Here you can find resources that help you understand the purposes for taking tests, how you can improve your performance on tests, and resources for test takers. Taking Tests Student Perspective Helping Students Achieve Success

Why do I have to take this test?
9 Principles of Good Practice for Assessing Student Learning
These principles provide information on best practices in assessment as well as information on how to make assessment the most effective.

TABE
An overview of TABE Tests 7 & 8.

Information for GED Test Takers
This site is geared specifically for students interested in taking the GED tests. General information on the tests, testing locations, score interpretation, special needs accommodations, and sample questions can be found here.

Rights and Responsibilities of Test Takers: Guidelines and Expectations
This document is intended to encourage positive and high quality interactions between testing professionals and test takers.

See also Published Tests in the right-hand toolbar.

What if I need special accommodations for taking a test?
TABE Testing Accommodations

CASAS Special Needs

See also Published Tests in the right-hand toolbar.

What does my score mean?
A Basic Primer for Understanding Standardized Tests and Using Test Scores
The purpose of this article is to equip readers with a basic understanding of what goes into standardized test making and what test scores purport to show about learners' skills and abilities.

See also Published Tests in the right-hand toolbar.

How can I improve if I have to take the test again?
How to Do Your Best on Standardized Tests: Some Suggestions for Adult Learners
You can't get a high school diploma, go to college, join the military, get a professional license or certificate, or get a job without passing a test. You can't even get a driver's license without passing a test. With so many standardized tests around, adult learners would be wise to learn how to do their best on them, and to help their children do well on them, too.

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Student Perspective

What do other students say about their own learning?
Outcomes of participation in adult basic education: the importance of learners' perspective
This paper suggests that learners have a different perspective on performance than the authors of the Workforce Investment Act.

I've come a long way: learner-identified outcomes of participation in adult literacy programs
The Learner Identified Outcomes study brings learners' perspectives to the ongoing research conversation on outcomes of participation in adult literacy education.

"I've Opened Up" Exploring Learners' Perspectives on Progress
This project explored what constitutes progress in community-based literacy programs from the perspective of learners. The research took place between December 2004 and January 2006. (Canada)

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Helping Students Achieve Success

What kinds of things can programs and teachers do to help students persist long enough in their studies to achieve their goals?
Persistence Among Adult Basic Education Students in Pre-GED Classes
Adults must make active decisions to participate in each class session and often must overcome significant barriers to attend classes. Every adult education program should help adult students persist in their learning until they reach their educational goals. The purpose of this study is to develop and test advice for adult basic education practitioners on how to help adult learners persist in their studies, and to develop and test advice for policy makers on how to structure funding and accountability systems in ways that will support learner persistence.

Learner Persistence at the Adult Literacy Education Wiki (ALE Wiki)
The ALE Wiki Learner Persistence page contains a wealth of information including research and resources, as well as several archived discussions that have occurred within the field on this topic.

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