TABE CLAS-E provides the resources to assess the language proficiency of non-native English language learners in the areas of reading, listening, writing, and speaking. However, Massachusetts DESE-funded programs will be using ONLY the writing skills testing materials, for ESOL students who have chosen writing as their primary assessment area.

Only staff who have attended a SABES CLAS-E training and passed a certification scoring packet may administer and score these tests. Trained staff may not train other staff members to administer the CLAS-E.

Using the Locator

As you can see from the flowchart above, SABES-trained test administrators will first administer a short, 8-item Locator test, which requires written responses. The administrator will then score the responses using a simple rubric included in the consumable answer sheet. Based on the examinee's Locator score (0-16), the examinee will be scheduled to take Level 1 of the writing subtest (score of 6 or less) or the Locator, which will determine which of the remaining three levels (2, 3, and 4) he or she will be scheduled to take.

The Writing Subtest

The full writing subtest includes a 20-item multiple choice section and a 5-item expository writing section. Levels 2, 3, and 4 students may be grouped together for the multiple choice section administrations; Level 2 students must be tested separately for multiple choice. For the expository writing section, the different Levels must administered separately.

The expository writing section is administered via a consumable booklet, the Expository Writing Folio. For each level, there are 5 items that require descriptive writing, task-oriented writing, and extended writing at increasingly higher levels of complexity. These written responses are scored using one or more of a set of 4 rubrics, each developed for particular writing tasks and the required complexity of the responses.

Two SABES-trained practitioners score each of the responses. If they cannot agree on the score for a particular item, a third reader must be brought in to decide on the particular whole score to be assigned. Teachers cannot score their own students' writing (they may score their MC sections.) The combined MC and expository writing scores are converted to scale scores using specific tables in the Norms Book.

Programs will use the two equivalent Forms, A & B, for pre-and -post testing. Different levels of the CLAS-E can be given for initial, optional mid-year, and end-of-year tests because scale scores are calibrated across all levels. For example, if the Locator placed a student at Level 2, use Level 2, Form A as the initial test. At the optional mid-year, if the student is still functioning at Level 2, use Level 2, Form B. If at the optional mid-year, the student is functioning at Level 3, use Level 3, Form A. Follow the same protocol for end-of-year assessments. Never give the same Form of the test at the same level sequentially to a student.

Massachusetts programs should use the following materials when administering/scoring the TABE CLAS-E.  Note that ACLS and SABES have altered and/or supplemented materials in consultation with the publisher to address challenges that have arisen with administration and scoring.  If you do not have any of the materials noted below, contact your regional office to secure it.

Accommodations may be given only to students who have a documented formal diagnosis of a learning disability carried out by a licensed professional: a medical doctor, psychologist or psychiatrist or, in some cases, specialists for whom they have signed off. The program may extend the time limits for administering the TABE to time and a half for any student with a documented learning disability.

Programs need to pre- and post-test enrolled students each fiscal year in their primary assessment area in order to capture student educational gain.  The general recommendation is to post-test after an interval of four months or 65 hours of instruction, whichever comes first.  Because the intensity of classes varies among programs, some adult learners in intensive classes might attend 65 hours of instruction before two months have elapsed.  "Meaningful educational gain" for this test has been set at 25 or more scale score points.

Programs that offer intensive classes may pre- and post-test students who have enrolled after April 1st if they attend 65 hours of instruction before June 30th.  Any type of attended hours qualify, including rate-based class hours, non rate-based hours, match hours, and distance learning hours.