TABE Survey yields a reliable estimate of an
individuals overall achievement. CTB recommends
the TABE Complete Battery be used when accurate
scores for individual sub-tests (subject areas) are
required, or when it is necessary to demonstrate that an
individual has mastered specific objectives. Data
related to the standardization, norming, and reliability
of TABE can be found in the TABE Technical Report

Student Performance Levels (SPLs) and National Reporting System (NRS)
ESL Functioning Level Descriptors
The two charts that follow give the descriptors for the 6 National Reporting System (NRS)
functioning levels for English language learners in listening and speaking, basic reading and
writing, and functional and workplace skills and the 11 Student Performance Levels (SPLs)
for listening comprehension and oral communication (0-10). These descriptors provide an
interpretation of standardized assessment scale scores used for federal accountability
reporting by describing what adult English learners should be able to do at corresponding
levels. For example, if a learner is administered the oral English proficiency assessment
BEST Plus and scores 340, that learner is at SPL 1 and at Beginning ESL Literacy in the
NRS scale for speaking and listening. The tests included in the NRS chart are the BEST
(oral), BEST Literacy, BEST Plus, and CASAS (reading, listening, and writing).

IV46 NRS ESL Functioning Level Descriptors
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w
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s
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NRS ESL Functioning Level Descriptors
IV48

N
a
t
i
o
n
a
l

R
e
p
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r
t
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n
g

S
y
s
t
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O
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M
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D
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C
A
T
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N
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L

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N
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T
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N
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N
G

L
E
V
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L

D
E
S
C
R
I
P
T
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R
S
E
N
G
L
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H

A
S

A

S
E
C
O
N
D

L
A
N
G
U
A
G
E

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E
V
E
L
S

L
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t
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L
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d

S
p
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a
k
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B
a
s
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c

R
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a
d
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g

a
n
d

W
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g

F
u
n
c
t
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a
l

a
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d

W
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k
p
l
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S
k
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l
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A
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E
S
L

T
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t

B
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n
c
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m
a
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k
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C
A
S
A
S

s
c
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l
e

s
c
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r
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s
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R
e
a
d
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n
g
:

2
2
1
2
3
5

L
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s
t
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n
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n
g
:

2
2
1
2
3
5

W
r
i
t
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n
g
:

2
4
3
2
6
0

O
r
a
l

B
E
S
T

5
8
6
4

(
S
P
L

6
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B
E
S
T

P
l
u
s
:

5
0
7
5
4
0

(
S
P
L

6
)

B
E
S
T

L
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t
e
r
a
c
y
:

6
6

a
n
d

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b
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v
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(
S
P
L

7
)

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x
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t

C
r
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t
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r
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a
:

C
A
S
A
S

R
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d
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n
g

a
n
d

L
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s
t
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g
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2
3
6

a
n
d

a
b
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v
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C
A
S
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S

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t
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n
g
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2
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1

a
n
d

a
b
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v
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O
r
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l

B
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S
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6
5

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n
d

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b
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v
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7
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T

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l
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s
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5
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n
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L

7
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c
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b
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H
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NRS ESL Functioning Level Descriptors
Student Performance Level Descriptors IV49
3TUDENT0ERFORMANCE,EVEL30,DESCRIPTORS
FORLISTENINGANDORALCOMMUNICATION
Functions nininally, il at
all, in Lnglisl. Can landle
only very routine entry-level
jobs tlat do not require
oral connunication, and in
wlicl all tasks can be easily
denonstrated. A native seaker
used to dealing witl linited
Lnglisl seakers can rarely
connunicate witl a erson
at tlis level excet tlrougl
gestures.
Understands only a lew isolated
words, and extrenely sinle
learned lrases.
Vocabulary linited to a lew
isolated words. No control ol
grannar.
Functions in a very linited
way in situations related
to innediate needs. Can
landle only routine entry-
level jobs tlat do not require
oral connunication, and in
wlicl all tasks can be easily
denonstrated. A native Lnglisl
seaker used to dealing witl
linited Lnglisl seakers
will lave great dilhculty
connunicating witl a erson
at tlis level.
Understands a linited nunber
ol very sinle learned lrases,
soken slowly witl lrequent
reetitions.
Lxresses a linited nunber ol
innediate survival needs using
very sinle learned lrases.
Functions witl sone dilhculty
in situations related to
innediate needs. Can landle
routine entry-level jobs tlat
involve only tle nost basic oral
connunication, and in wlicl
all tasks can be denonstrated.
A native Lnglisl seaker
Lnglisl seakers will lave great
dilhculty connunicating witl
a erson at tlis level.
Understands sinle learned
lrases, soken slowly witl
lrequent reetitions.
Lxresses innediate
survival needs using sinle
learned lrases.
'ENERAL,ANGUAGE
!BILITY
,ISTENING
#OMPREHENSION
/RAL
#OMMUNICATION
No ability wlatsoever No ability wlatsoever No ability wlatsoever
,EVEL
0
,EVEL
1
,EVEL
2
,EVEL
3
IV50 Student Performance Level Descriptors
Can satisly basic survival needs
and a lew very routine social
denands. Can landle entry-
level jobs tlat involve sone
sinle oral connunication,
but in wlicl tasks can be easily
denonstrated. A native Lnglisl
seaker used to dealing witl
linited Lnglisl seakers will
lave dilhculty connunicating
witl a erson at tlis level.
Understands sinle learned
lrases easily, and sone
sinle new lrases containing
laniliar vocabulary,
soken slowly witl lrequent
reetitions.
Lxresses basic survival
needs including asking
and resonding to related
questions, using botl learned
and a linited nunber ol new
lrases. Particiates in basic
conversations in a lew very
routine social situations.
Seaks witl lesitation and
lrequent auses. Sone control
ol basic grannar.
'ENERAL,ANGUAGE
!BILITY
,ISTENING
#OMPREHENSION
/RAL
#OMMUNICATION
,EVEL
4
Can satisly basic survival
needs and sone linited
social denands. Can landle
jobs and job training tlat
involve lollowing sinle oral
instructions but in wlicl nost
tasks can also be denonstrated.
A native Lnglisl seaker
Lnglisl seakers will lave sone
dilhculty connunicating witl
Understands learned lrases
easily and slort new lrases
containing laniliar vocabulary
soken slowly witl reetition.
Has linited ability to
understand on tle telelone.
Functions indeendently in
nost lace-to-lace basic survival
situations but needs sone
lel. Asks and resonds to
direct questions on laniliar
and sone unlaniliar subjects.
Still relies on learned lrases
but also uses new lrases (i.e.,
seaks witl sone creativity)
but witl lesitation and auses.
Connunicates on tle lone
to exress a linited nunber ol
survival needs, but witl sone
dilhculty. Particiates in basic
conversations in a linited
nunber ol social situations.
Can occasionally clarily general
neaning by sinle rewording.
Increasing, but inconsistent
control ol basic grannar.
,EVEL
FORLISTENINGANDORALCOMMUNICATIONCONTINUED
Student Performance Level Descriptors IV51
Can satisly nost survival needs
and linited social denands.
Can landle jobs and job
training tlat involve lollowing
sinle oral and written
instructions and diagrans.
A native Lnglisl seaker not
Lnglisl seakers will be able to
connunicate witl a erson at
tlis level on laniliar toics, but
witl dilhculty and sone ellort.
Understands conversations
containing sone unlaniliar
vocabulary on nany everyday
subjects, witl a need lor
reetition, rewording or slower
seecl. Has sone ability to
understand witlout lace-
to-lace contact (e.g. on tle
telelone, TV).
Functions indeendently in
nost survival situations, but
needs sone lel. Relies less on
learned lrases, seaks witl
creativity, but witl lesitation.
on laniliar subjects but witl
sone dilhculty. Particiates
witl sone conhdence in social
situations wlen addressed
directly. Can sonetines clarily
general neaning by rewording.
Control ol basic grannar
evident, but inconsistent, nay
attent to use nore dilhcult
grannar but witl alnost no
control.
'ENERAL,ANGUAGE
!BILITY
,ISTENING
#OMPREHENSION
/RAL
#OMMUNICATION
,EVEL
Can satisly survival needs

and routine work and social
denands. Can landle work
tlat involves lollowing oral and
sinle written instructions in
laniliar and sone unlaniliar
situations. A native Lnglisl
seaker not used to dealing
witl linited Lnglisl seakers
can generally connunicate
witl a erson at tlis level on
laniliar toics.
Understands conversations
on nost everyday subjects
at nornal seed wlen
addressed directly, nay need
reetition, rewording, or slower
seecl. Understands routine
work-related conversations.
Increasing ability to
understand witlout lace-to-
lace contact (telelone, TV,
radio). Has dilhculty lollowing
conversation between native
seakers.
Functions indeendently
in survival and nany social
and work situations, but
nay need lel occasionally.
on laniliar subjects. Lxands
on basic ideas in conversation,
but still seaks witl lesitation
wlile searcling lor aroriate
vocabulary and grannar.
Clarihes general neaning
easily, and can sonetines
convey exact neaning. Controls
basic grannar, but not nore
dilhcult grannar.
,EVEL
Z
IV52 Student Performance Level Descriptors
Drawn lron.
Grognet, A. G. (1997). Perjormancebase curricu|a an ou|comes 1le mains|ream Lng|isl |anguage
|raining proec| (MLL1) Upa|e jor |le 1990s an beyon. Denver, CO. Sring Institute lor
International Studies.
Olhce ol Relugee Resettlenent (DHHS). (1985). Compe|encybase mains|ream Lng|isl |anguage
|raining proec| (MLL1) resource pac|age. Vaslington, DC. Autlor. (Alexandria, VA. LRIC
Docunent Reroduction Service, No. LD 264 384, 232 .)
Can articiate ellectively
in social and laniliar work
situations. A native Lnglisl
seaker not used to dealing
witl linited Lnglisl seakers
can connunicate witl a erson
at tlis level on alnost all toics.
Understands general
conversation and conversation
on teclnical subjects in own
held. Understands witlout
lace-to-lace contact (telelone,
TV, radio), nay lave dilhculty
lollowing raid or colloquial
seecl. Understands nost
conversations between native
seakers, nay niss details il
seecl is very raid or colloquial
or il subject is unlaniliar.
Particiates ellectively
in ractical and social
conversation and in teclnical
discussions in own held. Seaks
uently in botl laniliar and
unlaniliar situations, can
landle roblen situations.
Conveys and exlains exact
neaning
ol conlex ideas. Good
control ol grannar.
'ENERAL,ANGUAGE
!BILITY
,ISTENING
#OMPREHENSION
/RAL
#OMMUNICATION
,EVEL
8
Can articiate uently and
accurately in ractical, social,
and work situations. A native
Lnglisl seaker not used to
dealing witl linited Lnglisl
seakers can
connunicate easily witl
Understands alnost all seecl
in any context. Occasionally
conlused by liglly colloquial
or regional seecl.
Aroxinates a native seaker`s
uency and
ability to convey own ideas
recisely, even in unlaniliar
situations. Seaks witlout
ellort. Lxcellent control ol
grannar witl no aarent
atterns ol weakness.
,EVEL
P
,EVEL
10
Ability equal to tlat ol a
native seaker ol tle sane
socioecononic level.
Lqual to tlat ol a native
seaker ol tle sane
Lqual to tlat ol a native
seaker ol tle sane

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_____________________ PART IV: TOPICS IN ADULT ESL EDUCATION & FAMILY LITERACY

English Language Assessment Instruments IV31

Can satisly survival needs

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