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Student Performance Measurement Flashcards

7 cards from real CASAS practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 7 Student Performance Measurement flashcards as text

  1. How do programs use CASAS aggregate data to satisfy Title II reporting requirements under WIOA?

    Answer: By reporting counts of learners who achieved EFL gains within each NRS level

    WIOA Title II requires programs to report the number of participants who advance one or more NRS EFLs as a key performance indicator.

  2. A CASAS score report shows a student's scale score dropped 8 points from pre- to post-test. The most likely next step is to:

    Answer: Investigate possible test administration errors and consider re-testing

    Score decreases often signal administration or data-entry errors that should be investigated before drawing conclusions about learning.

  3. Which of the following metrics is NOT directly measured by CASAS assessments?

    Answer: Oral English proficiency through a speaking rubric

    Standard CASAS tests are paper- or computer-based and do not include a scored speaking rubric; oral production is outside the CASAS core battery.

  4. Programs use CASAS data for continuous program improvement. Which analysis best identifies whether instruction in a specific competency area is effective?

    Answer: Comparing pre- and post-test scores on the same CASAS competency items across cohorts

    Analyzing pre/post item-level or competency-area scores across cohorts reveals whether instruction in that area drives measurable gains.

  5. Under NRS accountability, a learner who enters at EFL 2 and exits at EFL 3 is counted as:

    Answer: A participant with a measurable skill gain

    Moving from one EFL to the next qualifies as a measurable skill gain, one of WIOA's core performance measures for adult education.

  6. What is the purpose of CASAS 'goal-setting' data collected alongside assessment scores?

    Answer: To align instruction to each learner's personal and vocational objectives

    Goal-setting data links learner aspirations (employment, citizenship, further education) to instructional planning and program reporting.

  7. A program administrator wants to disaggregate CASAS outcome data by age group. This analysis is most useful for:

    Answer: Identifying subgroup differences that may require targeted instructional strategies

    Disaggregating by age reveals whether certain groups make stronger or weaker gains, guiding equity-focused program adjustments.