Table of Contents

COMPREHENSIVE ADULT STUDENT ASSESSMENT SYSTEM (CASAS)

[Tape 1, Side A]

Project overview — Vision — Need for appropriate assessment for adult population — Applied Performance Level study — Competency based movement — CACE and CALCOMP — Competency based curriculum — Background of Pat Rickard — Initial development of CASAS — Placement and articulation across program — First Summer Institute — The Consortium and its work — NOMOS study — The competency list — Consortium structure and committees — Item Bank — Item writing — Field testing — Summer Institutes — Implementation — Early concerns about implementation

[Tape 1, Side B]

Training in assessment — Item calibration and test scale — Test construction: who does it? — Alternative assessment — National Diffusion Network — Change from California to Comprehensive — System adaptations: JTPA, ECS, GAIN, IRCA, special education, McKinney Act — Workforce Learning Systems — Certified Trainers

[Tape 2, Side A]

Impact: major contributions in the state — Curriculum — Curriculum Index and Matrix — Publishers respond — Placement and exit certification — Data base: learning gains and other outcomes — Competencies drive system — Impact: beyond California — Federal Bureau of Prisons — Even Start — Evaluation studies — Eighteen state adoptions — Use in all fifty states — National Diffusion Network revalidation — CASAS in Australia — National Consortium — Current state activities — Accountability beyond federal program — Policy and Issues Committee — Data and Accountability Committee — Change of focus for Summer Institutes — Funding

[Tape 2, Side B]

Future of CASAS — More accountability — Coordinated 353 project infrastructure — Observations on project management — California vision for federal projects — Small and rural agency needs — Better use of technology — Role of Dick Stiles — Characteristics of CASAS

Consortium — Field based system and learner system