Pre- and Post-Testing

Why it matters

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.

Pretest Requirements

Students should be pre-tested as soon as is feasible upon entry into the program or before any substantial instructional intervention has occurred. CASAS standardized tests in reading, math, writing, speaking, and listening comprehension may be used. Students should be assessed in the areas that are the focus of instruction.

Post-test Guidelines

Agencies should administer post-tests, using alternate forms, at the end of a semester, term, quarter, or other substantial block of instruction to document learning gains. Programs may choose to assess students who indicate they are leaving the program before the scheduled post-test time to maximize the collection of paired test data.

Instructional Hour Thresholds

Typically, programs assess after approximately 70-100 hours of instruction. However, testing should not occur before at least 40 hours of instruction.

Programs offering high-intensity courses (e.g., class meets more than 15 hours per week) may choose to test at the end of a semester, term, quarter, or other substantial block of instruction, even though the instructional intervention is more than 100 hours of instruction.

Programs offering low-intensity courses with less than 70 hours in a semester, quarter, term, or other substantial block of instruction may choose to post-test at the end of the instructional period.

Special Populations

Agencies should establish a policy for assessing learners with disabilities, including intellectual disabilities. Generally, more hours of instruction are needed for these populations to show substantial learning gains. Please visit the Assessment Accommodations web page for further details.

For more information, review the CASAS Assessment Policy Guidelines.

Policy Guidance

CASAS recommends establishing an assessment policy and procedures that accommodate:

• Instructional delivery system
• Intensity and duration of instruction
• Student population served

Policies should clearly define:

• Testing timelines
• Instructional hour expectations
• Special population considerations

Review: CASAS Assessment Policy Guidelines