Many cited reliability as one of CAAT's major strengths, stating that CAAT has proven reliable in the placement of adult learners" into appropriate adult has proven reliable in the placement of adult learners" into appropriate adult basic education (ABE) classes.1 This finding was contradicted by others, who found that "the results do not give an accurate indication of the reading/numeracy ability of give an accurate indication of the reading/numeracy ability of the learner." Specifically, these respondents found that the grade level scores on CAAT were too high, which can result in "inappropriate grade placement." Some respondents surmised that the multiple-choice format of the test might be a factor in inflated test scores, as the student could "guess" the correct answer.
Many respondents found that CAAT is easy to administer and score and doesn't require is easy to administer and score and doesn't require the staff to have specialized credentials. Moreover, the respondents find it to be a cost effective instrument because it can be administered in a group setting. However, others complained that the administration takes too long and the "test-taker" becomes fatigued.
The findings revealed that the respondents did agree on four limitations. First, CAAT can have a negative impact on the student's emotional state. The respondents used the terms "intimidating," "scary," and "overwhelming," to describe CAAT and went as far to say it can "create anxiety for the learner." Second, CAAT appears to have a "southern appears to have a "southern urban bias" and is "not culturally sensitive." Third, CAAT is not the "best tool for the is not the "best tool for the assessment of lower level students. " Fourth, many respondents reported that the writing sub-test is a major weakness because it does not require the individual to provide a writing sample. In fact, a writing subtlest is offered only in Levels C and D; students are provided with four sentences that express the same idea and are asked to choose the one which is written clearly and correctly.
Approximately one in five respondents who worked in credit-granting institutions and one in four respondents who worked in community-based programs and workplaces use competency-based assessments (see Figure 3). Competency-based assessments are designed to measure skills and knowledge as they relate to predetermined competencies, which can include life, workforce, and/or academic skills. This type of assessment is intended to measure the individual's specific literacy, numeracy, and/or essential skills in order to determine what he/she knows and can do in specified contexts.