TABE Best Practice Reports and FAQ for TABE Online

Why TABE 9 & 10 Can Be Used Interchangeably In Your Assessment Program
The National Research Council considers assessments to be alternate forms if they
measure the same constructs,
are intended for the same purposes,
and are administered using the same directions.
If two forms of an assessment meet these three conditions they can be used interchangeably in an assessment program.
TABE meets these three conditions.
Two forms of a test do not have to be parallel forms to be considered alternate forms. Parallel forms have equal number
correct means, equal number correct standard deviations, and equal correlations with other measures for any given
population. This means that if someone took two parallel forms of a test, without any change in ability level, they would obtain
the same number correct score. There would be no need to convert the number correct scores to scale scores or standard
scores. Parallel forms are rare and generally do not exist in the educational testing market.
The more common scenario is for two forms of a test to be equivalent forms. Equivalent forms do not have equal number
correct means or standard deviations, but the differences in the number correct statistics are compensated for by the
conversion of the number correct scores to scale scores and derived scores, such as national percentiles and normal curve
equivalents. Equivalent forms also have form-specific norms tables, which provide the number correct to scale score
conversions.
Therefore, if a student takes two forms of an assessment such as TABE, it is very likely that he/she will obtain different
number correct scores even if his/her ability level remains constant. This is due to the fact that one form of an assessment is
almost always going to be slightly more difficult, or slightly easier, than another form. This is true for TABE. The table below
compares summary statistics for TABE 9 & 10 Level M Complete Battery Language.
Descriptive Statistic
Number of items
Mean number correct
Mean p-value
Standard Deviation
Standard Error of
Measurement (SEM)
KR-20 (reliability)
Table 1: TABE 9 & 10 Equivalence
TABE 9
TABE 10
55
55
32.53
34.03
.59
.62
10.46
10.22
3.14
3.07
.91
.91
As table 1 shows, Form 9 is slightly more difficult than Form 10. The mean number correct is 1.5 points lower for Form 9 than
Form 10, and the mean p-value (item difficulty value) for Form 9 is slightly lower than Form 10. However, the other data show
how equivalent TABE 9 & 10 are—not parallel, but close. The number correct score standard deviations are very similar, the
standard error of measurement (SEM) coefficients are very similar, and the KR-20 correlation coefficients are identical.
The following example illustrates how TABE 9 & 10 provide equivalent scores. Two students, Bill and Maria, are in the same
Language class and have identical grades and the teacher feels they have equal ability. To confirm this, she gave Bill TABE
Form 9 and Maria TABE Form 10 of the Level M Language test. Bill answered 36 items correctly and Maria answered 38
items correctly. At first the teacher thought Maria performed better on the test than Bill, but when she used her norms book to
get their grade equivalents and national percentiles, she found the results presented in Table 2.
Student
Bill
Maria
TABE Form
9
10
# Correct
36
38
Scale
Score
513
514
SEM
17
18
Grade
Equiv
5.2
5.3
Percentile
51
51
Despite answering two fewer items correctly, Bill has virtually identical results in terms of scale scores, grade equivalents,
and percentile scores. The reason their scale scores and GE scores are slightly different is because when two different forms
of a test are scaled using number correct scaling there is simply not a scale score for every possible number correct score.
For example, the scale for Form 9 Level M Language goes from 260 to 807. Since there are only 55 items on the test there
are many potential scale score points that will not have a number correct score associated with it.
Appropriate Use of the
TABE® 9&10 Locator Test
Locator tests are given to help determine which level of an assessment to administer to
obtain the most accurate information about a student’s academic strengths and weaknesses.
Locator tests, such as those for TABE 9&10, are built to measure a wide range of ability with
a limited number of items for each content area. As a result, the information from a locator
test about a student should be viewed as only a very rough estimate of the student’s functional
level, not as an absolute prediction. As is true for all tests (and in accordance with Standard
13.7 of the Standards for Educational and Psychological Testing: AERA, APA, and NCME,
1999), any decisions about a student should not be made on the basis of a single locator test
score, but should include other relevant information about the student.
That being said, it is often the case with adult students that little is known about the student’s
ability level when a test such as TABE needs to be administered, so locator tests are heavily
relied upon to make decisions about which level of the test to administer. Because locator
tests have a limited number of items, they do not provide results that are as reliable as the
main assessments, nor can the same kind of generalizations about a student’s probability of
success in academic coursework be made based on the results. Therefore, locator tests should
never be used in place of a main assessment such as the TABE Survey or TABE Complete
Battery.
Moreover, the standard error of measurement (SEM) should be taken into account when
using results from a locator test. SEM is an attribute of all tests because tests sample from
a content domain, just like the results from a Gallup Poll always contain sampling error.
Sampling error in Gallup Poll results is directly related to the size of the sample—the larger
the sample, the lower the sampling error. The same is true for a test—SEM for a test will be
lower if a larger sample of items is given. If a student’s score on a locator test is right at a cutscore boundary, SEM alone could lead to a student being identified as having more, or less,
ability than he/she actually has.
For example, the recommended cut-scores for the Language Locator Test are
• 6 items correct or below administer Level E
• 7-8 items correct administer Level M
• 9-10 items correct administer Level D
• 11-12 items correct administer Level A
Developed and published by CTB/McGraw-Hill LLC, a subsidiary of The McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California 93940-5703. Copyright © 2007 by CTB/McGraw-Hill LLC. All rights
reserved. Portions of this publication so marked may be reproduced and distributed as needed for educational purposes only. Otherwise, no part of this publication may be reproduced or distributed in any form or by
any means, or stored in a database or retrieval system, without the prior written permission of the publisher.
The SEM for the TABE Language Locator Test is 1.42, so a student could be identified as
being ready for Level D if they got 9 items correct when their actual functional level meant
they should have taken Level M (i.e., 9-1.42=7.58).
The recommended cut-scores and SEM values are shown in Table 1.
Table 1: Recommended TABE Locator Test Cut-Scores
Reading
Mathematics
Language
TABE level to administer
6 and below*
4-6**
6 and below
E
7-8
7-8
7-8
M
9-10
9-11
9-10
D
11-12
12-16
11-12
A
SEM = 1.26
SEM = 1.54
SEM = 1.42
In order to avoid administering a TABE level that is too difficult for the student a good rule
of thumb would be to administer a lower level if the student scores at the lower bound of the
recommended cut-scores (e.g., if a student got 9 Mathematics Locator Test items correct,
administer Level M rather than Level D—if they got 10 or 11 correct, administer Level D).
Because TABE is vertically scaled across its four levels it theoretically does not matter if a
student takes an adjacent level—their scale score would be the same—but taking a level of
TABE that is appropriate for the student’s ability level will provide more accurate diagnostic
information and will be a less frustrating experience for the student.
800.538.9547 • CTB.com/tabe
Copyright © 2007 by CTB/McGraw-Hill LLC.
Individual Profile: Johnson, Mike
Report Criteria
ID:
513160
Test Name:
TABE 9 Online Complete Battery District:
State:
Test Finish Date: 08-09-2007
Report Date:
08-24-2007 06:39:27 PM
Wisconsin
Rose West
Test Scheduler:
MATC
School:
Downtown
Class:
Monday ABE
Test Results
Content Area
Level
Number of Questions
Total
Correct
Attempted
Scale
Score
Grade
National
Equivalent Percentile
Normal
Curve
Equivalent
National
Stanine
%
Objectives
Mastery
Applied Mathematics
A
50
12
12
423
3.3
17
30
3
22
Language
A
55
12
12
337
1.4
5
14
2
0
Language Mechanics
A
20
12
12
565
9.5
75
64
6
0
Math Computation
A
40
12
12
486
5.2
42
46
5
0
Reading
A
50
12
12
325
1.6
5
16
2
20
Spelling
A
20
12
12
531
8.6
63
57
6
33
Vocabulary
A
20
12
12
497
5.2
39
44
4
67
Total Battery*
195
48
48
372
2.2
5
16
2
Total Mathematics**
90
24
24
454
4.4
26
37
4
Predictive Analysis Recommendation
Content Area
NRS Levels***
Predictive GED Score
Recommended Activity
Average
280
Instruct
Content Area
Language
Level 1
Math
310
Instruct
Reading
Level 1
Reading
220
Instruct
Total Mathematics
Level 3
Science
230
Instruct
Social Studies
230
Instruct
Writing
290
Instruct
Performance on Objectives
NRS Levels
Non-Mastery
Number of Questions
Objective
Partial-Mastery
Percent Correct
Total
Correct
Attempted
Computation in Context
4
0
0
0
Data Analysis
7
1
1
14
Estimation
4
3
3
75
Geometry and Spatial Sense
6
0
0
0
Measurement
6
1
1
17
Number and Number Operations
6
1
1
17
Patterns, Functions, Algebra
8
1
1
13
Problem Solving and Reasoning
5
4
4
80
4
1
1
Applied Mathematics
Statistics and Probability
Average
25
30.1
Language
Capitalization
5
2
2
40
Paragraph Development
9
0
0
0
Punctuation
6
1
1
17
Developed and published by CTB/McGraw-Hill LLC, a subsidiary of the McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California, 93940-5703. Copyright
© 2007 by CTB/McGraw-Hill LLC. All rights reserved. Only authorized customers may copy, download and/or print the document, located online at ctb.com. Any other use
or reproduction of this document, in whole or in part, requires written permission of the publisher.
Mastery
Mastery Level
Group List Report
Report Criteria
Test Name:
TABE 9 Online Complete Battery
State:
CTB QA TABE Scoring and Report
Test Dates:
From: 06-01-2007
District:
AR Scoring District
To:
School:
AR Scoring School
Class:
Class A
Report Date:
06-01-2008
08-24-2007 06:37:44 PM
Test
Scheduler:
Rose West
There were no demographic
selected, therefore this report
includes all students.
Edit/Change Filters
Filters:
Norm Referenced Scores: All Students
Total number of students in this report: 100
Number of Students
Mean Scale Score
Mean Grade
Equivalent
Median National
Percentile
Mean Normal Curve
Equivalent
Applied Mathematics
100
559.0
9.0
Language
100
468.4
3.1
24.0
35.0
Language Mechanics
100
Math Computation
100
708.8
12.9
98.0
569.4
8.6
Reading
100
492.9
5.2
Spelling
100
646.3
12.9
Vocabulary
100
676.1
12.9
*Total Mathematics
100
565.1
8.9
80.0
68.0
**Total Battery
100
509.8
5.7
50.0
50.0
Content Area
43.0
Student Distribution by NRS Level***
Student Distribution by Recommended Action
Instruct
Review
Test
NRS Level
Language
Reading
Writing
45
34
20
Level 1
28
26
0
Social Studies
37
36
26
Level 2
28
12
22
Science
41
38
20
Level 3
12
16
7
Reading
39
38
22
Level 4
14
16
18
Math
25
32
42
Level 5
6
10
8
Average
49
24
26
Level 6
12
20
44
Content Area
Total Math
Results per page: 15
Test Results: All Students
Student
SS - Scale Score
Score
Type
GE - Grade Equivalent
NP - National Percentile
Applied
Language
Math
Language
Reading
Mathematics
Mechanics Computation
NRS - Literacy Levels
Spelling Vocabulary
Johnson, Mike
SS
423
337
565
486
325
531
497
ID: 513160
GE
3.3
1.4
9.5
5.2
1.6
8.6
5.2
Level/Form: A9
Total
Mathematics
Total
Battery
NP
17
5
75
42
5
63
39
NRS
--
1
--
--
1
--
--
Smith, Tim
SS
375
337
337
290
300
340
300
332
323
ID: 513169
GE
2.3
1.4
1.4
1.8
1.1
2.3
1.1
2.1
1.4
Test Date: 08-09-2007
Level/Form: A9
NP
8
5
8
3
4
9
4
2
2
NRS
--
1
--
--
1
--
--
2
--
Jones, Bob
SS
375
337
337
290
300
340
300
332
323
ID: 513259
GE
2.3
1.4
1.4
1.8
1.1
2.3
1.1
2.1
1.4
Test Date: 08-09-2007
Level/Form: A9
NP
8
5
8
3
4
9
4
2
2
NRS
--
1
--
--
1
--
--
2
--
Lee, Rich
SS
375
337
337
290
300
340
300
332
323
ID: 513170
GE
2.3
1.4
1.4
1.8
1.1
2.3
1.1
2.1
1.4
Level/Form: A9
NP
8
5
8
3
4
9
4
2
2
Test Date: 08-09-2007
Developed and published by CTB/McGraw-Hill LLC, a subsidiary of the McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California, 93940-5703. Copyright
© 2007 by CTB/McGraw-Hill LLC. All rights reserved. Only authorized customers may copy, download and/or print the document, located online at ctb.com. Any other use
or reproduction of this document, in whole or in part, requires written permission of the publisher.
Item Analysis Report
Report Criteria
Test Name:
TABE 10 Online Complete Battery
District:
CTB Demo
Test Dates:
From: 10-25-2007
School:
Reports Demo
To:
Class:
All
10-24-2008
Report Date: 11-15-2007 2:08:17 PM
Results per page:
All
Total results:
Test
Scheduler:
Rose West
Content
Area:
Applied Mathematics
Level:
D
Filters:
There were no demographic
selected, therefore this report
includes all students.
50
Applied Mathematics Items: All Students
Total number of students in this report: 7
= correct answer
% of Students by Selected Response
Objective Number - Objective
Item Number - Item
% of students responding to this item
A
B
C
D
E
0%
0%
0%
86 - Number and Number Operations
01 Number Line
100%
86%
14%
17 Equivalent Forms
100%
0%
86%
14%
0%
0%
19 Compare, Order
100%
0%
0%
100%
0%
0%
31 Place Value
100%
14%
71%
0%
14%
0%
37 Ratio, Proportion
100%
0%
14%
86%
0%
0%
44 Operation Properties
100%
71%
29%
0%
0%
0%
47 Factors, Multiples, Divisibility
100%
0%
0%
86%
14%
0%
49 Fractional Part
100%
14%
0%
29%
57%
0%
07 Decimals
86%
0%
57%
0%
29%
0%
10 Whole Numbers
100%
0%
14%
57%
29%
0%
24 Whole Numbers
100%
29%
0%
29%
43%
0%
36 Fractions
100%
0%
0%
100%
0%
0%
48 Fractions
100%
0%
0%
100%
0%
0%
87 - Computation in Context
88 - Estimation
05 Rounding
100%
71%
14%
0%
14%
0%
09 Estimation
100%
14%
57%
14%
14%
0%
15 Estimation
100%
0%
14%
86%
0%
0%
16 Reasonableness of Answer
100%
0%
0%
0%
100%
0%
46 Rounding
100%
0%
0%
14%
86%
0%
89 - Measurement
14 Perimeter
100%
0%
100%
0%
0%
0%
18 Time
100%
14%
0%
86%
0%
0%
23 Appropriate Unit
100%
0%
14%
0%
86%
0%
28 Area
100%
0%
0%
100%
0%
0%
32 Rate
100%
100%
0%
0%
0%
0%
34 Angle Measure
100%
57%
29%
14%
0%
0%
27 Solid Figure
100%
0%
86%
14%
0%
0%
29 Parallel, Perpendicular
100%
0%
0%
29%
71%
0%
30 Visualization, Spatial Reasoning
100%
0%
0%
71%
29%
0%
90 - Geometry and Spatial Sense
Developed and published by CTB/McGraw-Hill LLC, a subsidiary of the McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California, 93940-5703. Copyright
© 2007 by CTB/McGraw-Hill LLC. All rights reserved. Only authorized customers may copy, download and/or print the document, located online at ctb.com. Any other use
or reproduction of this document, in whole or in part, requires written permission of the publisher.
Page 1 of 1
Individual Report for Report Student
Report Identification Information
Student ID: 444
Test Date:
05/17/10
Report Date: 05/17/10
Skill Area
Reading
Mathematics Computation
Applied Mathematics
Language
Vocabulary
Language Mechanics
Spelling
Total Mathematics
Total Battery
L/F=Test Level & Form
NC=Number Correct
NA=Number Attempted
Objectives
Reading
D01 Intrp Graph
D02 Wd In Contx
D03 Recall Info
D04 Const Mean
D05 Eval/Ex Mng
Subtest Average
Mathematics Computation
D13 Mul Whl Num
D14 Div Whl Num
D15 Decimals
D16 Fractions
D17 Integers
D18 Percents
Subtest Average
Applied Mathematics
D21 Num Operatn
D22 Comp Contxt
D23 Estimation
D24 Measurement
D25 Geometry
D26 Data Analy
D27 Stat/Prob
D28 Pre-Alg/Alg
D29 Prob Solvg
Subtest Average
Test Group:
Test Name:
Examiner:
Site Name
L/F
D
D
D
D
D
D
D
NC NA
12 50
9
40
15 50
14 55
5
20
4
20
5
20
24 90
50 195
SS=Scale Score
GE=Grade Equivalent
NP=National Percentile
Score
SS
343
324
442
346
332
295
320
383
357
GE
1.7
2.2
3.8
1.5
1.6
1.1
1.7
2.7
2.0
NP
7
4
22
5
6
4
6
8
4
NS=National Stanine
OM=% Objectives Mastered
Mastery Level
Percent
Correct
1/ 4
1/ 4
3/13
2/17
5/12
Non-Mastery
Non-Mastery
Non-Mastery
Non-Mastery
Non-Mastery
25
25
23
11
41
24
0/ 5
1/ 5
3/ 8
1/ 8
3/ 9
1/ 5
Non-Mastery
Non-Mastery
Non-Mastery
Non-Mastery
Non-Mastery
Non-Mastery
0
20
37
12
33
20
23
1/ 8
1/ 4
3/ 5
3/ 6
1/ 6
1/ 7
1/ 4
3/ 6
1/ 4
NS
2
2
3
2
2
2
2
2
2
Non-Mastery
Non-Mastery
Partial Mastery
Partial Mastery
Non-Mastery
Non-Mastery
Non-Mastery
Partial Mastery
Non-Mastery
12
25
60
50
16
14
25
50
25
30
OM
0
0
0
0
0
0
0
Content Area
Reading
Mathematics
Writing
Science
Social Studies
Average
Content Area
Reading
Language
Total Mathematics
Objectives
Language
D30 Usage
D31 Sent Forma
D32 Para Devel
D33 Capitaliz
D34 Punctuation
D35 Writg Conv
Subtest Average
Vocabulary
D40 Wd Meaning
D41 Multimng Wd
D42 Wd in Contx
Subtest Average
Language Mechanics
D43 Sent Phrase
D44 Writg Conv
Subtest Average
Spelling
D45 Vowel
D46 Consonant
D47 Struct Unit
Subtest Average
Total Average
New Reports
TABE 9/10 Basic Ed
Rita
BSC
Predicted GED
Score
230
270
290
240
240
260
Status
Instructional
Instructional
Instructional
Instructional
Instructional
Instructional
NRS Levels
Level
Description
1
Begining ABE Literacy
1
Begining ABE Literacy
2
Begining Basic Education
Score
Mastery Level
Percent
Correct
4/15
3/ 7
3/11
1/ 4
2/11
1/ 7
Non-Mastery
Non-Mastery
Non-Mastery
Non-Mastery
Non-Mastery
Non-Mastery
26
42
27
25
18
14
25
4/ 8
1/ 4
0/ 8
Partial Mastery
Non-Mastery
Non-Mastery
50
25
0
25
1/10
3/10
Non-Mastery
Non-Mastery
10
30
20
3/ 7
1/ 6
1/ 7
Non-Mastery
Non-Mastery
Non-Mastery
42
16
14
25
25
Copyright by CTB\McGraw-Hill, Inc. All Rights Reserved.
file://C:\CTB\TABE32\Indsubrpt.tbr
5/17/2010
Pre-Post Report for Brown, James
ID Number:
Pre Date:
Post Date:
Run Date:
B1B11111
05/27/08
10/28/10
10/28/10
Subtests
Complete Battery
TABE 9/10 Basic Ed
tina
ctb
Pre-test Scores
SS
GE NP NCE
Reading
Math Compu
Applied Math
Language
Vocabulary
Lang Mech
Spelling
L/F
M0
M0
M0
M0
M0
M0
M0
0.0
1.1
2.2
0.6
0.0
2.0
0.3
2
1
6
2
2
14
2
6
1
17
6
6
27
6
304
273
1.8
0.4
1
1
1
1
Total Math
Total Battery
255
245
363
260
255
390
260
L/F=Test Level & Form
NP=National %ile
Post
%age
Reading
M01 Intrp Graph
M02 Wd In Contx
M03 Recall Info
M04 Const Mean
M05 Eval/Ex Mng
Subtest Avg
25
0
23
23
20
20
40
25
38
21
14
26
15
25
15
-2
-6
6
Math Compu
M11 Add Whl Num
M12 Sub Whl Num
M13 Mul Whl Num
M14 Div Whl Num
M15 Decimals
M16 Fractions
Subtest Avg
20
0
14
16
28
25
18
16
16
28
16
14
25
20
-4
16
14
0
-14
0
3
Applied Math
M21 Num Operatn
M22 Comp Contxt
M23 Estimation
M24 Measurement
M25 Geometry
M26 Data Analy
M27 Stat/Prob
M28 Pre-Alg/Alg
M29 Prob Solvg
Subtest Avg
20
20
50
33
16
33
0
60
0
26
M9
M9
M9
M9
M9
M9
M9
40
0
20
50
0
42
50
0
25
28
Gain/
Loss
20
-20
-30
17
-16
9
50
-60
25
2
Copyright © by CTB\McGraw-Hill, Inc. All Rights Reserved.
Gain/Loss
SS NCE
364
258
363
373
365
324
267
1.9
1.3
2.2
1.7
1.9
1.3
0.8
8
2
6
7
8
6
3
20
6
17
18
20
17
10
109
13
0
113
110
-66
7
14
5
0
12
14
-10
4
310
349
1.9
2.0
1
3
1
10
6
76
0
9
SS=Scale Score
NCE=Normal Curve Equiv
Pre
%age
Objectives
Post-test Scores
SS
GE NP NCE
L/F
GE=Grade Equivalent
Pre
%age
Post
%age
Language
M30 Usage
M31 Sent Forma
M32 Para Devel
M33 Capitaliz
M34 Punctuation
M35 Writg Conv
Subtest Avg
12
33
11
50
22
16
22
25
37
25
25
16
33
27
13
4
14
-25
-6
17
6
Vocabulary
M40 Wd Meaning
M41 Multimng Wd
M42 Wd in Contx
Subtest Avg
25
0
28
20
12
75
25
30
-13
75
-3
10
Lang Mech
M43 Sent Phrase
M44 Writg Conv
Subtest Avg
27
33
30
30
20
25
3
-13
-5
Spelling
M45 Vowel
M46 Consonant
M47 Struct Unit
Subtest Avg
14
16
28
20
28
33
14
25
14
17
-14
5
Total Average
22
26
4
Objectives
Gain/
Loss
Page 1
Page 1 of 7
Prescriptive Report for Report Student
Report Identification Information
Student ID: 444
Test Date:
05/17/10
Report Date: 05/17/10
Page No:
1
Test Group:
Test Name:
Examiner:
Site Name
New Reports
TABE 9/10 Basic Ed
Rita
BSC
SKILL AREA: Reading Level D Form 9
Objective/Skill
INTERPRET GRAPHIC
INFORMATION
REFERENCE SOURCES
WORDS IN CONTEXT
OPPOSITE MEANING
Reference Source
Assigment Pages
Complete PreGED
Pg. 189-195
Complete PreGED
Pg. 212
Complete PreGED
Pg. 211
Complete PreGED
PreGED Language Arts, Reading
PreGED Reading Skill Workbook: Informational Texts
PreGED Science
PreGED Science Skill Workbook: Earth and Space Science
PreGED Science Skill Workbook: Physical Science
PreGED Social Studies
PreGED Social Studies Skill Workbook: Geography and
Economics
PreGED Social Studies Skill Workbook: World History
Pg. 224-229, 341-345
Pg. 19-20
Pg. 10-11
Pg. 36-38
Pg. 23-24
Pg. 18-19
Pg. 22-26
Pg. 18-19
Complete PreGED
PreGED Language Arts, Reading
PreGED Reading Skill Workbook: Informational Texts
PreGED Science
PreGED Science Skill Workbook: Earth and Space Science
PreGED Science Skill Workbook: Life Science
PreGED Social Studies
PreGED Social Studies Skill Workbook: U.S. History, Civics,
and Government
PreGED Social Studies Skill Workbook: World History
PreGED Writing Skill Workbook: Organization
Pg. 265-270
Pg. 41-42
Pg. 16-18
Pg. 53-54
Pg. 7-10
Pg. 9-10
Pg. 55-56
Pg. 3-5
Complete PreGED
PreGED Language Arts, Reading
PreGED Science
PreGED Science Skill Workbook: Earth and Space Science
PreGED Science Skill Workbook: Physical Science
PreGED Social Studies Skill Workbook: U.S. History, Civics,
and Government
PreGED Social Studies Skill Workbook: World History
PreGED Writing Skill Workbook: Organization
Pg. 275-279
Pg. 43-44
Pg. 55
Pg. 21-22
Pg. 6-7, 16-17
Pg. 19-21
CHARACTER ASPECTS
Complete PreGED
PreGED Language Arts, Reading
PreGED Reading Skill Workbook: Fiction
PreGED Reading Skill Workbook: Poetry and Dreams
Pg. 293-295
Pg. 143-145, 189
Pg. 9-11
Pg. 20-21
COMPARE/CONTRAST
Complete PreGED
PreGED Language Arts, Reading
PreGED Reading Skill Workbook: Informational Texts
PreGED Science Skill Workbook: Physical Science
PreGED Social Studies Skill Workbook: U.S. History, Civics,
and Government
PreGED Social Studies Skill Workbook: World History
PreGED Writing Skill Workbook: Organization
Pg. 271-274
Pg. 45-46
Pg. 12-13, 21-22
Pg. 3
Pg. 14-15
PreGED Language Arts, Reading
Pg. 39
SAME MEANING
RECALL INFORMATION
DETAILS
SEQUENCE
CONSTRUCT MEANING
CAUSE/EFFECT
CONCLUSION
Copyright by CTB\McGraw-Hill, Inc. All Rights Reserved.
file://C:\CTB\TABE32\Indprsrpt.tbr
Pg. 16-17
Pg. 8-9
Pg. 14-18
Pg. 18-19
Pg. 19-20
Pg. 6-7
Pg. 21-22
Copyright by McGraw-Hill/Contemporary, Inc. All Rights Reserved.
5/17/2010
Item Analysis for Abbey, Tina
Group Name:
ID Number:
Test Date:
Run Date:
Complete Battery
A2C45678
05/27/08
10/28/10
Reading - E9
E01 Intrp Graph
0%
4
J
7
C
8
J
14
G
25
A
26
G
27
C
43
C
E02 Wd In Contx
0%
5
A
11
C
24
J
38
G
E03 Recall Info 33%
1
A
2
G
+
3
C
9
A
+
10
G
12
J
15
C
30
G
31
C
32
J
+
33
A
+
36
J
44
J
45
A
+
46
G
E04 Const Mean
12%
6
G
13
A
16
J
19
C
20
J
21
A
28
J
29
A
34
G
35
C
39
C
40
J
41
A
47
C
+
48
J
+
49
A
Copyright © by CTB\McGraw-Hill, Inc. All Rights Reserved.
TABE 9/10 Basic Ed
rita
bsc
Page No: 1
E05 Eval/Ex Mng 28%
17
A
18
G
22
G
+
23
C
+
37
A
42
G
50
G
Mathematics Computation - M9
M11 Add Whl Num
0%
1
A
2
G
3
C
5
E
7
B
9
D
M12 Sub Whl Num
0%
4
J
11
A
14
J
17
B
25
E
27
B
M13 Mul Whl Num 28%
6
F
8
H
10
K
12
G
+
15
E
18
H
+
26
F
M14 Div Whl Num 16%
20
K
22
G
28
H
32
G
+
35
E
39
D
M15 Decimals
42%
13
C
16
F
21
A
+
24
J
+
30
K
34
J
36
F
+
M16 Fractions
12%
Page 1
TABE 10 SURVEY LEVEL M
Table 112 Mathematics Computation
Reference Group
ABE—All
154
NC
SS
SEM
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
622
575
547
529
515
502
489
477
466
455
443
432
421
409
397
384
369
353
334
310
274
245
245
245
245
245
73
36
25
23
22
22
22
22
22
22
23
24
25
26
28
30
33
38
45
58
94
123
123
123
123
123
N O R M S
ABE—Juvenile
GE
P
NCE
S
P
NCE
S
9.9+
8.9
7.8
7.1
6.3
5.7
5.4
5.1
4.8
4.6
4.2
3.8
3.5
3.3
3.1
2.9
2.7
2.6
2.3
2.0
1.5
1.1
1.1
1.1
1.1
1.1
96
85
74
65
57
50
44
37
32
27
22
18
15
12
10
8
7
6
5
4
2
1
1
1
1
1
86
72
63
58
54
50
47
43
40
37
34
31
28
26
23
21
18
16
14
12
7
1
1
1
1
1
9
7
6
6
5
5
5
4
4
4
3
3
3
3
2
2
2
2
2
1
1
1
1
1
1
1
96
85
73
64
57
50
43
37
32
27
23
20
16
14
12
10
8
7
6
4
2
1
1
1
1
1
86
71
63
58
54
50
46
43
40
37
35
32
29
27
25
23
20
18
17
14
8
1
1
1
1
1
9
7
6
6
5
5
5
4
4
4
4
3
3
3
3
2
2
2
2
1
1
1
1
1
1
1
T A B L E S
TABE 10 SURVEY LEVEL M
Table 113 Applied Mathematics
Reference Group
ABE—All
NC
SS
SEM
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
716
658
618
593
575
560
548
536
525
515
505
494
483
471
458
444
428
410
388
353
240
240
240
240
240
240
93
53
37
30
26
24
23
22
22
22
23
24
26
28
30
34
38
44
57
92
205
205
205
205
205
205
ABE—Juvenile
GE
P
NCE
S
P
NCE
S
9.9+
9.9+
9.9+
9.9+
9.9+
9.0
8.0
7.1
6.7
6.3
6.0
5.7
5.4
4.9
4.5
3.9
3.4
2.9
2.4
2.0
0.4
0.4
0.4
0.4
0.4
0.4
99
98
93
88
82
77
71
65
59
54
49
43
37
32
27
22
18
14
10
5
1
1
1
1
1
1
99
92
82
75
70
65
62
58
55
52
49
46
43
40
37
34
31
27
23
16
2
2
2
2
2
2
9
9
8
7
7
6
6
6
5
5
5
5
4
4
4
3
3
3
2
2
1
1
1
1
1
1
99
98
93
87
81
74
67
61
54
49
43
37
32
27
22
18
14
11
8
3
1
1
1
1
1
1
99
92
81
74
68
63
60
56
52
49
46
43
40
37
34
31
28
24
20
12
1
1
1
1
1
1
9
9
8
7
7
6
6
6
5
5
5
4
4
4
3
3
3
3
2
1
1
1
1
1
1
1
N O R M S
T A B L E S
155
Test of Adult Basic Education
TABE GROUP REPORT:
Center Name:
Report Date:
TABE Reading Scale Scores and Lexile Measures
Name (Last, First)
Johnson,
Johnson,
Johnson,
Johnson,
Kendal
Keely
Cullen
Julie
Identification Number
409
516
316
208
Test Date
2009-10-31
2009-10-31
2009-10-31
2009-10-31
CTB REPORTING SITE TEST CENTER
October 11, 2010
TABE Reading
Scale Score
600
700
500
460
Lexile
Measure
1270L
1500L
815L
630L
What is a Lexile® measure?
A Lexile measure is an estimate of reading ability, and is also used to rate the difficulty of a text (for example, a book
or a newspaper or magazine article). Lexile measures are represented as numbers followed by an “L” and range from
below 200L for beginning readers to above 1700L for advanced readers. Likewise, when applied to the text demand
of reading materials, Lexile measures range from below 200L for beginning-reader materials to above 1700L for
advanced materials.
How do students use Lexile measures?
Students can strengthen their reading skills by using Lexile measures to find materials that meet and challenge their reading ability.
Lexile-developer MetaMetrics recommends that students target a text range spanning 100L below to 50L above their Lexile measure,
which represents the reader’s Lexile range. For example, a student with a Lexile measure of 950L should choose reading materials
within a Lexile range of 850L to 1000L.
Students also can use Lexile measures to manage their reading comprehension:
· Readers may experience frustration when text readability is more than 50L above their Lexile measure.
· Readers may experience ease when text readability is more than 50L to 100L below their Lexile measure.
· Readers will likely experience growth when text readability is within their Lexile range.
Where can students find books within their Lexile range?
The free “Find a Book” search utility at www.lexile.com/findabook enables students to explore the Lexile Book Database and build
a personalized reading list based on their Lexile measure and interests. The database contains tens of thousands of fiction and
nonfiction books with Lexile measures. Reading lists can be emailed, printed or saved to a computer. Students are encouraged to refer
to their reading list at the library, bookstore or on the Internet when selecting materials to practice their reading.
For more information on using Lexile measures in the classroom, visit www.Lexile.com.
Please note: A Lexile measures text difficulty only. It does not address the subject matter or quality of the text, age-appropriateness of the content,
or the reader’s interests. These factors should be considered before making a book selection.
1
MetaMetrics®, the MetaMetrics logo and tagline, Lexile®, Lexile Framework® and the Lexile logo are trademarks of MetaMetrics, Inc.,
and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are
the property of their respective owners. Copyright © 2009 MetaMetrics, Inc. All rights reserved.
Test of Adult Basic Education
TABE INDIVIDUAL REPORT:
Center Name:
CTB REPORTING SITE TEST CENTER
TABE Reading Scale Score and Lexile Measure
Report Date:
October 11, 2010
Name (Last, First):
Johnson, Cullen
TABE 9/10 Reading Scale Score:
500
Identification Number:
316
Lexile Measure:
815L
Test Date:
2009-10-31
Lexile Range:
715L - 865L
What is a Lexile® measure?
A Lexile measures the reading ability of people and the text difficulty of reading materials (for example, a book or an
article). A Lexile measure is a number followed by an “L” and ranges from below 200L for beginning readers to above
1700L for advanced readers. Likewise, when applied to the text demand of reading materials, Lexile measures range
from below 200L for beginning-reader materials to above 1700L for advanced materials.
How do I use Lexile measures?
You can strengthen your reading skills by using Lexile measures to find books, articles and other materials that meet and challenge
your reading ability. Research indicates that reading materials at your ability (Lexile) level and in your areas of interest will help you
grow as a reader. Your Lexile range spans from 100L below your Lexile measure to 50L above your Lexile measure.
Lexile measures enable you to predict how well you will understand a book or an article. You may experience frustration when reading
material more than 50L above your Lexile measure. You may experience ease when reading material more than 100L below your
Lexile measure. You will likely experience growth when reading material within your Lexile range.
How do I find books within my Lexile range?
The free “Find a Book” search utility at www.lexile.com/findabook enables you to explore the Lexile Book Database and build a
personalized reading list based on your Lexile measure and interests. The database contains tens of thousands of fiction and nonfiction
books with Lexile measures. Sample titles are included in the
table to the right.
Reading lists can be emailed, printed or saved to a computer.
You are encouraged to refer to your reading list at the library,
bookstore or on the Internet when selecting materials to practice
your reading.
*Please note: A Lexile measures text difficulty only. It does not
address the subject matter or quality of the text, the reader’s
interests or the age-appropriateness of the content. These factors
should be considered before making a book selection.
Title
Author
The Accident
Elie Wiesel
480L
And Then There Were None
Agatha Christie
570L
The Firm
John Grisham
680L
The Elephant Vanishes
Haruki Murakami
740L
Star of the Sea
Joseph O’Connor
850L
Seabiscuit
Laura Hillenbrand
990L
The Glass Castle
Jeannette Walls
1010L
The Amazing Adventures
of Kavalier & Clay
Michael Chabon
1170L
The House of the Spirits
Isabel Allende
1280L
The Postman
Antonio Skármeta
1310L
MetaMetrics®, the MetaMetrics logo and tagline, Lexile®, Lexile Framework® and the Lexile logo are trademarks of MetaMetrics, Inc.,
and are registered in the United States and abroad. The trademarks and names of other companies and products mentioned herein are
the property of their respective owners. Copyright © 2009 MetaMetrics, Inc. All rights reserved.
Lexile*
TABE 10 Test Demo Account
Name: ____________________________________________
School or Organization Name: ________________________
City: _____________________________________________
Phone: ____________________________________________
Email: ____________________________________________
Select One:
_____ TABE Online
_____ TABE Adaptive