Iowa
State Staff Development
Practitioner Research Reports
1997-1998

STARE
(Student Testing: Assessment, Reaction, Encouragement)


"STARE" is a Practitioner Research Grant project conducted by Doris Dick, an Instructor for Iowa Western Community College at the Clarinda Correctional Facility (CCF), Clarinda, Iowa The project was conducted during April and May of 1998. Evaluations were completed in June 1998.

"STARE" - A review of Student Assessments and Reactions to varying types of Testing programs and how issuing awards and certificates has served as Encouragement for students.

The "STARE" project was undertaken in an effort to better understand how students at this men's special needs correctional facility perceive various types of testing. Responses were gathered from the students concerning the types of testing included, whether or not they felt the testing to be beneficial, and any recommendations they, the students, might have as to testing procedures.

The students, for privacy, were identified only by number and whether or not they were over twenty-one. Only the student and the interviewer knew the student number assigned. The age identifier would enable the instructors reviewing the results to determine if there were perception differences between the younger (special education and/or Title 1) students and their older counterparts. The students were asked if they had taken TABE, CASAS, GED qualifying tests, and/or GED exams. Each student was also asked for any recommendations he might offer as to testing procedures.

A questionnaire was prepared for the respondents' use. The questions were read orally to each person. The students were asked to reply orally with their answers recorded exactly as given. A student could write his own responses if he so requested. Written responses have not been grammatically corrected. A total of forty interviews were completed, resulting in a minimum of five responses for each type of testing within each age group.

It is hoped that the responses to the interviews may give instructors and test administrators new or better insight into problems which the students face when testing. Differences in viewpoints due to age appeared for some questions. Some students presented suggestions which they felt would result in a more "user-friendly" testing situation or better test preparation, thereby relieving some test anxiety.

A summary of the responses to the questions included in the interviews and the student suggestions are on the following pages. Thirteen of the respondent were twenty-one or younger; twenty-seven were twenty-two or older. This is approximately the same proportion as found within the CCF Education Department at the time of the interviews.

The questions asked are shown followed by the age-indicated responses. Percentages are based on the number of students responding to a question. If a student had not been involved in a type of testing, subsequent questions regarding that type of testing were not pursued, resulting in data shown as "*NA." Comments are enumerated following the "Why / Why not" data for a particular question. Observations are included at this point, if appropriate.

QUESTION
21-. (21 and under)
22+: (22 and over)
*NA: (Number of students who hod not taken this type of testing)
Have you taken a TABE test? Y N
21-: Y-12/1392.3%N-1/137.7%
22+: Y - 26/27 96.3% N - 1/273.7%
Have you taken a TABE test more than once? Y N
21-: Y-2/12 16.7% N-10/1283.3%NA: 1
22+: Y- 14/2653.8%N- 12/2646.2%NA: 1
Do you feel TABE testing is beneficial? Why/Why not?
21-: Y-9/13 69.2% N-4/13 30.8%
22+: Y - 21/26 80.8%N - 5/26 19.2% NA: 1

WHY- (21-)

  • "Yes. It helps in different stages. Helps me know what I do or don't need to do."
  • "Yes, because you can find out where your education level is and you can get a idea of what you need to work on."
  • "Yes. It gives me an understanding of what I've completed and what I need to work on."
  • "Yes, to see where my reading level is."
  • "Yes. Because it gives students a chance to see where they're at in school."
  • "Yes. I think that all types of testing is beneficial to us."
  • "Yes. Would know where I was and I'd know how to read."

(22+)

  • "Yes. Find How Much I No in don't No"
  • "Yea it's help were I needed help with"
  • "Maybe for the administrator - not the student"
  • "Yes. Because it find out how much you know in certain categories"
  • "Yes - can be - learning and understanding things don't already know"
  • "Yes. TABE lets ya know if you'r progressing"
  • "Yes. Cause you can see what kind of reading level you're on."
  • "Yes. So I can know where I'm at with my English."
  • "Yes it is. It's helps you learn how to say words."
  • "because I feel it show whear you are at and wear to start you out at."

WHY NOT- (21-)

  • "No; Because I'm good At most things except math."
  • "No because the subjects they test you on are not hard enough and some are not necessary."
  • "No because all the questions don't help you."
  • "No I don't think none of it is."

(22+)

  • "No. They ask silly questions."
  • "No. It's a waste of time. We're here to get a GED not take extra tests."
  • "No. It won't better me in no way."
  • "No. Ain't nothing I need to know."

OBSERVATIONS

(21-, 22+) Frequently the students did not understand the need for TABE testing and the value of the results. Had the reason for the test been better understood when initially taken, many outcomes would have been different. Student attitude at the time of testing also plays a large role in outcomes.

Have you taken a CASAS test? Y N
21-: Y-13/13100% N-0/130%
22+: Y - 27/27 100% N - 0/270%
Have you taken a CASAS test more than once? Y N
21-: Y-3/13 23.1% N-10/1376.9%
22+: Y - 22/27 81.5% N - 5/2718.5%
Do you feel CASAS testing is beneficial? Why/Why not?
21-: Y-9/13 69.2% N-4/13 30.8%
22+: Y - 23/27 85.2% N - 4/27 14.8%

WHY- (21-)

  • "Yes, because it tells them how much you learned."
  • "Yes; Because it helps out our math skills."
  • "Yes. So I could be taught more things."
  • "Yes. As above. [Just to see where I'm at - what I need to study on.]"
  • "Yes. Because it's a very specific way of telling the student what he / she needs to work on."
  • "Yes - cause you can find out exactly what you need to work on."
  • "Yes. Helps me find what I need to work on to pass my tests."
  • "I feel the same for this test As for the Tabe. It helps somewhat."

(22+)

  • "If I'm in school, yes."
  • "Yes, due to the fact that it finds out where you're at."
  • "To see if you've bettered your skills that you're not good in."
  • "It lets you know where you're at. It gives you proof on your reading and math."
  • "It could be. There are some things in there that I haven't known or understood."
  • "Maybe for the administrator - not for the student "
  • "Yes. See level"
  • "Yes, so the teacher knows where I'm at."
  • "Yes It sends you in the right direction. Anything to better your reading is helpful."

WHY NOT- (21-)

  • "No don't learn anything from it."
  • "No, I don't see that it is beneficial to anything."

    (22+)

    • "I don't think it's beneficial because it's not goin to get you out of school."
    • "No. It's a waste of time. We're here to get a GED not take extra tests."

    OBSERVATIONS

    (21-) The responses "No, because I don't like taken them." and "I don't know. I don't understand why we took it " were probably the most revealing. Some people just do not like taking tests. But, more importantly, we have to be sure the students understand why tests are being administered!

    (22+) The response from the older students was more positive. They had a better understanding and appreciation for the usage of additional testing to assist them in obtaining the goal of a GED and/or self improvement.
    Have you taken a test to qualify for GED testing? Y. N
    21-: Y-11/13 84.6% N-2/1315.4%
    22+: Y-18/27 66.7% N-9/27 33.3%
    Have you taken a GED qualifying test more than once? Y N
    21-: Y-9/11 81.8% N-2/11 18.2%NA: 2
    22+: Y - 16/18 88.9% N - 2/18 11.1%NA: 9
    Do you feel GED qualifying testing is beneficial? Why/Why not?
    21-: Y-8/11 72.7% N-3/11 27.3%NA: 2
    22+: Y - 18/18 100% N - 0/18 0%NA: 9

    WHY- (21-)

    • "Yes because It helps you study for the real test."
    • "Yes, because if you don't they don't know where you stand on your education."
    • "Sort of in a way. It's just that the qualifications to be met are high."
    • "Yes. Helps me find what I need to work on to pass my tests."
    • "Yes - cause would know whether your ready to take the reel test or not. Some people don't need them the and can skip them and take the real test."
    • "Yes - tell me what I need to work on - what I've accomplished."
    • "Yes. Because it helps the student in weaknesses in the subject."
    • "Yes; Because it helps other people prepare for the big test later on."

    (22+)

    • "Unhuh. Because it prepares you for the GED."
    • "Yes, but I think you have to score too much. 45 is more an average."
    • "Yes. It gives you a chance to work on things before the regular test."
    • "Yes. Helps you not spend money by letting you know whether or not you're ready to test."
    • "Yes it help me Alot. And also it Lets me Know And make me Feel good that Am moving up. Thank you."

    WHY NOT- (21-)

    • "No because you ain't learning nothing."
    • "Not really - doesn't give me a clue as to what regular test is going to be like."
    • "I don't think the pretest is helpful. I don't understand why we have to get 50 on that when we only need 40."

    OBSERVATIONS

    (21-) Again the same issue appears to be surfacing. The Instructors must be sure the students understand why a test is being given, and, in this case, the reasons for the criteria being used.

    Have you taken a GED exam? Y N
    21-: Y - 9/13 69.2%N - 4/13 30.8%
    22+: Y- 14/27 51.9%N - 13/27 48.1%
    Have taken a GED exam more than once? Y N
    21-: Y-3/9 33.3% N-6/966.7%NA: 4
    22+: Y - 4/14 28.6% N - 10/14 71.4%NA:13
    Have you taken more than one type of GED exam? Y N
    21-: Y-8/9 88.9% N-1/9 11.1%
    22+: Y-11/14 78.6% N - 3/14 21.4%NA:13
    Do you feel GED examinations are beneficial? Why / Why not?
    21-: Y-8/9 88.9% N-1/9 11.1%NA: 4
    22+: Y - 14/14 100% N - 14/14 0%NA:13

    WHY- (21-)

    • "Yes, because if you pass, you will get your ged."
    • "Yes, Same as pretest, if you don't take one, they don't know where you stand on your education, and you will have a harder time getting a job."
    • "Yes because it's a real challenge towards people."
    • "Yes. It shows you've worked to get your GED. Will help when you get a job."
    • "Yes - cause when you get your GED it's like getting a high school deploma, some say it better than a high school deploma."
    • "Yes - to get me a hefter understanding of school work."
    • "Yes. Because it's a good source of educational work all around."

    (22+)

    • "Yes. Because everyone needs a GED or HS diploma."
    • "Yes, because you need a GED to get a job."
    • "Yes. It make me work harder at what I do in school."
    • "Yes. I fill I can make it in society, if I pass it."
    • "Yes - to get closer to getting done."
    • "Yes. It helps prepare for further education."
    • "Yes, because the examination helps people that couldn't get there High School Diploma. The Ged helps them get that."
    • "Yes I do if you pass them."

    WHY NOT- (21-)

    • "Not really no. I don't feel they do nothing for you. They don't help my [criminal] record."

    (22+)

    • "No. I haven't never in my life took a ged test."
    • "I don't think you need them to get by. Education is important. That's a hard question."

    OBSERVATIONS

    (21-) Most of the younger students do realize the benefits of obtaining their GEDs. The one young man made his negative response based on personal observation.


    What suggestions would you mane to change/improve testing processes? Be specific. Do your recommendations apply to all types of testing? If not, identify the type(s) of test(s) to which you are referring.

    (21-)

    • "Take the pretests out."
    • "Let people Just take the [GED] test and not let them take a pretest."
    • "Don't over stress or we'll do terrible. Need extra time to be able to get our work done and learn better. Don't push us too hard."
    • "Leave it the way it is. Music helps keep me relaxed and do my work"
    • "Read the tests to me. [Let me] listen to some of the questions."
    • "I recommend that before taking the GED test the student must score 60 or more on the pretest."
    • "Don't feel any changes need to be made."
    • "If a person knows the materiel of the GED Test they shouldn't have to study they could go ahead and take the tests. A person shouldn't be pressured into getting their GED. I think if you under pressure people struggle harder to get it and most likely don't remember the material. example: Getting you GED to get early discharge."
    • "I think all test should be on computers. I think we should be able to use calculators. Do more reading instead of writing."
    • "To lower standards for passing the pretest for GED to a 45."

    (22+)

    • "I'm not a morning person. Testing in the morning is bad. I don't take my time or do well. It's hard to stay focused when other people are doing things I find more interesting. Testing should be done at a person's best time."
    • "I don't see how it can be improved any better than they all ready are."
    • "The way we do it now is fine. It shows how the levels are and where I am."
    • "Yes, on the computer, and maybe extra time with a one on one tutor. Because alot of people have trouble doing it on there own."
    • "Have the pretest scores lower. And more time on the tests."
    • "The teachers I have delt with seem to be doing fine at all testing processes."
    • "Give more time on timed tests. Need a different TABE test for those just learning how to read. Takes my will power to figure it out and learn the best I can. You won't learn nuttin' unless you want to!"
    • "Need a testing room. Need more time for TABE tests."
    • "Having testing groups in a more quiet area. Keep groups small in numbers."
    • "In the pm instead of the am. 7:45 and hard boiled eggs doesn't start the testing day well."

    OBSERVATIONS

    (21-)"e;I think they need to explain how to do it more on all the tests so it is easier to understand." is a comment that should make all instructors and test administrators think again! Are we giving instructions in their language and terms or ours? Are we providing the best atmosphere possible for testing? Are we giving needed accommodations? Have our students in need been identified? [Because I conducted the interviews, I know that some of the most insightful suggestions, for all types of testing, came from students whose abilities don't qualify them for GED testing!]

    (22+) As with the younger group, many of the suggestions dealt with accommodations of some type. This is probably due in part to the fact that CCF is a special needs facility so the students are very aware of accommodations. Providing a quiet testing area free from distraction is a definite need. Sometimes providing such an area is a challenge! Whenever possible a student should be allowed to test at his best time of the day.


    The receipt of encouragement is always important! Throughout the educational programs at this correctional facility awards and certificates have been used.

    • A "letter" containing TABE test results is given to a student following (re)testing. Notes of encouragement / congratulations are included for advancement toward / attainment of 6.0 or higher levels
    • Currently awards and certificates are issues for achieving specified levels during CASAS testing. The encouragement a student receives through this program has resulted in better effort and better test results. Self-pride has increased resulting in continued and stronger progress. Family pride is evident in the feedback the students receive. [A more detailed account of this program was published earlier this year. A copy is available upon request.]
    • The ESL students can earn awards of encouragement for completion and progression through their program.
    • Upon successful completion of a minimum of sixteen contact hours plus required work, certificates could be earned for the Parenting and Life Skills classes formerly taught here.
    • The treatment programs issue certificates upon graduation.
    • Congratulatory awards are issued once verification of GED completion is received. The actual certificate is received at a later date. Often the student has the GED certificate sent to his home so that he does not have a chance to see it for a long period of time, if at all.

    These are a few examples of the instances where tactile and visual encouragement are used or have been used at CCF.

    The CASAS certificates and course completion certificates have also been used a, evidence of satisfactory achievement for employment and required program documentation. Counselors can use this documentation as a tool for tracking and recommendation as well.

    Self-esteem is built through pride in accomplishment and tangible rewards through the awards/certificates received. A feeling of pride and self-worth can be seen when students are included and asked for their opinions. Better self-esteem results in happier, more productive, more successful students.


    This study has reinforced my feelings that giving feedback and rewards of some type to the student are beneficial. It has also shown that we, as instructors, need to constantly be aware of whether or not the students are understanding what we are trying to communicate. We need to listen to and observe the students. If a student does not understand the reason(s) and/or instruction(s) given for an assignment or a test, the result is apt to be less positive. There may be less cooperation and/or less effort put forth. This appears to be especially true with younger students and those who have more difficulty understanding educational jargon which is sometimes found in standardized testing instructions. Yes, it is O.K. - necessary - for us as educators to "STARE"- get student assessment, react and get reaction, and encourage!


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    posted February 5, 1999