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What are the benefits of registering on the CASAS website?
Registering on the CASAS website provides more browsing options and information specific to your needs. You can manage your own profile and access resources such as QuickSearch Online (an instructional materials database) as well as the Adult Low-Level Literacy Curriculum Modules (instructional strategies and lessons for pre-beginning and beginning readers). You’ll be able to join various peer communities as a way to get the most up-to-date information. Some areas such as California Accountability and the National Consortium can be accessed only with an account and after you have received access from CASAS.
If I register on the website, will CASAS stay in communication with me?
When you register, you will be asked if you wish to receive periodic e-mail and updates from CASAS. Checking yes also ensures that you receive the CASAS Catalog by U.S. mail each year.
I registered but I still can’t log in. What should I do?
When you register, you will receive a confirmation e-mail to verify your e-mail address. Be sure to click the link included in that e-mail in order to activate your account. If you haven’t received your e-mail, please check for it in your spam or junk folder. If you still can’t locate the e-mail, contact
to request that the e-mail be resent to you.
I forgot my password or my password doesn’t work. Now what?
On the log in page, click the Reset Password button. Follow the instructions in the e-mail that you will receive. Remember, your new password must be seven or more characters, including at least one number.
Does CASAS sell or share my information with others?
No. CASAS will not share or sell your information to any other party. Contact information that you provide on our website is used solely for providing you with CASAS news and announcements. View our
CASAS National Summer Institute
What is the CASAS National Summer Institute?
The Institute is a three-day event that offers CASAS training sessions and other workshops geared toward the needs and interests of those working in the field of adult education. Presentations focus on the latest developments in assessment, accountability, standards setting, certification, program evaluation, and other related topics as well as using CASAS assessments and resources effectively and efficiently.
What are the benefits of attending Summer Institute?
Participants have a tremendous opportunity to learn more about assessment, accountability, program evaluation, and implementing CASAS in employment preparation, English as a second language, adult basic education, business and industry, adult secondary education, correctional education, and special needs programs. This is a once-yearly professional development event specifically designed for those who want to learn more about CASAS and adult education policies and programs.
Where can I find more information about the CASAS National Summer Institute?
for complete details, including registration information, training and workshop session titles and descriptions, the schedule of events, hotel information, and other useful specifics.
When and where is the Summer Institute?
The Institute is held each year in mid-June in San Diego. The 2013 Institute was at the Town and Country Resort & Convention Center and had more than 535 attendees from 27 states and three countries. Local, state, and national presenters provided workshops, training sessions, and panel discussions that focused on key issues in adult education and training.
How do I register for Summer Institute?
You may conveniently register online at
each year beginning in January.
My program wants to test reading ability. Which test should we use?
It’s advisable to choose a reading test series based on student and program goals. CASAS offers these reading test series:
Life and Work Reading
assesses reading comprehension in the context of daily life skills and employability.
Employability Competency System
assesses reading comprehension in the context of pre-employment skills such as reading a job announcement or answering questions about a job application form.
Workforce Learning Systems
assesses reading comprehension in the context of the workplace such as interpreting a message from a supervisor or reading a passage from an employee handbook.
Secondary Level Assessment
assesses reading comprehension in an academic context related to seven high school content area subjects.
Reading for Citizenship
assesses reading comprehension focused on citizenship- for those with low-level reading skills.
Braille Reading Assessment
assesses reading comprehension for those who are blind and visually impaired.
Spanish Reading Comprehension Test
assesses reading skills in Spanish at a difficulty level of three to nine years of schooling in Spanish-speaking nations.
More information about these tests and others is available at
section of the website and in the
What assessments do you recommend for an ESL/ESOL program?
Programs that offer English language instruction should consider testing with the Form 80 Appraisal (placement test) and the Life and Work reading series or the Life and Work Listening series. The choice between testing reading skills or listening comprehension will depend on the area that is the primary focus of instruction. However, many programs choose to test English language students in both modalities.
What assessments do you recommend for an ABE program or an Adult Secondary Education (ASE) program?
Programs should choose an Appraisal (placement test) based on the reading series (for pre- and post-testing) that they decide to use. Assessing reading comprehension, and math skills, is often the main focus of these programs. The Life and Work reading series and the Life Skills math series are particularly appropriate, as are the Employability Competency System reading series and math series. ASE programs may also want to use the Secondary Level Assessment tests that offer pre- and post-tests in seven high school level content area subjects.
How do I begin testing? What test do I give first?
If administering CASAS eTests via computer, a student is administered a short Locator and is automatically placed into the correct pretest level. This option saves testing time because the Locator is shorter than an Appraisal, and the Locator plus pretest is one testing event.
If using paper test booklets, you should administer an Appraisal when a student enrolls in a program and before instruction begins. The Appraisal score indicates which pretest a student should take. Please note than an Appraisal test is never appropriate for pre- and post-testing.
The Appraisal plus pretest helps to identify students' skill levels for appropriate placement into a program or a class level and should be given at intake or shortly thereafter.
What follows an Appraisal/Locator test?
Students take a pretest based on their Appraisal/Locator test score. The choice of test series to monitor learning progress (for the pretest and post-test) will depend on the area that is the focus of instruction, e.g., reading, math, listening. After 70 to 100 hours of instruction, students take a post-test to determine how much they have progressed as a result of instruction.
What assessments do you recommend for students functioning at a high school level of proficiency?
Programs serving high school level students should use the Level D tests in the Life and Work reading series or the ECS reading series. Programs testing math may choose the Life Skills math series or the ECS math series. They may also want to use the
Secondary Level Assessment tests
that offer pre- and post-tests in seven high school level content area subjects.
What assessments do you have for students who have low-level literacy skills?
CASAS Beginning Literacy Reading Assessment Forms 27 and 28 assess low literacy level reading skills and are appropriate for use with native and non-native English speakers. They should be used for students who are beginning to read print. The POWER standardized performance assessment and Adult Life Skills color photo tests measure basic skills of adults who have intellectual disabilities.
Are the tests timed or can students be given extra time to finish a test?
CASAS adheres to a policy of pre- and post-tests not being so strictly timed that test administrators must issue a call of “pencils down.” The guideline for completion of a progress test dictates that students finish within one hour. Please note that students may be given a few extra minutes to finish a question they are working on at the end of the hour but should not be allowed to go beyond those few minutes.
What is the recommended time between pretesting and post-testing?
CASAS recommends 70 to 100 hours of instruction between pretest and post-test. Testing with less than 40 hours of instruction is not recommended as enough instructional time for the student to demonstrate significant learning gains. Research indicates that the more time allowed for instruction and learning between pre- and post-testing, the higher the probability of increased learning gains and other learning outcomes.
May I translate if a student does not understand something?
No. You may not translate a test item. Translation is permissible only before the test begins in order to explain test instructions or to collect demographic data.
Can I copy the audio files for listening tests onto my computer hard drive, flash drive, another CD, or another device to assess students?
No. CASAS tests are copyrighted intellectual property. CASAS does not permit duplication of any sort. We want to ensure all test-takers are given guaranteed listening testing materials. If you do not have or wish to use CD players, you can use CASAS eTests (locally installed or via online) to administer CASAS listening tests through your computers. You will need to provide speakers or headphones.
Why were the “Suggested Next Test” charts replaced by the “Next Assigned Test” charts? Can we still use the SNT charts?
The Next Assigned Test charts were developed to align with the automatic computer-based assignment in CASAS eTests to the Next Assigned Test. Agencies that use both computer-based and paper-delivered CASAS tests requested Next Assigned Test recommendations that would match each other. Please note that the original versions of the Suggested Next Tests in the test administration manuals can still be used.
Purchasing CASAS Products
Can I order online?
Yes. Go to
to access online ordering. The convenient system allows users to search for products in four ways: by Purpose, by Skill Area, by Level, and by Test Series.
Are there other ways to place an order besides online ordering?
CASAS accepts orders by fax (858-292-2910) or by U.S. mail (5151 Murphy Canyon Rd., Suite 220, San Diego, CA 92123).
The order form can be found in the CASAS catalog or
Agencies may also complete a “fillable” order form by visiting
and e-mailing their completed order form to
CASAS does not accept telephone orders.
Where can I find more information about placing an order with CASAS?
Ordering Terms and Conditions
for complete ordering information.
How soon can I expect to receive my order?
You should receive your order within ten working days of placing an online order or your order form arriving at CASAS.
What should I do if I haven’t received my order?
You may send an e-mail to
or call Customer Service at 1-800-255-1036, ext. 151.
Where can I find more information about CASAS products?
section of the CASAS website and the
are excellent sources of information about tests and resources.
to learn more about CASAS products.
The catalog is available
. You may request a hard copy of the catalog by sending an e-mail to
Training and Implementation
Why does CASAS require training?
Accurate test results are possible only if test administration procedures are standardized and followed carefully. Therefore, it is important to fully understand how to use the CASAS system and to be aware of what it offers instructors, administrators, and students. Participation in a CASAS training workshop helps to ensure that your test results are accurate and your program, your instructors, and your students derive the maximum benefits from the CASAS assessments and resources that your agency selects.
Who should enroll in training?
At least one staff member from each agency that wishes to use CASAS assessments must complete training. Program coordinators and staff who will administer assessments and interpret results should complete a training workshop. Other staff may want to participate in training to learn more about testing and about the CASAS system.
What training workshop is right for me and my staff?
CASAS recommends that agencies complete Implementation Training as it provides a well-rounded understanding of the CASAS system. Completion of training allows users to order and administer most assessments. There are specialty trainings available for programs such as citizenship, workplace, or special needs. Technology training is available for CASAS eTests (computer-delivered testing) and TOPSpro Enterprise (accountability software). The choice of training workshops depends on program goals and the specific assessments of interest to your agency. E-mail CASAS at
if you are not sure which training is appropriate for you.
What will I learn in a training workshop?
Your training workshop will help you learn to administer and score tests, interpret test results, and understand the CASAS system more fully. You’ll also learn about the resources available from CASAS and the technology options that CASAS offers.
How do I arrange for the training I need?
Many training workshops are offered as online self-paced courses at no cost. Go to
to access these training modules. Face-to-face training is offered at the CASAS National Summer Institute each June in San Diego. Visit
for more information about the Institute. Your state may also offer CASAS training, so please check with your state Professional Development Department for information about any local training workshops.
Accommodations in Testing
Can a CASAS reading test be read to a student who has low-level reading skills?
No, because the purpose of a reading test is to assess “reading” skills for appropriate placement in instruction or to monitor progress in reading comprehension. If a student in your program has a documented disability, please see the
on our website for additional information.
Does providing extra time for students with disabilities make CASAS assessments invalid?
No. Providing extra time as an accommodation for students who have disabilities (according to the Americans with Disabilities Act Amendments of 2008) does not lessen the validity of CASAS scale scores. Suggested time periods for administering CASAS tests are guidelines only for the general adult population and not for those who require special accommodations in testing.
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