Chapter 6: Data-Driven Instruction and Digital Assessments

Table of Contents

1. Purposes of Assessment
2. Advantages of Digital Assessments
3. Analyzing Data from Digital Assessments
4. Approved Standardized Assessments in California
5. High School Diploma/High School Equivalency
6. Remote Testing
7. Citizenship Tests
8. Performance-Based Assessments
9. Digital Skills Assessments
10. Digital Credentials, Wallets, and Skills-Based Hiring
11. Informal Assessments
12. AI in Assessment

This chapter provides an overview of how assessments are used in adult education and how digital tools can support different stages of the process. It describes common types of standardized tests, digital skills assessments, and remote testing options. The chapter also suggests how assessment data might be used to guide instruction and track learner progress as well as the potential use of artificial intelligence (AI).

Purposes of Assessment

When used effectively, assessments can inform instructional planning, help programs track learner progress across a course or level, and give learners useful feedback about their growth and next steps. Effective assessment draws on multiple sources, both formal and informal, and considers contextual factors such as timing, attendance, and learning conditions.

Advantages of Digital Assessments

Digital formats can expand how assessments are designed and used, offering practical benefits for both educators and learners. Key advantages include:

• Accessibility. Features such as screen reader compatibility, adjustable text size, and alternative text for images remove barriers and ensure that individual needs do not limit opportunities to show progress.
• Flexibility. Varied question types, such as drag-and-drop, audio, or video responses, give learners multiple ways to communicate their understanding and educators a better idea of what learners can do.
• Streamlined administration and scoring. Automation can reduce the need to manage paper test materials and may provide automatic scoring for many question types. Reports are often available more quickly, saving staff time and simplifying the overall testing process.
• Immediate feedback. Learners can often view scores and item-level feedback after completing an assessment.
• Detailed data for differentiation. Some tools generate analytics beyond final scores, such as time spent on individual items or answer patterns across groups of learners.

Analyzing Data from Digital Assessments

Once assessment results are collected, the next step is to interpret them in ways that inform instruction and program planning. This means looking beyond scores to identify patterns, determine whether learners are meeting instructional goals, and decide on appropriate next steps.

Effective analysis accounts for the context in which data is generated using multiple reports or indicators before drawing conclusions (for example, comparing class dashboards, individual progress reports, and assessment histories). Considering these factors helps prevent overreliance on a single data point and supports more accurate instructional decisions. Key considerations include:

• Timing of the assessment: A test given immediately after instruction may show short-term recall, while one given later may reflect longer-term learning or gaps.
• Learner attendance: Inconsistent participation can skew assessment data and make it harder to interpret whether results reflect ineffective curriculum or missed instructional time.
• External factors: Work schedules, childcare responsibilities, or limited study time can affect test performance, making it important to distinguish between gaps in learning and external barriers that may have impacted results.

Classified support staff often play a key role in managing assessment data and supporting the testing process. Their responsibilities may include entering demographic and test data into systems like CASAS TOPSpro Enterprise, recording pre- and post-test results, generating reports for teachers and administrators, and proctoring in-person or remote sessions. This work helps maintain data quality and allows teachers to focus on instruction.

Some assessment platforms now incorporate AI-supported scoring tools that can generate rubric-based scores and draft feedback. A recent pilot study found that one such system reduced instructor scoring time by about one-third while maintaining comparable learner outcomes.

Standardized Assessments

Standardized assessments are tests designed to measure specific skills or knowledge areas using the same administration and scoring procedures for all learners. In adult education, standardized assessments may lead to recognized credentials such as a high school equivalency certificate or an industry certification.

Placement assessments determine which course, level, or program best matches a learner’s current skills. For example, a program may use an initial CASAS eTest to decide whether a learner begins in an Intermediate Low or Intermediate High ESL course. However, placement decisions are most accurate when they include multiple factors, such as prior education, work experience, learner goals, writing samples, or informal interviews in addition to test scores. Programs can collect this information through digital intake forms, online interest surveys, or writing samples submitted in an LMS. In career-technical education (CTE), programs may also consider job-specific skills or certifications, such as OSHA safety training, ServSafe, or Certified Nursing Assistant (CNA) licensure, to place learners into advanced courses, waive prerequisite requirements, or connect them with appropriate apprenticeship or training opportunities.

Diagnostic assessments identify specific strengths and areas for development within a subject. Like placement assessments, they are often used at the start of a class or unit to help instructors target instruction. For example, a diagnostic reading activity delivered through a platform like Burlington English or Aztec may measure comprehension skills. Results might show that a learner can identify main ideas but has difficulty interpreting charts and graphs.

Formative assessments are ongoing checkpoints during instruction that monitor progress and guide next steps for teaching and learning. The term contrasts with summative assessments, which evaluate what learners have achieved at the end of a course or module. Instructors may use formative assessments at many different stages of instruction, not for a formal grade but to gauge understanding. These assessments may include informal observations during instruction, quizzes or practice tests within instructional software, or short online surveys that provide immediate results. This information helps instructors identify patterns in performance and make timely adjustments to instruction.

Summative assessments occur at the end of a course or level to demonstrate proficiency of competencies and determine readiness for advancement. Examples include a final exam in a course, a CASAS post-test at the end of a term, or an official high school equivalency test such as the GED or HiSET. Some summative assessments lead to formal outcomes that recognize course completion, job-related competencies, or performance on external exams. Standardized assessments administered outside the program, such as high school equivalency exams, may also include testing fees that programs may need to budget for or help learners cover.

Common types of formal, summative assessments include the following categories:

• Career and technical education (CTE) assessments: Often combine hands-on and written components to evaluate job-related skills and knowledge. For example, a learner in a welding course might demonstrate technique in a performance task and also complete a written safety test. These assessments may be required for program completion or for earning a related certificate or credential.
• Certificates: Issued by an institution to document completion of a defined sequence of instruction. For example, an adult school may award a certificate for completing a vocational course or series of modules. California community colleges award noncredit certificates of completion and competency in approved pathways.
• Credentials: Awarded by external organizations based on successful performance on standardized assessments aligned to industry-recognized competencies.
  • Industry-recognized credentials and licensures. These qualify learners to enter or advance in employment. Examples include Certified Nursing Assistant (CNA) licensure, ServSafe, Microsoft Office Specialist, ASE certifications, and high school equivalency certificates earned through the GED or HiSET.
  • Workforce readiness credentials. These validate preparation for work but may not, on their own, qualify a learner to enter a job directly. Examples include OSHA safety tests and other short-term certificates that demonstrate foundational competencies.Both certificates and credentials provide documented recognition of skills. Some carry external validation beyond the issuing institution and are often linked to employment or further training opportunities.

Both certificates and credentials serve as evidence of skills that can be verified by employers or training partners.

Approved Standardized Assessments in California

In California, the standardized assessments approved for National Reporting System (NRS) accountability are provided by CASAS (Comprehensive Adult Student Assessment Systems). Most are administered through CASAS eTests, which supports both in-person and remote delivery and integrates with TOPSpro Enterprise (TE) for reporting. Paper-based options remain available for some tests, but digital delivery can provide immediate scoring of some items and faster access to reports.

CASAS assessments are organized by program area, with different series designed for ABE/ASE, ESL, and Adults with Disabilities:

Adult Basic and Secondary Education (ABE/ASE)

• CASAS Reading GOALS: Reading series for ABE and ASE levels
• CASAS Math GOALS: Math series for ABE and ASE levels

English as a Second Language (ESL)

• CASAS Reading STEPS: NRS-approved ESL reading series (levels A–E), aligned with English Language Proficiency Standards
• CASAS Life and Work Reading: Reading series for ESL learners
• CASAS Life and Work Listening: Listening comprehension series
• CASAS Reading for Citizenship: Focused on U.S. civics and citizenship content
• CASAS Adult Secondary Reading: For advanced ESL or ASE-level learners

Adults with Disabilities (AWD)

• CASAS POWER (Providing Options for Workplace, Education, and Rehabilitation): Foundational skills (levels 2A–4A)
• CASAS Adult Life Skills: Practical life skills (levels 2A–5A)
• CASAS Braille Reading Assessment: Measures Braille proficiency

Programs generally use a single approved test series per content area to ensure consistency in placement, instruction, and reporting.

High School Diploma/High School Equivalency

Adult learners can complete high school through two main pathways: earning a high school diploma or obtaining a High School Equivalency (HSE) certificate.

High School Equivalency Tests
Two HSE exams are approved in California:

• GED® (General Educational Development): Includes four subject tests: Reasoning Through Language Arts, Mathematical Reasoning, Social Studies, and Science. It is administered by Pearson VUE.
• HiSET® (High School Equivalency Test): Includes five subtests: Language Arts Reading, Language Arts Writing, Mathematics, Science, and Social Studies. It is administered by PSI Services.

Passing either exam results in a High School Equivalency Certificate, which is typically accepted by employers as an alternative to a traditional diploma. Both exams are offered in English and Spanish, with remote-proctored options available for eligible test-takers. Remote testing for both GED and HiSET requires a verified testing environment, reliable internet and device setup, identity verification, and adherence to each provider’s security protocols. The GED also requires test-takers to earn a qualifying score on the GED Ready practice test before scheduling the online exam.

Adult High School Diploma
K–12 adult schools may offer accredited diploma programs. Learners earn credits in required subject areas such as English, math, science, social studies, and electives. When credit requirements are met, a high school diploma is awarded by the local board of education.[3] Instructional formats may include competency-based courses, independent study, or blended models designed to accommodate adult schedules.

National External Diploma Program (NEDP)
The NEDP is a competency-based option for earning a high school diploma. Instead of completing full courses or timed exams, learners demonstrate competency through practical tasks collected in an online portfolio. Tasks are completed independently and assessed one-on-one.

To offer an NEDP, an agency must meet provider qualification requirements, including staffing (training at least two personnel to serve as advisor, assessor, and portfolio reviewer), facilities and technology (ensuring computer access and a private space for assessments), and access to required CASAS materials and systems (such as Web Enrollment Units and other NEDP administration tools).

Because the program is portfolio-based, digital skills are embedded in its design. Learners may conduct internet research, create documents, and navigate online systems as part of completing tasks, making the NEDP both an assessment and a way to build applied digital literacy.

Remote Testing

Remote testing refers to computer-based assessments that learners complete outside of a classroom or test center, usually with a trained proctor monitoring the session through a secure video connection. This option, introduced widely during the pandemic, remains in use because it increases flexibility and access for learners who cannot test in person.

Successful implementation requires adequate digital access and clear procedures for maintaining test security. Learners need reliable devices, stable internet connections, and basic familiarity with online navigation. Programs must also have trained staff, approved testing platforms, and protocols that align with California Department of Education (CDE) policy.

In California, remote testing is permitted for certain assessments under conditions established by the California Department of Education (CDE). Programs must meet these requirements in order to offer the option.

Current California Policies (2025)
The California Department of Education permits remote testing for certain approved assessments under specified conditions. Each agency’s Local Assessment Policy must include written procedures covering the following areas:

• Test security and integrity: How content will be protected and unauthorized assistance prevented.
• Privacy protections: How personally identifiable information will be handled during scheduling, ID verification, and testing.
• Proctor qualifications and roles: Which staff may serve as proctors and what training is required.
• Identity verification: Steps for confirming the learner’s identity, typically through a government-issued photo ID shown via webcam.
• Learner orientation: How learners will prepare for the remote testing process, including rules and technology requirements.
• Technology standards and contingency plans: Approved testing and proctoring platforms and procedures for handling interruptions such as internet or video failure.
• Documentation: How sessions and irregularities will be recorded in TOPSpro Enterprise (TE) according to local procedures.

Remote Testing Implementation Considerations
To support successful implementation, agencies may:

• Offer practice sessions so learners can test their equipment and become comfortable with the platform.
• Provide clear written instructions for both learners and staff.
• Schedule smaller testing groups when needed to support security and troubleshooting.

Remote testing can expand access, but it also requires careful coordination of staff, technology, and learner support. Agencies should weigh these resource demands against the benefits that remote options provide.

Citizenship Tests

Adult education programs can provide citizenship preparation and testing support to help learners build the language, civics knowledge, and interview skills required for the U.S. Citizenship and Immigration Services (USCIS) naturalization exam. These services are distinct from the official exam and often use CASAS Citizenship Tests to measure readiness. The naturalization exam consists of an oral interview with an English language component and a civics component testing U.S. government and history.

CASAS standardized citizenship assessments aim to measure a learner’s ability to 1) respond in English to common interview questions and 2) demonstrate knowledge of U.S. civics in formats similar to the official exam. Practice versions of these assessments can be administered in class, with some remote testing options available. In California, learner performance on the official CASAS Citizenship Exams is included in state accountability reports and can generate additional program funding, known as payment points. For WIOA Title II–funded agencies, the CASAS Citizenship Listening Tests 965C and 966C are eligible for 231 EL Civics payment points when administered with a valid pre- and post-CASAS test. Other payment point criteria may vary by program and funding source.

Instructors may combine formal practice tests with informal preparation activities such as role-play interviews. This combination supports learners in developing the civics knowledge and communication skills required to complete the speaking, reading, and writing components of the USCIS exam.

Performance-Based Assessments

Standardized tests measure knowledge and skills in controlled formats, while performance-based assessments aim to test how learners apply skills in realistic situations. These assessments reflect the types of tasks learners may encounter in work or daily life scenarios. Performance-based assessments consider both the process and the product, providing a fuller picture of learner ability than test scores alone.

In California’s adult education system, many performance-based assessments are designed within a competency-based education framework. Competency-based models organize instruction around clearly defined skills and require learners to demonstrate those skills through practical tasks.[4] In this context, performance-based assessments measure progress toward competency goals, often in ways that mirror real-world applications. For example, an ESL learner may complete an online job application, or an ABE learner may draft a resume or deliver an oral presentation.

A statewide example is the Civic Objectives and Additional Assessment Plans (COAAPs) within the EL Civics program, which is usually offered as part of an agency’s ESL program rather than as a standalone class. COAAPs are built around competencies related to civic participation, such as navigating health care systems or applying for employment. Each plan defines real-life tasks that require learners to apply language and digital skills in authentic contexts. For example, “Use the internet to find and compare three local job postings and report the findings” integrates reading, research, and communication skills. A standardized rubric is used to evaluate performance. Completion of COAAPs allows learners to demonstrate proficiency in civic contexts while also providing programs with reportable accountability data.

Extended reality (XR) simulations and virtual labs can also be used for performance-based assessment. These tools provide immersive environments where learners practice skills in realistic scenarios. Use of such tools requires consideration of cost, technical requirements, and content development.[5]

Digital Skills Assessments

Digital skills assessments measure how comfortably and effectively learners use computers, software, or online tools. In adult education, they can help inform instruction planning to compare current digital literacy skills with authentic goals such as completing online job applications, using workplace technology, or navigating digital learning platforms. Some assessments align with digital literacy frameworks or industry standards, allowing learners to earn recognized digital credentials that document transferable skills.

There are several commonly used tools and frameworks to assess digital skills.

One widely used tool is the Northstar Digital Literacy Assessment, an online platform that measures skills in three areas: essential computer skills (basic operations, internet use, email), essential software skills (Microsoft Office and Google Docs), and using technology in daily life (tasks such as internet searches, social media, information literacy, career exploration, and telehealth). Learners complete interactive tasks like formatting text in a document or identifying parts of a computer window. Results show which items were missed, supporting error analysis and targeted practice. Proctored assessments, either in person or remote, can result in a certificate and digital badge, and the aligned Northstar curriculum allows instructors to provide instruction based on demonstrated competencies.

Other platforms also support digital skill development and assessment. Google’s Applied Digital Skills includes project-based lessons that can be paired with informal or performance-based assessments. The ISTE SkillRise Profile and Assessment, developed with Northstar, extends beyond basic operations to evaluate higher-order uses of technology such as collaboration, problem-solving, creativity, and critical thinking. Learners who meet the requirements can earn a micro-credential that verifies their ability to apply technology effectively in workplace contexts. The IC3 Digital Literacy Certification, developed by Certiport, is another option recognized by employers across multiple industries. It measures a broad range of computer, software, and internet competencies and provides a credential that supports workforce preparation. Tool selection depends on local goals, employer needs, and available proctoring capacity.

Digital skills assessment is also integrated into broader adult education programs. The National External Diploma Program (NEDP) requires competencies such as conducting online research, organizing data, creating original work, and practicing responsible digital citizenship. Many EL Civics COAAPs now include digital components, such as using an online map to find directions to a health clinic.

Digital Credentials, Wallets, and Skills-Based Hiring

Micro-credentials are short, competency-based recognitions that document specific skills. Unlike a broad course grade, they provide documentation of what a learner can do and are often awarded after a standardized assessment or demonstration. For example, passing a Northstar Digital Literacy assessment can result in a badge for each skill, for example, “Using Email” or “Spreadsheet Basics.” Learners completing a short workplace readiness course may earn an OSHA-10 safety card or a ServSafe food handling certificate. These recognitions can be combined or stacked to demonstrate broad skill sets or contribute toward certificates and industry-recognized credentials.

Research indicates that alternative credentials are now part of mainstream education and workforce systems, with many higher education institutions offering certificates, badges, or micro-credentials.[6,7] Studies in rural communities suggest that micro-credentials can help create clearer career pathways, with potential outcomes such as promotions, wage gains, or transfer into additional training opportunities.[8]

Digital credentials and wallets coexist with micro-credentials by giving learners a portable and verifiable way to share their achievements. A digital credential includes detailed information about what was required to earn it and who issued it. A digital wallet is a secure online space where learners can store and share their verified credentials, such as badges, certificates, and licenses. Some wallets (e.g., Learner Credential Wallet from MIT, SmartResume) can also host a Learning and Employment Record (LER) that organizes verified data from multiple sources—such as schools, employers, and credentialing bodies—into a single, transferable profile.

These tools connect directly to skills-based hiring, in which employers place emphasis on demonstrated competencies rather than degrees alone. For example, a learner in a bookkeeping course might store a digital badge for course completion, a QuickBooks Certified User certificate, and a community college accounting credit in the same wallet to share with an employer. A learner in an ESL program who earns a customer service badge can demonstrate communication skills to a potential employer. And a series of IT support badges may qualify learners for entry-level technology jobs even before completing a longer degree program.

Digital credentials and wallets are still emerging and not yet widely adopted by employers or training providers. ISTE’s SkillRise interactive story provides an accessible, mobile-friendly introduction to these concepts for interested parties.

Prompt Example Using Deep Research: I teach adult learners in northern California (GED/ESL). Please analyze state and regional labor market data to identify which entry-level industries are currently growing. Then list training programs in northern California that align with those industries. For each program, include the required certification(s), program length, estimated cost, and admission requirements. Where possible, cite official sources (state workforce boards, training providers, credentialing organizations).

Informal Assessments

Informal assessments are often formative (measuring learning) rather than summative (measuring outcomes) because they inform ongoing instruction. The term “informal” emphasizes their adaptable, low-stakes nature. They can be introduced at any point in a lesson to adjust instruction and address learner needs.

Digital platforms can make it easier to gather instant feedback, maintain engagement, and ensure accessibility. Because these tools are often instructor-designed, thoughtful planning supports their effectiveness. Educators can use the following questions as a planning checklist:

• What should learners be able to do? Define the specific skill or outcome the assessment will check (for example, “calculate simple interest” or “use transitions to connect ideas in writing”).
• What is being measured? Identify what data will be collected from this assessment.
• How will learners demonstrate skills? Match the assessment format to the target skill—for example, an oral presentation for speaking.
• How will the data be used? Decide how to respond to results. For example, if many learners miss the same item, will you bring that data to the group or provide individual feedback?
• What are the short- and long-term goals? Connect the assessment to larger instructional purposes, such as preparing for a final exam or applying a real-world task.

Examples of Informal Assessments

Once the purpose and format have been identified, informal assessments can take many forms. The examples below illustrate approaches that can be adapted for different subjects, delivery modes, and learner needs:

• Short quizzes: Using an LMS quiz feature, Google Forms, Microsoft Forms, or Wayground for immediate results.
• Quick writing tasks: Where learners respond to a prompt in a shared Google Doc, Padlet board, or LMS discussion thread.
• Polls: With tools such as Mentimeter or Poll Everywhere to check comprehension during a live session or webinar.
• Thumbs-up/thumbs-down or emoji reactions: In Zoom, Microsoft Teams, or similar platforms for quick, nonverbal checks.
• Learning games: Hosted on tools such as Kahoot! or Blooket to review material in a low-stakes format.
• Exit tickets: Collected digitally or on paper, asking learners to reflect on key takeaways or remaining questions.
• Peer reviews: Conducted through shared documents, discussion boards, or breakout rooms to provide constructive feedback.
• Verbal Q&A: During lessons, in person or via video conferencing, to confirm understanding.
• Online and in-person discussions: Using tools such as VoiceThread, Padlet, or discussion boards in Canvas or Moodle to expand on peers’ ideas, demonstrate comprehension, and practice expressive skills.

Research shows that frequent participation in meaningful literacy and numeracy activities is linked to long-term growth in proficiency. Informal assessments can provide repeated opportunities for practice, making everyday classroom tasks part of a larger cycle of skill development.

AI in Assessment

Generative AI tools such as ChatGPT, Gemini, and Claude are emerging technologies being tested in various contexts including creating content, adapting materials for different levels, and organizing data for analysis. Some ideas adult educators can try with AI:

• Create reading comprehension questions Tailored to a specific passage.
• Develop multiple versions of a math word problem For different skill levels.
• Suggest rubric criteria For a project or performance task.
• Summarize learner data To identify skills that need reinforcement.

As with all digital tools, its role is to enhance instruction, not replace the expertise of educators. All AI-generated outputs should be reviewed for accuracy, bias, and appropriateness before use. Careful review ensures the resulting data is reliable enough to guide instruction and support learner progress.

For additional strategies on using AI in teaching and assessment, see Chapter 8.

1. https://doi.org/10.1080/09658211.2020.1815790
2. https://www.learntechlib.org/primary/p/225199/
3. https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB554
4. https://californiacompetes.org/wp-content/uploads/2022/12/Measuring-CBE-Brief-Final.pdf?utm
5. https://www.mdpi.com/1916714
6. https://upcea.edu/wp-content/uploads/2017/05/Demographic-Shifts-in-Educational-Demand-and-the-Rise-of-Alternative-Credentials.pdf
7. https://www.wgu.edu/newsroom/press-release/2025/09/wgu-launches-achievement-wallet-half-million-students-showcase-career-ready-skills.html
8. https://digitalpromise.dspacedirect.org/items/6f82f95d-21f3-40b6-8dae-332a131cba8c
9. https://pdxscholar.library.pdx.edu/ling_fac/65/