Reading for Information (internet/paper based,.Workplace Observation (internet based, 35 questions, 55 minutes).Locating Information (internet/paper based, 38 questions, 55/45 minutes).Listening for Understanding (internet based, 28 questions, 45 minutes).Business Writing (internet/paper based, 1 prompt, 30/30 minutes).Applied Technology (internet/paper based, 34 questions, 55/45 minutes).Applied Mathematics (internet/paper based, 33 questions, 55/45 minutes).Please note this is supplemental content.ĪCT WorkKeys assesses the following skills: paper) are contingent upon which skill is being tested.
ACT WorkKeys consists of diagnostic examinations in nine foundational skills and three soft skill sets each exam’s length, time allotted, and format (internet vs. 70 for mathematics, indicating a strong relationship between them.ACT WorkKeys is a job skills assessment program that assists employers in selecting, hiring, training, developing, and retaining employees. The Pearson correlation coefficient between the two measures was. The research shows that as a learner’s scores on the CASAS reading and mathematics scales increased, the ACT Work Keys Level tended to increase as well. The report includes expectancy tables showing what level a person obtaining a particular score using the Workforce Learning System might expect to receive on the Work Keys scale in reading and mathematics.
Each examinee took both the ECS 130 Reading and the Work Keys Reading for Information assessment or the ECS 130 Math and the Work Keys Applied Mathematics assessment, with a subset of the students tested with all four reading and math instruments. The sample included data from 27 sites across eight states and comprised 494 learners enrolled in workforce literacy programs. The study Extending the Ladder: From CASAS to Work Keys Assessments looked at the extent to which a score obtained using the CASAS ECS Workforce Learning Appraisal translates to a similar score obtained using the ACT Work Keys. The Workforce Learning Systems and Work Keys system complement each other and can be used together to provide a smooth, progressive, and complete skills continuum. The Work Keys system covers skills that are more advanced and provides more information on the skills of individual functioning at the higher end of the skills continuum. The Workforce Learning Systems covers skills that are more basic, and provides more information on the skills of individuals functioning at the lower end of the skills continuum. This continuum provides more useful information over a greater range of skill levels than is available from either system alone. There is enough difference in the range of skills covered by the Workforce Learning Systems and Work Keys system to warrant joining the two together in a basic skills continuum. Given these different levels, these two assessment systems complement each other to form a comprehensive assessment system.īoth CASAS Workforce Learning Systems and ACT’s Work Keys system measure basic and more advanced skills needed for effective participation in the workforce and workplace. ACT’s Work Keys system provides high quality, valuable assessments of more advanced skills required for employees to be productive in the workplace. It shows how assessment systems from two of our country’s premier testing organizations – CASAS and ACT– can be linked to guide individuals' education and training as they progress from basic literacy skills to the level of advanced skills required to succeed in an increasingly complex economy.ĬASAS Workforce Learning Systems provides high quality, valuable assessment of the basic skills needed in the workplace.
No longer is this the concern only of those in the education and training sectors, employer and employees are reaching this conclusion as well.Įxtending the Ladder focuses on the nation’s investments in skill development. All across America people are increasingly aware that staying productive and competitive in the workplace requires staying current, and staying current requires continuous investments in skills development.
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