IOWA'S ADULT LITERACY PROGRAM CASAS/GED PREDICTABILITY GUIDELINES

Iowa’s Adult Literacy Program
CASAS/GED Predictability Guidelines

DATE: June 4, 2003

TO: ABE Coordinators, State Level CASAS Level Trainers, Chief GED Examiners

FROM: Division of Community Colleges and Workforce Preparation

SUBJECT: Iowa’s Adult Literacy Program CASAS/GED Referral Guidelines

INTRODUCTION AND BACKGROUND

The purpose of this memorandum is to provide program guidelines to determine GED candidates’ readiness to successfully complete the GED 2002 Test Battery based on performance on the Comprehensive Adult Student Assessment System (CASAS) reading and mathematics Level C and D forms. A three year multi state study designed to determine the relationship between CASAS and the GED 2002 Test Battery was examined utilizing data from California, Hawaii, Iowa, Kansas and Oregon (N=3,669). The participating states submitted CASAS reading and mathematics scores along with GED 2002 test results which represented the first year of national utilization (February 2002-February 2003) of the GED 2002 Test battery.

The skills assessed by the GED 2002 Test Battery in the subtests of Language Arts, Reading and Mathematics were examined in relation to the competencies assessed by the CASAS Level C and D reading and mathematics forms. The results of the analysis indicated a high degree of correspondence between the two instruments in the areas reading and mathematics. In other words, both instruments measured similar skills and abilities. (See Exhibit 1). As adult learners moved up the CASAS scale from level C to D to E, the data indicated a significant increase in GED 2002 pass rates at each level. (See Tables 1-4).

The following guidelines are designed to provide guidance to Iowa's adult literacy program ABE coordinators, GED level instructional staff and Iowa's GED chief and alternate examiners to determine GED candidates’ readiness to successfully complete the GED 2002 Test Battery or any one of the five (5) subtests.

IOWA’S ADULT LITERACY PROGRAM REFERRAL GUIDELINES

SUMMARY

The results of the CASAS/GED 2002 Correlation Study provide the necessary documentation to formulate reasonable guidelines for GED candidates' probability of successfully completing the GED 2002 Test Battery based on performance results of the CASAS reading and mathematics Levels C and D assessments. The guidelines are designed to be flexible but also to provide a frame work for reasonable decision making on the part of GED instructors, ABE coordinators and GED chief and alternate examiners. Please disseminate these guidelines to all instructional personnel and GED alternate examiners. The guidelines are effective as of June 15, 2003.

John Hartwig
Iowa Adult Education State Director

Table 1

A Percentage Rate of Passing Each GED Subtest Based
on the CASAS Assessments Based on CASAS Level D

Standard Score Range

CASAS Level	CASAS Standard Score Range	GED Subtest	Percent Passing GED Subtest	Number of Observations
D	236-245	Language Arts, Reading	75%	1,676
D	236-245	Language Arts, Writing	70%	1,337
D	236-245	Mathematics	90%	1,015
D	236-245	Science	84%	1,705
D	236-245	Social Studies	84%	1,730

Notes:

Source: Composite table based on the results of the CASAS/GED Correlation Study; 2003

Table 2

A Percentage Rate of Passing the GED Test Battery Based on the
CASAS Reading and Mathematics Assessments Based on CASAS Level D

Standard Score Range

CASAS Level	CASAS Standard Score Range	CASAS Assessment Area	Percent Passing GED Test Battery	Number of Observations
D	236-245	Reading	78%	1,163
D	236-245	Mathematics	93%	871

Notes:

Source: Composite table based on the results of the CASAS/GED Correlation Study; 2003

Table 3

A Percentage Rate of Passing Each GED Subtest Based on the CASAS Assessments Standard Score Based on CASAS Level E Standard Score Range

CASAS Level	CASAS Standard Score Range	GED Subtest	Percent Passing GED Subtest	Number of Observations
E	246+	Language Arts, Reading	89%	1,751
E	246+	Language Arts, Writing	85%	1,552
E	246+	Mathematics	97%	302
D	246+	Science	97%	1,778
D	246+	Social Studies	96%	1,799

Notes:

Source: Composite table based on the results of the CASAS/GED Correlation Study; 2003

Table 4

A Percentage Rate of Passing the GED Test Battery Based on the
CASAS Reading and Mathematics Assessments Based on CASAS Level E Standard Score Range

CASAS Level	CASAS Standard Score Range	CASAS Assessment Area	Percent Passing GED Test Battery	Number of Observations
E	246+	Reading	94%	1,419
E	246+	Mathematics	99%	268

Notes:

5. The GED pass rate is based on a GED standard score of 410 on each subtest and an average standard score of 450.

Source: Composite table based on the results of the CASAS/GED Correlation Study; 2003

EXHIBIT 1

CASAS Reading and Mathematics Skill Level Descriptions

CASAS Level	Subject Area	CASAS Skill Level Descriptor
D	Reading	Individuals functioning at this skill level generally can perform tasks that involve written instructions in both familiar and unfamiliar situations. Other skills may include: reading and following multi-step directions; reading and interpreting manuals and legal forms; interpreting literary materials such as poetry and literature; creating and using tables and graphs; integrating information from multiple texts, charts and graphs; evaluating and organizing information. They can also organize information and perform tasks that involve workplace communication skills.
D	Mathematics	Individuals functioning at this skill level generally can add, subtract, multiply, and divide whole numbers, fractions, and decimals. Other skills may include using mathematics in the workplace, such as calculating discounts; comparing prices to determine the best buys for goods and services; creating and using tables and graphs; computing standard measurement for length, width, perimeter, and area. They generally can organize, implement and perform multi-level calculations.
E	Reading	Individuals functioning at this skill level are able to read most written material encountered in the workplace, including forms, work procedures, and personal manuals. They can interpret technical information, training materials, and some technical manuals. They can interpret computer-generated materials in the form of databases and spreadsheets. They can read articles on unfamiliar topics written in more complex language.
E	Mathematics	Individuals functioning at this skill level are able to apply multi-step operations involving percents; apply proportion and ration; using decimal time; apply formulas to determine volume; devise formulas. They can apply these skills to: compare quantities such as changes in sales and production totals; compare relative quantities of material resources used; interpret and record time in decimal format (e.g. 1.4 hours); calculate volume of material required or used in manufacturing or construction; devise algebraic formulas to facilitate calculations.