A spotlight on CASAS STEPS improvements

A teacher sat in front of his students, who are sat at tables facing him with their backs turned to the camera
Reading time: 2 minutes

In previous blog posts, we discussed why the CASAS test changed into the CASAS STEPS and what the parameters are for the new test. Now let’s take a closer look into the improvements to the new assessment and what they mean to you. The changes brought about in the STEPS series were fostered with you and your students in mind and are sure to provide an overall better experience for test takers, test admins, and teachers.

Streamlined test levels

Both Reading and Listening STEPS now offer tests at five levels (A-E), instead of the four levels for reading (A-D) and three levels for listening (A-C) in the previous Life and Work series. Each STEPS level overlaps with two - and only two - NRS levels, one above and one below it.

Because the tests cover fewer NRS levels, there is no longer a chance for a student to “Christmas tree” or guess their way into a much higher skill level because of a very high score on an easy/low test form. In other words, there is no chance of a level 2 (low beginning) student testing into a level 5 (high intermediate) class in one attempt.

Higher accuracy

Although the change in number of questions and time allotted is minimal, the CASAS STEPS series contains more rigorous questions and provides shorter testing time for most levels. While there might be fewer test questions per level (33-39 items), there are more test levels, which allow for greater skill assessment precision.

It allows for more detailed analysis and reporting, more accurate scores and placement, more opportunities to make MSGs (measurable skill gains), and less retesting due to scores falling outside of range and students receiving black diamonds.Test administrators do have to pay very close attention to the new test numbers; they are now the same for both listening and reading and are only differentiated by the letter R or L after the test number. (See charts 4 and 5).

Simplified reports

The feedback about CASAS test reports from teachers often involved the words confusing, overwhelming, and intimidating, and objections about the amount of data to sift through. The goal of the new STEPS series is to provide simplified reports about student skills, making it easier for teachers to see how the test functions.

The item-by-item reports from the previous test were replaced by clean, colorful, and easy-to-interpret visual representations of data. (See charts 6 and 7). Though simplified, the new reports still provide enough data to draw meaningful conclusions about the student’s skills and learning needs.

Better testing experience overall

The STEPS series provides culturally and professionally relevant questions, shorter testing times, and fewer questions per level. Students experience less retesting due to out-of-range scores, raising their confidence and minimizing test fatigue. Less retesting and simplified testing levels also benefit test administrators. The simplified reports improve teachers' understanding of the data and allow for more accurate test-related instruction.

Click here to download a printable version of the charts and tables below, to browse our textbook selection, including our FUTURE Series. If your program is not yet using FUTURE, or if you would like tutorials and tips as a current user, click here.

References

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    Exploring the four Cs: Using future skills to unlock young learners’ potential

    By Annie Altamirano
    Reading time: 5 minutes

    What do we mean by future skills?

    The skills students will need in their future studies and careers are dramatically different from those required previously. Times are changing rapidly and educational institutions and teachers have a critical role to play in developing those skills in our young learners so that they are able to fulfill their potential and have bright futures ahead of them.

    These skills are referred to as future skills. There is no common consensus on how to define these skills but, broadly speaking, they can be grouped into four categories:

    1. Ways of thinking

    Skills in this category include critical thinking, creativity, innovation, problem solving, metacognition and learning skills.

    2. Ways of working

    Here, we’re talking about the skills of communication and collaboration.

    3. Tools for working

    Information literacy is an important 21st-century skill, as well as ICT literacy and citizenship, both global and local.

    4. Life skills

    The final category covers life and career skills, and is all about personal and social responsibility.

    One way you can encourage young learners to build these skills is through STEAM subjects (that’s science, technology, engineering, arts and math), which will equip them with functional skills such as organizing, planning, cognitive flexibility and self-regulation.

    The four Cs

    The four Cs refer to four important skills for young learners to master: communication, collaboration, critical thinking and creativity. These are essential, not just in an educational context, but in everyday life.

    Falling into the first two categories of future skills (ways of thinking and ways of working), these can help children build confidence and self-esteem. They also encourage healthy emotional development.

    So let’s take a closer look at the theory behind them.

    1. Communication

    We usually think of communication as speaking and listening, but it’s actually much broader than that. Communication encapsulates telling stories, reading, sharing ideas and experiences, body language, facial expression, eye contact and tone. Children learn to decipher the world around them by learning and practicing these skills.

    Strong communication skills, developed early, are directly related to their literacy success. These skills allow children to articulate their thoughts and ideas effectively, and listen to decode meaning. Students then begin to use communication for a range of purposes, and communicate effectively in diverse environments. Furthermore, developing strong patterns of verbal and non-verbal communication also fosters self-esteem and social skills.

    2. Collaboration

    Collaboration is how young children begin to build friendships with others. At first, young children will watch what others do and say, before moving on to playing together. As they get older, they become aware of other children’s feelings and ideas. Friendships become motivating and they learn how to make compromises and respect each other’s perspectives and skills.

    Collaboration is enhanced through group work and project-based activities, sharing time with peers. Children thrive when they feel valued by the people around them, not just adults but their peers too.