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With language learning, assessing both the quality and the quantity of language use is crucial for accurate proficiency evaluation. While evaluating quantity (for example the number of words written or the duration of spoken production) can provide insights into a learner's fluency and engagement in a task, it doesn’t show a full picture of a learner’s language competence. For this, they would also need to be evaluated on the quality of what they produce (such as the appropriateness, accuracy and complexity of language use). The quality also considers factors such as grammatical accuracy, lexical choice, coherence and the ability to convey meaning effectively.

In order to measure the quality of different language skills, you can use the Global Scale of English (GSE) assessment frameworks.

Developed in collaboration with assessment experts, the GSE Assessment Frameworks are intended to be used alongside the GSE Learning Objectives to help you assess the proficiency of your learners.

There are two GSE Assessment Frameworks: one for adults and one for young learners.

What are the GSE Assessment Frameworks?

• The GSE Assessment Frameworks are intended to be used alongside the GSE Learning Objectives to help teachers assess their learners’ proficiency of all four skills (speaking, listening, reading and writing).
• The GSE Learning Objectives focus on the things a learner can do, while the GSE Assessment Frameworks focus on how well a learner can do these things.
• It can help provide you with examples of what proficiencies your learners should be demonstrating.ÌýÌý
• It can help teachers pinpoint students' specific areas of strength and weakness more accurately, facilitating targeted instruction and personalized learning plans.
• It can also help to motivate your learners, as their progress is evidenced and they can see a clear path for improvement.

An example of the GSE Assessment Frameworks

This example is from the Adult Assessment Framework for speaking.

As you can see, there are sub-skills within speaking (andÌýfor the other three main overarching skills – writing, listening and reading). Within speaking, these areÌýproductionÌýandÌýfluency, spoken interaction, language range andÌýaccuracy.

The GSE range (and corresponding CEFR level) is shown at the top of each column, and there are descriptors that students should ideally demonstrate at that level.

However, it is important to note that students may sit across different ranges, depending on the sub-skill. For example, your student may show evidence of GSE 43-50 production and fluency and spoken interaction, but they may need to improve their language range and accuracy, and therefore sit in a range of GSE 36-42 for these sub-skills.

As you might have learned, the CASAS Life and Work Test series has been updated to become the (Student Test of English Progress). In last week’s blog, we discussed a few of the reasons for the change, and now it is time to review some key terminology to help you further understand what goes on in the ESL field of Adult Education. This week, we’ll review a list of 10 significant Adult ESL acronyms you will come across throughout your teaching career.

1) WIOA - Workforce Innovations Opportunity Act

Passed in 2014, the WIOA was designed to strengthen and improve our public workforce system by helping job seekers access employment, education, training, and support services. It requires states to strategically align their workforce development programs to coordinate the needs of both job seekers and employers.

2) OCTAE - Office of Career Technical and Adult Education

The OCTAE administers and coordinates programs related to adult education and literacy, career and technical education, and community colleges.

3) NRS - National Reporting System for Adult Education

The NRS is the accountability system for federally funded adult education programs authorized by the WIOA. The NRS includes the WIOA primary performance indicators, which describe adult education students and programs.

4) EFL - Educational Functioning Levels

EFL Descriptors for Literacy/English Language Arts are intended to guide both teaching and assessment for adult learners. They are organized into reading, writing, speaking, listening, and language domains. There are 6 NRS EFLs: Level 1) Beginning ESL Literacy, Level 2) Low Beginning ESL, Level 3) High Beginning ESL, Level 4) Low Intermediate ESL, Level 5) High Intermediate ESL, and Level 6) Advanced ESL.

5) ELPS - English Language Proficiency Standards

ELPS are standards developed to address the need for educational equity, access and rigor for adult ESOL learners with the goal of preparing students for career/postsecondary education.

6) CCR - College and Career Readiness Standards for Adult Education

The CCR reflects the content most relevant to preparing adult students for success in colleges, technical training programs, work, and citizenship in the areas of English language arts/literacy and mathematics.

7) CASAS - Comprehensive Adult Student Assessment Systems

CASAS provides testing of basic and academic skills for youth and adults and curriculum tools for educators. Tests are approved by the Department of Education and the Department of Labor for native and non-native English speakers to assess reading, listening, speaking, writing, and math skills from the lowest literacy levels to high school exit and transition to postsecondary education, training, and the workforce.

8) CASAS STEPS - Student Test of English Progress and Success

NRS-approved assessments for ESL that measure academic vocabulary and higher-order thinking skills contained in the ELPS. Replaced the CASAS Life and Work reading and listening test series.

9) MSG - Measurable Skill Gain

MSG is the documented academic, technical, occupational, or other forms of progress toward a credential or employment. Documented progress can be measured by comparing a participant’s initial EFL as determined by a basic skills pre-test with the participant’s EFL as determined by the same basic skills post-test.

10) IET - Integrated Education & Training

IET is an education model that combines occupational skills training with adult education services to increase the educational and career advancement of participants. It has three required components - adult education and literacy activities, workforce preparation activities, and workforce training, which must all be provided simultaneously.

What other acronyms have you come across in the Adult Education field?

Click here to download a printable version of this cheat sheet to browse our textbook selection, including our CASAS STEPS-aligned FUTURE Series. If your program is not yet using the series, or if you’d like tutorials and tips as a current user, click here. Follow along on and share this post with your fellow teachers and administrators.

As you might have heard, the CASAS Test has been updated and is now the CASAS STEPS (Student Test of English Progress and Success). Some of the changes include fewer yet more rigorous test questions and streamlined reading and listening levels. Although changes can be challenging, our team at ÃÛÌÒapp is here to help you navigate them and help your students succeed.Ìý

The changing landscape of adult ESL classrooms

No one knows more about the drastic changes happening in Adult ESL classrooms than teachers. With emerging trends like blended learning and AI technologies and changes in the legislative and workforce landscapes, classrooms are not the same in 2024 as they were 10 years ago when the CASAS Life and Work 980 Listening Series was released. Let’s look at four reasons why we are getting an updated CASAS assessment.

Why the CASAS test changed

1. Changes in the workforce

First, the CASAS test changed because the workforce has changed. Jobs today require higher thinking and more digital skills than ever before. To succeed in this competitive market, our students need to be exposed to more complex and rigorous materials and evaluated accordingly.

2. Introduction of IET Programs

The introduction of IET programs (Integrated Education & Training) has shifted adult education methodology to allow for simultaneous career and language preparation, in which students take ESL/ABE courses at the same time as professional certification courses. Curriculum needs to include academic language skills and specific career-related content such as medical, culinary, or construction vocabulary, preparing students to pass state certification assessments. We need our students to complete ESOL and GED classes more quickly and efficiently than ever, alongside certification programs through technical and career colleges.

3. Technological advancements

Additionally, there has been a complete shift in the way we use technology and automation in the classroom. Smart boards, online games, online classes, language apps, and YouTube are just a few examples of the world students have at their disposal in their pockets. Many everyday tasks must be completed digitally, like setting up doctor’s appointments, filing taxes, purchasing groceries, and assessing digital literacy is vital.

4. New NRS descriptors

Aside from changes in the classroom and workforce, the OCTAE (Office of Career Technical and Adult Education has transitioned to a new set of NRS (National Reporting System) descriptors, and the CASAS assessment needed to be updated to match that transition. We will cover those changes in more detail in the coming weeks.

Supporting the transition

Our instructional team has been working hard to ease the transition for you. All our FUTURE Series materials are already aligned with the new CASAS STEPS. If your program is not yet using the series, or if you would like the tutorials and tips as a current user, Discover more about CASAS STEPS preparation here. If you're keen on incorporating FUTURE in your institution, get in touch with us. Stay tuned for .