guide to interpreting towes march10 to... · the guide to interpreting towes is designed to assist...

Guide to Interpreting

Updated March 2010

TOWES was developed by the BC Construction Industry Skills Improvement Council (SkillPlan) and Bow Valley College.

Copyright © 2008. All rights reserved.

For more information contact:

Conrad MurphyDirector TOWES & the Centre for Career Advancement

Bow Valley College332 - 6 Avenue SE, Calgary, AB, Canada, T2G 4S6.

Phone: (403) 410-3200 Fax: (403) [email protected]

www.towes.caand

www.bowvalleycollege.ca

i

PREFACEThe Guide to Interpreting TOWES is designed to assist test administrators, educators, employers, and anyone else who uses TOWES, in understanding and interpreting TOWES test results. It also describes the history and development of TOWES and discusses the need for this versatile and powerful tool.

TOWES endorses fair and equitable testing and follows the American Psychological Association’s Code of Fair Testing Practice in Education, along with federal and provincial privacy guidelines such as the Freedom of Information and Protection of Privacy Act (FOIP) and Personal Information Protection Act (PIPA).

Much of the information contained within this document is adapted from Human Resources and Skill Development Canada’s (HRSDC) Essential Skills website and Essential Skills Reader’s Guide. Visit HRSDC’s website for more information: http://srv108.services.gc.ca/english/general/home_e.shtml

Dr. Theresa Kline, psychometric expert at the University of Calgary has reviewed this document for technical accuracy and quality of information. Her comments are provided below:

"TOWES has been shown to be a reliable and accurate indicator of a test-taker's Essential Skills in reading text, document use and numeracy. TOWES has also been shown to be a valid predictor of academic, apprenticeship training and job performance. TOWES test items are free from gender and linguistic (English versus French) bias. TOWES' strong link to the Adult Literacy and Life Skills Survey ensures that the TOWES items have robust psychometric characteristics. The scoring approach is designed to map onto HRSDC's Essential Skills Job Profi les, assisting users in making appropriate career decisions."

REPRINT PERMISSIONCopyright of the Guide to Interpreting TOWES, in print or electronic format, is the sole property of TOWES. This material may be used, reproduced, stored or transmitted for non-commercial purposes only. This material is not to be used for commercial purposes, including training sessions or course material where a fee is charges for participation without prior written permission from TOWES. The material contained is to be used for information purposes only, no warranty expressed or implied is given as to the accuracy or timeliness of the material presented.

OVERVIEW OF CONTENTS

Section One: BackgroundSection one provides a background on TOWES and highlights the research and development initiatives which created the need for a valid measure of workplace literacy skills.

The International Adult Literacy Survey two The Essential Skills Research Project fi ve Essential Skill Profi les seven Creation of a Workplace Literacy Assessment eight

Section Two: Understanding TOWES Section two delves into the measurement framework used by TOWES and includes information on how assessments are created and scored. It also provides details on the different versions of TOWES and guidelines for selecting the appropriate assessment.

The Test of Workplace Essential Skills nine How is TOWES Scored? twelve Selecting an Assessment fi fteen

Section Three: TOWES Test ResultsSection three covers information related to the reporting of test scores. Both the Individual Report and Group Report are explained in detail, and information on interpreting scores is given.

TOWES Results Reports nineteen Group Results Report twenty Individual Results Report twenty six Custom Results Reports thirty two

Section Four: Using TOWESSection four presents guidelines and recommendations for using TOWES scores. The section contains information on debriefi ng test takers and clients, using scores for a variety of workplace and training applications, frequently asked questions related to testing, and a list of tools and resources. Using TOWES Scores thirty four Debriefi ng Test Takers thirty fi ve Frequently Asked Questions thirty nine

Section Five: AppendixAppendix One: Tools and Resources forty twoAppendix Two: TOWES Specifi cation Sheet forty fourAppendix Three: Recommended TOWES Assessments forty six

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Section One

Background

one

INTRODUCTION TO TOWESIn the mid 1990's fi ndings from several national and international research initiatives, along with changing economic and labour market conditions, created fertile ground for the development of a tool which would accurately assess skills in the context of work.

On a national scale, changes to the economy created an environment where knowledge-based occupations were becoming more prevalent. This was due to the increasing number of global operations, the introduction of computer-based technologies into traditionally labour intensive industries, and demographic factors such as an aging workforce and immigration trends. In essence, work was becoming more complex and the number of available, highly skilled workers was decreasing relative to labour market demands. Industries and employers alike were experiencing the beginnings of a constricting labour market that has continued to decline.

During this same period, the federal government was undertaking two ground-breaking research and development initiatives which redefi ned how we view adult literacy and its impact on our economy. These two initiatives are briefl y introduced here and will be discussed in detail in the following sections of this document.

The fi rst of these projects, The International Adult Literacy Survey (IALS): Literacy, Economy and Society examined how adult literacy levels effect Gross Domestic Product (GDP), productivity, earnings, labour force participation and social indicators such as health. This study redefi ned how we view literacy and confi rmed that a nation's economic success is closely tied to adult literacy.

The second initiative, the Essential Skills Research Project (ESRP) sought to identify and describe a set of skills that were used in virtually every occupation in Canada. The objective of this work was to create a methodology where government, labour, employers, sector organizations and individuals could speak about skills using a common language and to lay the foundation for pan-Canadian skills improvement agenda.

Combined, these initiatives led to the creation of the workplace literacy tool known today as the Test of Workplace Essential Skills (TOWES).

“Literacy means more than knowing how to read, write or calculate. It involves understanding and being able to use the information required to function effectively in

the knowledge-based societies that will dominate the twenty-first century.”

INTERNATIONAL ADULT LITERACY SURVEY (IALS)

The International Adult Literacy Survey (IALS) was a 22-country initiative carried out between 1994 and 1998. The study sought to measure the literacy levels of working age adults 16-65 and create a comparative literacy profi le across national, linguistic and cultural boundaries. 1 Information about demographic characteristics, educational attainment, occupation, income, engagement in adult learning and community activities was also collected and used in the fi nal analysis.

Results of the survey redefi ned how adult literacy is viewed. First, it established literacy as a continuum of ability, rather than a basic threshold (literate or illiterate). As most people growing up in developed countries are able to read, IALS established a framework for determining how well people read and what they are able to do given their reading profi ciency. In other words, IALS established literacy in terms how well an individual uses written information to function in society. This was innovative work given the increasing complexity of the Canadian workplace and society.

The second important divergence from traditional views on literacy was the concept that literacy encompassed more than just reading. IALS defi ned workplace literacy as the ability to fi nd, use, and process information in prose, document, and quantitative terms. This signifi cantly enlarged how we defi ne literacy.

Measuring LiteracyIALS measured literacy on a continuum of profi ciency. The measurement scale has fi ve broad levels of diffi culty (level 1 to 5) which correspond to a range of raw scores (0 to 500). Of greater importance, the study identifi ed the minimum skill level needed to effectively function in the Canadian workplace. Level 3 performance is considered adequate for safe and productive work in a knowledge-based society. This benchmark or “desired level” was chosen because individuals with skills at this level demonstrate a number of positive social and economic outcomes.

Level 10-225

Level 2226-275

Level 3276-325

Level 4326-375

Level 5376-500

Least Complex Most Complex

1 stats can. http://www.statcan.ca/english/Dli/Data/Ftp/ials.htm 2006.

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Proficiency in literacy, numeracy and problem solving enhance the capacity of individuals to participate in lifelong learning and to improve productivity. In a global economy, a highly skilled population is an asset and fundamental to economic growth. Factors such as globalization, the impact of new technology and a move to a knowledge economy have led the occupational composition in Canada to shift towards more highly skilled occupations requiring higher levels of education. A knowledge economy requires workers who can adapt quickly to the changing skills requirements in the labour market.

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IALS Complexity Levels

Level OneIndividuals have very poor skills and they will fi nd it diffi cult to function in society. For example, someone with skills at Level one may be unable to determine the correct amount of medicine to give to a child from dosage information printed on a pill bottle.

Level TwoIndividuals can generally only process information that is simple, clearly laid out, and complete tasks that are repetitive and have low complexity levels. Skill defi cits at this level are often diffi cult to diagnose because many individuals have developed coping skills for getting by with day-to-day demands. However, given a new task or situation, an individual at level two will have diffi culty successfully carrying out the activity.

Level ThreeLevel three is considered the minimum level of literacy needed to effectively function in our modern knowledge-based society. Why? Individuals with skills at level three or higher are able to transfer their knowledge from one situation to another and are able to integrate several sources of information to solve more complex problems. If a comparison is made to an academic setting, Level three would be roughly equivalent to the skill level expected of a high school graduate.

Level Four/FiveIndividuals at this level are considered highly skilled. They are able to fi nd, use and integrate complex information from multiple sources to complete complicated tasks and high-end analysis.

IALS Findings

Important differences in literacy skills exist across and within nations.The literacy levels of participants vary signifi cantly between countries. Sweden, Norway, Finland and Netherlands have some of the highest literacy levels compared with Slovakia, Hungary, Poland, and Chile who have the lowest literacy levels. Canadians fall towards the upper-middle of the pack, with similar literacy levels to the USA, Australia, New Zealand. Within Canada, literacy levels range signifi cantly across different regions.

Literacy skill defi cits affect large proportions of the adult population.Nationally, just under half (48%) of the adult population perform below the desired level (Level 3) of profi ciency for coping with the increasing skill demands of the emerging knowledge and information economy.

Literacy is tied to economic success.Economic growth is closely related to national literacy levels. Average skill levels of a population account for over 55% of growth differences in GDP per capita between 1960 and 1995. Research suggests that a 1% rise in average literacy will yield a 1.5% permanent increase in GDP per capita and a 2.5% increase in labour productivity.

Literacy is strongly correlated with life chances and use of opportunities.Employability, earnings potential, and life-long learning are strongly tied to literacy. Individuals with desired (level 3) levels of literacy are unemployed for shorter periods of time, they earn higher salaries, and demonstrate greater participation in adult learning. In addition, literacy is a signifi cant factor in explaining disparities in health care received by adults in advanced economies.

Literacy is not synonymous with educational attainment.The link between literacy and educational attainment is not as clear as once imagined. For example, 22% of university graduates do not have literacy skills at the desired level. Immigrants in particular have low literacy levels compared with their educational credentials. Over 60% of new and established immigrants have low literacy skills.

Literacy skills are maintained through regular use.As an individual ages, their literacy skills tend to decrease unless they engage in continuous learning. This learning can take place through formal channels, or through learning opportunities in the workplace. In general, older adults have lower literacy skills than younger Canadians.

Adults with low literacy levels do not usually acknowledge or recognize they have a problem. Many Canadians who have literacy problems are able to read and participate in the workforce. However, their low literacy skills make it diffi cult to learn new tasks and succeed in employment. For example, individuals with low literacy are much more likely to experience a safety incidents at work and will fi nd it diffi cult adapting to workplace change.

Literacy levels of the Canadian population are remaining static.Ten years after the original IALS was completed, a follow-up study was carried out. The International Adult Literacy and Skills Survey (IALSS) measured the same prose, document and quantitative variables as the original survey and compared profi ciency results over a period of time. Overall, there was little appreciable increase in literacy performance between 1994 and 2003.

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ESSENTIAL SKILLS RESEARCH PROJECT (ESRP) & ESSENTIAL SKILLS PROFILES

In the early 1990’s, national and international research initiatives linked labour market success to a set of teachable, transferable and measurable skills. As a result, Human Resources and Skills Development Canada (HRSDC) launched a national research study, the Essential Skills Research Project (ESRP), to look at how certain skills were used in various occupations.

To begin this process, researchers interviewed workers, managers and practitioners to gather information and insight into the relationship between skills and success in the workplace. They asked questions like: What skills are common to all workplaces and occupations? What forms do these skills take? How can these differences be described? What do these skills look like in different jobs? Can we create a common language to describe these skills? How do individuals know if they have the required skills for an occupation?

Findings from this project suggested that a common set of skills are needed to carry out a wide variety of everyday tasks for work, learning and life. They are not the technical skills required by a particular job, rather they are the skills applied in all occupations. For example, writing skills are required in a broad range of jobs but the complexity and frequency of writing varies. Some workers have to write simple comments on drawings, while others write complex monthly reports. These are now known as Essential Skills.

In general, Essential Skills:

Help people perform the tasks required by their occupation & other activities of daily life. Provide people with a foundation to learn other skills. Enhance people’s ability to adapt to change.

The research defi ned nine Essential Skills that are common across all occupations, they are:

Essential SkillsRequired in all Occupations

(i.e. Reading)

Technical SkillsOccupation Specifi c

(i.e. Engineer)

Job SkillsFirm/Job Specifi c

(i.e. fl uid engineer oil & gas)

1. Reading Text 2. Document Use3. Writing4. Numeracy5. Oral Communication6. Computer Use7. Working with Others8. Continuous Learning

9. Thinking Skills: Problem Solving Decision Making Critical Thinking Job Task Planning and Organizing Signifi cant Use of Memory Finding Information

fi ve

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Essential Skills Explained

Reading Text Reading Text refers to an individual’s ability to fi nd and use information contained within notes, letters, memos, manuals, specifi cations, regulations, books, reports and journals. This includes forms and labels, print and non-print media (for example, text on a computer screen), and paragraph-length text found in charts, tables and graphs. Reading Text is consistent with the Prose Literacy Scale used in IALS.

Document UseDocument Use refers to an individual’s ability to enter data in forms and use information contained within graphs, lists, tables, blueprints, schematics, drawings, signs, and labels. This includes all materials in which words, numbers, icons, and other visual characteristics (lines, colour, and shape) are given meaning by their spatial arrangements. Document Use is consistent with the Document Literacy Scale used in IALS.

WritingWriting refers to writing texts and writing in documents (for example, composing an e-mail). It also includes non-paper-based writing (for example, typing on a computer).

NumeracyNumeracy refers to an individual’s ability to think in quantitative terms and use numerical information embedded in print. This includes the ability to perform numerical calculations with money math, scheduling or budgeting and accounting math, measurement and calculation math, and data analysis math. It may also involve numerical estimation. Numeracy is consistent with the Quantitative Literacy Scale used in IALS.

Oral CommunicationOral Communication refers to the use of speech to give and exchange thoughts and information by workers in an occupational group.

Computer UseComputer Use refers to the variety and complexity of computer use activities within an occupational group.

Working with OthersWorking with Others refers to the extent with which employees must work with others to carry out their daily tasks.

Continuous LearningContinuous Learning refers to the requirement for workers in an occupational group to participate in an ongoing process of acquiring skills and knowledge.

Thinking SkillsThinking Skills refers to different types of cognitive functions including, problem solving; decision making; critical thinking; job task planning and analysis; signifi cant use of memory; and fi ndinginformation.

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Essential Skill Profi les

The Essential Skills Research Project resulted in the development of Essential Skills Profi les. Essential Skills Profi les describe how each of the nine Essential Skills are used by workers in a particular occupation. It is important to remember that the information contained within the profi les is representative of a worker who is considered fully competent in his or her position, rather than refl ective of the skills needed at an entry-level. The Profi les include:

. a brief description of the occupation; . a list of the most important Essential Skills; . examples of tasks that illustrate how each Essential Skill is applied; . complexity ratings that indicate the level of diffi culty (level 1 to level 5); . the physical aspects of performing the job and the attitudes that workers feel are needed to

do the job well; and . future trends affecting Essential Skills.

To date, profi les have been completed for all occupations requiring a high school education or less. Research is ongoing to complete occupations requiring university, college or apprenticeship training with priority given to occupations in high demand such as engineers, doctors, nurses, pilots, technicians and skilled trades. Approximately 250 validated profi les are available at HRSDC’s Essential Skills website.

Among other things, the profi les on this website give statisticians, labour market analysts, career counsellors, employers and individual job seekers a consistent way to collect data as well as describe and understand the nature of work. By providing a standard way of organizing labour market information, this information helps all Canadians to be better informed about the world of work.

Links

International Adult Literacy Surveyhttp://www.statcan.ca/english/freepub/89-588-XIE/about.htm

HRSDC Essential Skills Websitehttp://srv108.services.gc.ca/english/general/home_e.shtml

Essential Skills Profi leshttp://srv108.services.gc.ca/english/general/ES_Profi les_e.shtml

eight

CREATION OF A WORKPLACE LITERACY ASSESSMENTFindings from the International Adult Literacy Survey and the Essential Skills Research Project led workplace trainers, employers, sector councils and other key stakeholders to express the need for a valid and accurate measurement tool that could assess skills in the context of work. The goal was to develop a tool that would allow worker's skills to be compared with the requirements of work as determined through the Essential Skill Profi les. A secondary goal was to provide a valid and consistent way for describing and measuring adult literacy skills using the prose, document and quantitative scales established by IALS.

To solve these goals, the development of a measurement tool began in early 1998. The project received funding from the National Literacy Secretariat, and a principal researcher for IALS, Stan Jones, was recruited as test designer and psychometrician. An advisory committee was formed which included researchers who were involved in HRSDC's Essential Skills Research Project and had a strong understanding of workplace Essential Skills and the methodology used to collect Essential Skills data. Research expertise, coupled with access to populations of workers in a wide variety of work settings, provided a fertile ground for the development of TOWES - The Test of Workplace Essential Skills.

TOWES-IALS Linking Study

In October 2000, the TOWES development team began working on the TOWES-IALS Linking Study. The objective of this study was to create a measurement framework for TOWES which replicated the scoring framework previously used by IALS.

This process began with the collection authentic workplace materials from across Canada which represented a broad range of sectors and occupations. The workplace materials facilitated the creation of “worker focused” assessments that measured skills in the context of work. Using these materials, test developers generated problem sets which asked the test taker to assume the role of a worker who must use information embedded in the workplace documents to solve a problem or complete a task.

The worker-focused problem sets were compiled into a series of test booklets containing a combination of TOWES problem sets and IALS problem sets. These booklets were then written by thousands of Canadians with a wide variety of educational, training, experience and socioeconomic backgrounds. Data collected during this study was used to establish the measurement parameters and the statistical information needed to successfully interpret scores. This resulted in the creation of the TOWES item bank which is accurate, reliable and directly comparable with other measures of workplace skills.

Test of Workplace Essential Skills (TOWES)

TOWES is a thorough and reliable assessment of workplace literacy. TOWES uses authentic workplace documents to accurately measure three literacy skills needed for safe and

productive employment: reading text, document use, numeracy.

Section Two

Understanding TOWES

nine

TEST OF WORKPLACE ESSENTIAL SKILLS

TOWES - The Test of Workplace Essential Skills is a reliable measure of workplace literacy skills that has been shown to be a valid predictor of performance in a wide variety of contexts. Each TOWES test is comprised of a series of activities which ask the test taker to assume the role of a worker who must fi nd and use information embedded in workplace document to solve problems or complete a task.

Tests consist of problem sets, each containing: A lead statement which provides context for the activity. A series of questions or "items". Each item measures one of the domains tested by TOWES (reading text, document use, or numeracy). An authentic Canadian workplace document which the test taker will use as an information source for answering the questions.

Test items and problem sets make up the TOWES item bank, which is housed in a secure database. Items and problems sets can be confi gured into different test versions that focus on a particular occupation, group of occupations or Essential Skill level range. A typical test contains 16-18 problems sets (60-80 items).

All TOWES questions are created using a constructed response methodology. Constructed response assessments require the test taker to 'generate' an answer from the information provided. This methodology greatly reduces the opportunity for guessing, as test takers are never provided with multiple choice or true/false options.

Once a test taker has completed a TOWES assessment, the responses are hand marked by a Certifi ed Test Marker. Responses are then re-marked by an experienced Quality Checker to ensure that accuracy, consistency and fairness is maintained.

A painter needs a basic facepiece for a medium-sized 7700 series respirator. What is the catalog number for this part?

SampleQuestion

1

Example - Respirator Parts Problem

SampleQuestion

2

SampleQuestion

3

Look at the tables and diagram from the air purifying respirator guide on the opposite page.

Painters wear respirators to fi lter out dangerous vapours and particles.

What is the catalog number and description of the 7700 series part shown below?

7700-11M

What is the catalog number and description of the part from the 7700 series mask which is shown below?

Catalog number Description

Catalog number Description

Turn over the page and begin the test

Figure 1.1

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TOWES Measurement Scale

TOWES assessments are measured on a continuum, or measurement scale. In the case of TOWES, scores are calculated on the same 500-point scale used by IALS which corresponds to the 5-point scale used to identify the skill level requirements outlined in the Essential Skills Profi les. TOWES measures skills in three domains of Reading Text, Document Use and Numeracy and so a score is reported for each. The relationship between the two scales is demonstrated below.

ES Profi les Level One Level Two Level Three Level Four Level FiveIALS Scale 0 - 225 226 - 275 276 -325 326 - 375 376 - 500

Level 1 on the scale represents reading text, document use and numeracy activities that are the least complex, compared to level 5 activities which are the most complex. Each individual will have some level of ability on this continuum. Each level represents a change in competency and there are notable differences in performance between individuals operating at different levels. As an individual moves from the lower end of the scale (level 1) to the higher end of the scale (levels 4 and 5) they are able to perform increasingly complex activities on a consistent basis, or approximately 80% of the time.

Complexity Levels Explained - Tasks

Reading TextLevel 1 - Reading relatively short texts to locate a single piece of information and following simple written directions. Level 2 - Reading more complex texts to locate a single piece of information or reading simpler texts to locate multiple pieces of information; and making low-level inferences. Level 3 - Choosing and integrating information from various sources or from several parts of a single text, make low-level inferences from multiple sources, and identify relevant and irrelevant information. Level 4 - Integrating and synthesizing information from multiple sources or from complex and lengthy texts, making complex inferences and using general background knowledge, and evaluate quality of text.

Document UseLevel 1 - Finding and using information from simple documents; and using key words, numbers, icons and other visual characteristics found in documents. Level 2 - Using information contained in simple documents with multiple pieces of information; making low level inferences about information requirements, accurately entering several pieces of information onto forms, fi nding information using one or two search criteria. Level 3 - Using complex documents where multiple pieces of information are organized in sections with subheadings. Integrating information from more than one document; combining information entry onto documents. Level 4 - Using complex documents with multiple pieces of information organized in multiple sections with one additional component such as color coding. Locating multiple pieces of information using the results of one search in a subsequent search.

Low Complexity Medium Complexity High Complexity

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NumeracyLevel 1 - Completing simple numerical calculations where the operations required are clearly specifi ed; totaling simple bills, making change, and making fi nancial entries. Level 2 - Totaling calculations using discounts and taxes, calculating averages; using simple rates and proportions; and preparing simple fi nancial summaries. Level 3 - Calculating areas of familiar shapes; taking precise measurements; comparing two options with differing cost structures, and calculating averages across sets of readings. Level 4 - Determining and calculating appropriate descriptive statistics; calculating areas and volumes of complex, irregular shapes; and decomposing a difference in rates between two data sets.

Complexity Levels - A Workplace Example

A timesheet is something that most of us have used at some time during our lives. It requires the use of all three Essential Skills assessed by TOWES. Reading skills are needed to understand notes and instructions, document use skills are required to read the headings and fi ll in boxes and tables, and numeracy skills are needed to calculate the total hours worked.

An individual at level 1 will experience diffi culty completing a timesheet. They may be unable to understand all of the instructions, fi nd the correct location to fi ll in their hours, or add the total number of hours worked. Assistance will be required to successfully complete this task on a regular basis.

At level 2, most people will be able to complete a timesheet consistently and accurately once they have been shown how to do so. However, if the layout, instructions or process for completing the timesheet change, they would likely have diffi culty fi guring out how to complete the task given the new requirements. Often, people at this level have developed coping mechanisms and are able to mask defi ciencies at work, such as having others assist them in their tasks.

Individuals with skills at level 3 or higher would consistently and accurately complete a timesheet. They could do this without receiving prior instruction and if the timesheet were to change they would easily adapt to the task given the new requirements. People at this level are able to transfer skills learned in one setting and successfully apply them to a new situation.

Level 4 would include individuals who collect all employee timesheets in order to perform high end analysis of such things as the hourly wages paid over a month-long period.

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HOW IS TOWES SCORED?Most of us are familiar with tests scored using percent correct methodology (also referred to as Classical Test Theory), which is common practice in academic settings. Using this methodology, a test taker’s score is established by assessing their total number of correct responses to the total number of questions on the test. Test results can be compared between individuals who wrote the same version of a test, but not between individuals who wrote different assessments.

TOWES uses a much different methodology called Item Response Theory (IRT) to determine a test taker’s profi ciency levels in reading text, document use and numeracy. IRT scoring is widely considered a more elegant and accurate methodology when compared with classical test theory. Why?

IRT measures an underlying or “latent” trait which is often diffi cult to evaluate. Intelligence, need for achievement, or cognitive ability are examples of latent traits. In the case of TOWES, three underlying traits are examined (reading text, document use, numeracy).

IRT measures a test taker’s ability on a continuum and assumes that every individual possesses ‘some level’ of the trait being measured. If we use reading text as an example, some individuals are able to read short texts to fi nd a single piece of information, while others are able to evaluate complex, technical information to create a recommendations report. Both of these activities involve reading, however one is signifi cantly more complex than the other.

IRT assumes test takers will perform consistently over time. This means that if a test taker were to write TOWES and were re-tested at a later date, they would demonstrate the same level of competency on both occasions (assuming they had not improved their skills between testing sessions).

IRT takes into account the diffi culty and discrimination characteristics of each question (item) on the test. Each task, or item, is assigned a level of complexity which corresponds to the IALS measurement framework and the Essential Skill Profi les. On TOWES, the complexity level of a test question is the point at which individuals with skills at particular level have an 80% probability of correct response (this is explained further in the following section).

IRT tests are designed to measure at specifi c levels on the ability continuum. Using this approach, test designers can pre-determine the skill levels they wish to evaluate and select questions (items) which best measure within this range. Individuals are then scored according to how well they perform a series of tasks within a particular range.

IRT tests use free response items, making it diffi cult for test taker’s to guess the correct answer. On TOWES, test takers are asked to fi nd information and provide a solution to a workplace problem, rather than selecting from a list of possible answers or identifying if a statement is true or false.

IRT requires a large sample of items to accurately assess a test taker’s ability. To gain an accurate picture of ability, a test taker should answer a minimum of 15 items in each domain assessed.

IRT requires a large sample of respondents to determine the complexity level of an item. During the TOWES linking study, several thousand test takers participated in the research.

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Item Characteristics Curve

IRT uses an item characteristic curve to describe the diffi culty of each test item. The item characteristic curve is presented below.

a. Item Curve - The curve represents the measurement properties of a test item.

b. RP80 Value – each TOWES question (item) has a pre-determined level of diffi culty on the 500-point scale (established during the linking study). The diffi culty of an item is the point at which 80% of test takers with skills at that level will answer correctly. For example if the diffi culty level of an item is 263 (Level 2) on the 500-point scale, we would expect 80% of test takers with skills at 263 to pass the item.

c. Individual’s Ability (Theta θ) – An individual’s ability level is the point at which they have an 80% probability of passing a series of questions at a given level (often called Threshold). For example, if an individual’s ability level is 315 (Level 3) on the 500-point scale they will be able to correctly answer questions (at complexity level 315) 80% of the time. This also means that a test taker will have a higher than 80% probability of correctly answering questions below level 315 (less complex questions); and conversely, a test taker will have a lower than 80% probability of correctly answering questions above level 315 (more complex items)

d. Slope – Each test item discriminates in a particular way. If an item discriminates perfectly, all test takers with skills above the level assessed would pass the item and all test takers with skills below the level assessed would not pass the item. However, it is not possible for an item to discriminate perfectly. As such, TOWES completes ongoing analysis of the item bank to ensure that only items that discriminate very well are included in assessments.

-3

0

.2

.6

Prob

abili

ty

.4

1.0

.8

d. Slope

b. RP80

a. Item Curve

-2 -1 1 2 3

c. Individual’s Ability Level (Theta) “threshold”

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The Benefi ts of IRT Scoring

IRT scoring has many benefi ts compared to the classical test theory of percent correct. First, results are directly comparable to other workplace measures like the International Adult Literacy Survey (IALS) and the Essential Skill Profi les published by HRSDC. All use the same measurement framework and levels of complexity. Someone who scores a level 2 on TOWES should be able to complete level 2 workplace tasks on a consistent basis.

Secondly there are several different versions of TOWES available for a variety of testing needs. Some are designed to assess a specifi c range of Essential Skill levels, while others are created to assess the skill levels required for a given occupation or industry. In certain situations, it may be necessary to compare the test results of individuals who wrote different versions of TOWES. This is possible because each test contain items which measure a test taker’s profi ciency level on the same measurement scale. In other words, a test taker’s score (profi ciency level) will be similar no matter which TOWES test is completed and results from different versions of TOWES are directly comparable to one another. Using the percent correct methodology, which is commonly used in academic settings, it is diffi cult to evaluate the scores of two individuals that write different tests in direct comparison to one another. One test might be more diffi cult than another or each assessment might be measuring something different. For example, an individual who scores 62% on a fourth-year electrician apprenticeship exam likely has higher skills than an individual who scores 87% on a fi rst-year exam. Although the tests are measured using the same methodology, it is diffi cult to accurately evaluate profi ciency between individuals because the test assess different levels of competency.

Making the Connections – A Review of TOWES and IRT

Each TOWES test is comprised of a series of 60 to 80 items (minimum of 20 items per domain) and each test typically targets two specifi c complexity levels. For example, the General Series Level 2 tests targets levels 2 and 3 in each domain. The skill level assigned to each item is the point at which individuals with a given profi ciency score have an 80% probability of responding correctly. For TOWES, the 80% probability of correct response is used, as it is the standard established by IALS. Competency is important in the workplace where workers are expected to complete tasks correctly and effi ciently most of the time. Unlike traditional tests where a 50% pass rate is often considered to indicate adequate competency, the workplace demands higher levels of consistency.

On an individual basis, someone is considered profi cient at a particular level when they can correctly answer questions at that level 80% of the time. In other words, an individual has skills at level 2 if they can correctly complete level 2 tasks 80% of the time. It also means they will have a greater than 80% chance of performing tasks that are less complex. It does not mean, however, that individuals with low profi ciency can never succeed at more diffi cult tasks. It means they may be able to do more diffi cult tasks on the job, but they won’t be able to do so consistently (less than 80% of the time).

fi fteen

SELECTING AN ASSESSMENT TOWES has a variety of assessments available to suit different testing needs. All of the assessments offered by TOWES accurately measure Essential Skills in the domains of reading text, document use and numeracy. Each TOWES assessment is designed to assess skills within a pre-determined range, rather than for all fi ve skill levels. For best possible results, it is recommended that test takers write a version of TOWES designed to measure skill levels that refl ect their ability or the skill levels needed for their chosen occupation.

TOWES G-Series TestsThe G-Series (or General Series) assessments apply to a variety of testing needs as they are representative of tasks and documents used in a variety of occupations and industries. There are three G-series tests available, each one is designed to assess a specifi c range of Essential Skill levels.

G1 (GEN101, 102, 103, 104 etc., A or B) – this G-Series test assesses Essential Skill levels 1 and 2.G2 (GEN201, 202, 203, 204 etc., A or B) – this G-Series test assesses Essential Skill levels 2 and 3.G3 (GEN301, 302, 303, 304 etc., A or B) – this G-Series test assesses Essential Skill levels 3 and 4.

TOWES Sector Series TestsThe Sector Series assessments are a new addition to the TOWES product line. These assessments are customized to individual sectors and contain problem sets specifi c to each industry. Tests have been designed to assess skill levels which are typical of the occupations within the Manufacturing / Offi ce & Administration sectors. The reports for Sector Series assessments are also customized, and provide lists of occupations that match or are one level above the test taker's skill levels from the appropriate sector only. This allows test takers to understand the types of occupations that they have the skills for that are within their current industry or sector.

The TOWES Manufacturing Sector Series is for the 600,000 Canadian workers employed as machine operators, assemblers, and labourers. It helps determine whether job candidates or existing workers, employed in factories and machine shops, have the skills need to do their jobs productively and safely. Problem sets using assembly drawings, schematics, manuals, and regulations are used to test profi ciency.

The TOWES Offi ce & Administration Sector Series is designed for the one million clerks, receptionists, data entry personnel, and related workers employed by business, non-profi t organizations and public institutions. Sector specifi c problem sets include those involving the use of offi ce equipment, loss control, policies, and procedures.

The TOWES Entrance into Apprenticeship targets pre- and fi rst-year apprentices in all trades that are Red Seal certifi ed. There are over 40 apprenticeable trades occupations that are part of the Interprovincial Standards Red Seal Program, which helps to improve apprenticeship credential mobility across Canada. For a current list of Red Seal Trades, visit www.red-seal.ca. This assessment targets the three Essential Skills of reading, document use and numeracy at levels 2 and 3. Most trades occupations require skills at levels 3 and 4, however this assessment targets below this standard at levels 2 and 3 to take into account that the audience using the assessment have not yet completed their training programs.

sixteen

The TOWES Aerospace Sector Series. The Manitoba Aerospace Human Resources Coordinating Committee has generously partnered with TOWES to grant access to their custom designed Aerospace assessment. TOWES Aerospace assesses reading text, document use and numeracy skills needed for safe and productive employment in aviation service, maintenance, and assembly occupations.

The TOWES Health Sector Series assesses the common set of skills needed by Licensed Practical Nurses, Care Attendants, Medical, Dental and Laboratory Technicians. Recent statistics show that there are nearly one million of these workers in Canada. TOWES for Health Care Professionals will assist employers and trainers to prepare individuals for the challenges of training, work and the certifi cation process. Please note that TOWES Health has not yet completed the formal validation process, and should not be used in high stakes situations.

TOWES Custom Tests Custom Tests are similar to TOWES G-Series tests, but they have been tailored to meet the unique needs of the workplace. Tests are designed with a combination of problem sets from our existing test bank, and problem sets that have been designed for a specifi c occupation or organization. Each test assess a specifi c range of Essential Skill levels, which are consistent with the industry or organizational requirements. Test results can be compared to the national standards required of individual occupations as determined by Human Resources and Skills Development Canada (HRSDC).

TOWES has developed many custom tests for organizations and industries across Canada, including the trucking industry, large oil and gas corporations, and organizations involved in the diamond and aerospace industries, to name just a few. Custom problem sets can add face validity for a test taker by providing a real-life link between Essential Skills and their daily lives.

TOWES Online (L2)An online version of the G2 TOWES assessment is now available. This version of TOWES is identical to the paper-based G2 which is broadly based and measures skills at levels 2 and 3. The L2 test allows test takers to complete their assessment in an online environment by reading test questions and entering responses directly onto their computers. Test data is immediately sent to TOWES for marking and results will typically be available within 48 hours of the testing session.

seventeen

Guidelines for Selecting TOWES Assessments

Selecting the appropriate TOWES test can be complicated and may require some background investigation. Although TOWES scores are comparable with one another, certain test versions are better suited for particular applications. The following factors should guide your selection:

What is the targeted skill level?If the purpose of testing is to determine if an individual has met a skill level benchmark, select a version of TOWES that measures at the benchmark level. For example, if you want to assess if a test taker has skills at level 3 or higher, select a version of TOWES that measures at level 3 or higher. In another example, if you would want to know specifi c details about a test taker's profi ciency within level 2 and level 3, you would select a G2 (level 2/3) assessment.

What are the skill level requirements outlined in the Essential Skill Profi le?If the purpose of testing is to determine if an individual has the skills needed for a particular occupation, the Essential Skill Profi les are a valuable benchmarking tool. Each Profi le provides examples of 'typical' and 'most complex' tasks that a worker will need to complete on a daily basis. For example, the Profi le for a Carpenter outlines the skills needed as follows: reading text skills level 1-3, document use skills level 1-4, and numeracy skills level 1-3. Based on this information, we know that an assessment that targets levels 3 and 4 (G3) is most appropriate for this situation. In contrast, the Profi le for a Bartender outlines the skills needed as follows: reading text skills level 1-2, document use skills level 1-2, and numeracy skills level 1-3. The assessment that was selected for the Carpenter (G3) measures outside of the range of the Bartender occupation. As such, a lower level assessment (like the G2) is more appropriate for a Bartender.

Will the test taker require entry-level or fully qualifi ed skill levels?When selecting a test based on occupational requirements and the Essential Skill Profi les, it is important to consider if the test taker is expected to perform at an entry-level, or if they will be expected to function at a level of a fully qualifi ed employee. When using the Profi les, take into account that the occupational requirements are for an experienced, fully qualifi ed worker, rather than someone who is just entering the occupation. Adjust the requirements accordingly when selecting a version of TOWES.

What is the predicted skill level of the test taker?The predicted skill level of a test taker (or group of test takers) is another important consideration when selecting a version of TOWES. It is important to choose an assessment that a test taker will be able to complete, but that will also challenge them enough to provide an accurate measure of their ability. For example, when working with a group of barriered clients with poor academic skills the G3 (level 3/4) assessment will likely be far above their ability level. Administering the G3 assessment with this group may create anxiety and cause the test taker to become discouraged, leading to a poor performance on the test. For this group, a G1 (level 1/2) provides the most appropriate mechanism through which the test takers can demonstrate their skills. Conversely, a group of fourth-year apprentices will have higher skill levels and will fi nd the G1 assessment too easy and the scores obtained would not be representative of their abilities. When tests are too easy and do not challenge the test taker, they will not put forth their best effort to demonstrate their skills.

Will test results be used in a high-stakes or low-stakes situation?Another important factor to consider is whether test results will be used in high-stakes situations. In most cases, high-stakes testing involves using results for screening, hiring, promotion, or any situation where personnel decisions will be made based on their score. When using TOWES in these instances, it is critical that selection criteria are chosen based on bonafi de occupational or training requirements, and not on an arbitrarily selected skill level. For example, if using test scores as part of the hiring process for a particular occupation, select a version of TOWES which refl ects the skills needed for this work. If the occupational skill level requirements are high (level 3 or 4) select a version of TOWES that measures at this level. It is unethical, and in many cases illegal, to screen individuals based on criteria that are not relevant to their situation. For example, you should never administer a G3 (level 3/4) test if the occupation/training requirements are at level 2.

What is the required turn-around time for results?Typically, results for paper-based versions of TOWES are issued 48 hours after receiving test booklets. However, this does not account for the time it takes to courier booklets and administrative documents back to TOWES for marking. As a general guideline, paper based booklets are normally processed within 5 business days of your testing session(including courier time, marking, quality checking and issuing results). If test results are required quickly, you may want to consider selecting the online version of TOWES. With the online version, tests are processed immediately after the testing session and results are usually issued within 2 business days of testing.

Is a specifi c result or general indication of skill needed?If the purpose of testing is to gain a general indication of a test taker's ability, select a version of TOWES that will provide you with a broad range of information. The most broadly-based version of TOWES is the G2 (level 2/3) because it is representative of several different sectors and occupations, and it will allow for a wider range of test scores. This version of TOWES will give a highly accurate score within levels 2 and 3 and will provide a general indication of skills one level above (level 4) and one level below (level 1) the targeted range of the test. If a test taker had skills outside the range measured by the test, you may wish to administer a second version of TOWES if specifi c results are required.

Will the test be administered to a diverse group of test takers?If the group of test takers is expected to have a range of skills and abilities, you may wish to select a version of TOWES that will be appropriate for the largest number of individuals (if no other occupational or training requirements are a factor in testing). For example, if the purpose of testing is to provide scores on the measurement continuum in employment counselling situations, select the G2 assessment as it is the most diverse measurement tool and represents many occupations and measures at a level of most of the Canadian population.

Is the test group from a particular industry or sector?TOWES has developed fi ve sector-specifi c assessments for industries including manufacturing, aerospace, offi ce administration, healthcare and apprenticeable trades. The assessments are constructed from workplace materials that are commonly used in these industries which lends face validity to the tools. The tools also target the skill level requirements for work in these industries and are based on a compilation of several occupational Profi les.

eighteen

Assessment Matrix

The following Assessment Matrix provides a general overview of the available versions of TOWES along with the skill levels and content specifi cations for each tool. A complete list of Essential Skill Profi les and the corresponding recommended version of TOWES (for each occupation) is provided in Appendix Three.

TOWES Version

Levels Assessed

Content French Version Available?

Notes:

G Series Level 1 (G1)

1 & 2 Broadly Based Yes This low-level assessment is best for barriered clients or as a benchmarking tool for remedial training programs


2 & 3 Broadly Based Yes*Quebec specifi c version is available

This mid-level tool is the most widely used version of TOWES and is ideal for entrance into training, employment or as a prior learning assessment.


3 & 4 Broadly Based Yes This high-level version of TOWES was designed for trades and technical occupations.

Manufacturing(MFG)

2 & 3 Manufacturing Occupations

Yes This mid-level assessment is appropriate for workers employed as machine operators, assemblers and labourers.

Offi ce and Administration (ADM)

2 & 3 Offi ce & Administrative Occupations

Yes This mid-level assessment is suited for workers employed as clerks, receptionists, data entry personnel and related workers employed by non-profi t organiza-tions and public institutions.

Healthcare(HCR)*

3 & 4 Healthcare Occupations

No This high-level sector test was designed for healthcare occupations such as dental assistants, licensed practical nurses and laboratory technicians.

Entrance into Apprenticeship(APR)

2 & 3 Pre- or First Year Apprenticeship in Red Seal Trades

Yes This mid-level assessment is suited for learners in pre- or fi rst-year apprenticeship training programs. The level of the test was chosen to take into account that apprentices are not yet fully qualifi ed workers.

Aerospace(AER)

2 & 3 Aerospace Occupations

No Originally designed as a custom test, this mid-level assessment has been released for public use for occupations such as aviation service and aircraft assembly.

GEN201L (2L)*

2 & 3 Broadly Based Online

No Identical to the GEN201 paper-based version of TOWES, but delivered in an online format.

Custom Varies Industry, Occupation or Organization Specifi c

Yes Custom assessments are designed to incorporate specifi c workplace materials and targeted skill level requirements.

* These assessments are currently undergoing psychometric validation and should be used in low stakes situations only.

nineteen

Section Three

TOWESTest Results

TOWES RESULTS REPORTSTOWES test results are designed to offer information on both the group of test takers who were assessed and the individual performance of each test taker.

Group ReportThe Group Report lists the test results for a group of test takers and is provided as confi dential information to the test administrator. The information on the report is broken down into four sections, which are explained in detail in the pages that follow. The group report is distributed to test administrators for every batch of submitted booklets. It should not be shared, as a whole, with the group of individuals in the testing session. The information contained within the Group Report can, however, be used to help explain test results to test takers.

Individual ReportThe Individual Report provides scores on the 5-levels scale for each individual test taker. The report contains three sections. Section One provides information on the individual's score, along with a description of what the score means and how the score can be used with the Essential Skill Profi les. Section Two and Three match the test taker's scores with Canadian occupations for which they currently have adequate skills and occupations that are slightly above their skills. It is important that test administrators are familiar with the information contained in this report and are able to discuss the report and answer questions about the test taker's results.

Custom ReportsOn occasion, custom reports are generated which highlight the skill levels of a certain occupation. For example, a custom report may be created for a group of Carpenter apprentices. The reports outline the skill levels needed for this occupation and then compare the test taker's scores with this requirement. These reports may also include illustrative examples from a pre-selected occupation.

twenty

GROUP RESULTS REPORTThe Group Results Report is intended to provide test administrators with detailed information on the assessment that was used, the overall performance of the testing group, as well as how each individual scored on the test. The Group Report contains the same data as the Individual Report, but also includes secondary data that will assist in the interpretation of scores.

The Group Results Report consists of four main sections. The fi rst section at the top of the report contains administrative information. The second and third section (table in the middle of the report) contain scoring information and a list of individual results. The fourth and fi nal section at the bottom of the report contains notes to the test administrator.

Each test administrator should be familiar with the information contained within the report, as well as what the test scores mean in relation to training and employment outcomes.

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09/17/2007Date:

GROUP REPORT

Test: - (G-Series)

Test scores are confidential and should be shared only with individual test takers.

Reading Text Document Use NumeracyNumberCorrect

Score Skill Level

Test Takers

†

1 to 5

NumberCorrect

Score Skill Level†

NumberCorrect


1 to 5 1 to 5/500 /500 /500Booklet /23

NumberAttempt

/23

NumberAttempt

/23

NumberAttempt

Tally Sheet ACAAT0032GEN201A

The TOWES G2 test includes a selection of questions rated between Skill Levels 2 and 3. Test takers who score outside of the range of this test should write a TOWES G1 (Skill Levels 1 & 2) or a TOWES G3 (Skill Levels 3 & 4).

21 322 23 332 23 3593(4) 4 4(5)GEN201A-0255 23232321 322 23 332 22 3373(4) 4 4GEN201A-0256 23232319 283 13 210 10 2263 1(2) 2GEN201A-0257 23232322 338 23 332 19 2884 4 3GEN201A-0771 23232321 322 23 332 22 3363(4) 4 4GEN201A-0772 232323

N/A - Test taker did not answer at least 50% of the items on this test. The score reported may not be accurate reflection of the test taker's ability.

† The Skill Levels reported correspond to a 500-point scale.

Skill Level scores reported as two numbers i.e. 2(3) indicate that the test taker had a score that was close to the cut-off point between two levels. The primary score is the actual skill level the test taker achieved. The secondary score (in the brackets) represents the complexity level of tasks that the test taker may be able to perform.

For the complete Guide To Interpreting TOWES results, or for information on essential skills tools and resources visit www.TOWES.com

* - Test taker did not answer at least 70% of the items on this test. The score reported may not be accurate reflection of the test taker's ability.

ABCDE0123

XXXXTest Taker A

Test Taker B

Test Taker C

Test Taker D

Test Taker E

XXXX

XXXX

XXXX

XXXX

11 8 N/A N/A 16 10 181* 1* 19 15 255 2

There is not enough information available to report a score.

R

an accurate refl ection of the test taker’s ability.

twenty one

Group Results Report Section One: Administrative Information

Section One of the Group Results Report contains administrative information pertaining to the testing date, testing session and version of TOWES that was used.

DateThe date recorded on the Group Results Report corresponds to the date that the results were generated (this is after the testing date). Typically this is the same date that results are issued to the Test Administrator.

Tally Sheet The tally sheet code identifi es a particular batch of test booklets. This code is linked to each batch of booklets in the database and is useful for retrieving information from TOWES at a later date.

TestThe test code identifi es the particular test version that was written. The fi rst three letters and fi rst three numbers of the code refers to the type of test that was written (i.e. GEN201A). The fi nal letter of the code identifi es which form of the test was used (i.e. GEN201A). Most TOWES test are created with two versions, or forms (A and B). The form A and form B versions of the tests are identical in content; however the questions within the test appear in a different order as a deterrent to cheating.

The Test section also includes information on the skill levels assessed by the test. It is important to remember that tests are designed to measure within a particular range and test takers who score outside of this range may wish to write another version of TOWES. This option is only recommended when precise scores are required at levels not originally assessed. Most test takers will not wish to write TOWES a second time, so this option should only be used when necessary.

Confi dentiality Statement All test results, including the group report, must remain highly confi dential. An individual's right to privacy should always be protected when issuing and reviewing reports.

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GROUP REPORT

Test: - (G-Series)



Score Skill Level

Test Takers

†

1 to 5

NumberCorrect


NumberCorrect


1 to 5 1 to 5/500 /500 /500Booklet /23

NumberAttempt

/23

NumberAttempt

/23

NumberAttempt









ABCDE0123

XXXXTest Taker A

Test Taker B

Test Taker C

Test Taker D

Test Taker E

XXXX

XXXX

XXXX

XXXX

11 8 N/A N/A 16 10 181* 1* 19 15 255 2


R


GROUP REPORT

Date: 08/01/2004 Tally Sheet: ABCDE0000 Test: GEN201B The TOWES G2 test includes a selection of questions rated between Skill Levels 2 and 3. Test takers who score outside of the range of this test should write a TOWES G1 (Skill Levels 1 &2) or a TOWES G3 (skill Levels 3 & 4).Test scores are confidential and should be shared only with the individual test takers.

twenty two

Group Results Report Section Two: Scoring Information

Section Two of the Group Results Report contains scoring information related to the version of TOWES that was administered.

Test TakersThe column entitled Test Takers contains a list of each person who wrote the test in a group of test takers. Only up to 10 test takers are listed per group report. In some instances several group reports for a larger testing session are presented.

BookletThe column entitled Booklets contains a list of the test booklet codes for each test taker. The test booklet code is the identifying information for each individual.

Essential Skill DomainsTest scores are provided for each Essential Skill domain assessed by TOWES (reading text, document use, numeracy). Within each domain, four pieces of information are reported for each individual test taker:

Number Attempted The Number Attempted column refers to the total number of test questions (items) included on the test. In this example, the number of questions in each domain is 23 (represented by /23), but this number varies depending on the version of TOWES that was written.

Number Correct The Number Correct column refers to the total number of test questions (items) that a test taker answered correctly in each domain. In this case, the test taker correctly answered 14 reading text questions.

Score The Score column refers to the TOWES measurement scale. TOWES measures on a standardized scale, so results will always be reported out of a possible 500 points (/500). Information reported in this column is often called the Raw Score or TOWES 500 score.

Skill Level 1 to 5 The Skill Level column refers to the Essential Skills measurement scale. TOWES scores (/500) correspond to the 5-point scale, so results will always be report in the range of Level One to Level Five.

Reading Text Document Use Numeracy Number

Attempted Number Correct

Score SkillLevel

Number Attempted

Number Correct

Score Skill Level

Number Correct

Number Correct

Score SkillLevel

Test Takers Booklet

/ 23 / 23 /500 1 to 5 / 23 / 23 /500 1 to 5 / 23 / 23 /500 1 to 5 Test Taker B GEN201A-XXXX 23 14 242 2 23 17 254 2 23 21 320 3(4)

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GROUP REPORT

Test: - (G-Series)



Score Skill Level

Test Takers

†

1 to 5

NumberCorrect


NumberCorrect


1 to 5 1 to 5/500 /500 /500Booklet /23

NumberAttempt

/23

NumberAttempt

/23

NumberAttempt









ABCDE0123

XXXXTest Taker A

Test Taker B

Test Taker C

Test Taker D

Test Taker E

XXXX

XXXX

XXXX

XXXX

11 8 N/A N/A 16 10 181* 1* 19 15 255 2


R


twenty three

Group Results Report Section Three: Individual Results List

Section Three of the Group Results Report contains scoring information for each individual test taker in the testing group.

Test TakersIf the test administrator provides TOWES with the names of test takers, they will appear on the Group Results Report and the Individual Results Report. Names and test scores appear in random order on the report.

BookletEach booklet has a unique booklet code, which acts as the identifying information for an individual test taker. The test booklet code will appear in the column adjacent to a test taker's name.

Number AttemptedAs discussed, number attempted refers to the total number of questions (items) on the test. Not all test takers attempt every question, so the number attempted column indicates how many questions the test taker answered out of the total number of questions on the test. In this example, test taker F attempted 19 out of 23 reading text questions, meaning they did not attempt four of the items. This information is useful for test administrators because it demonstrates a test taker's effort to complete the test, despite the number of correct answers they achieved. In some instances, test takers do not attempt many of the questions, which may indicate that the test was too diffi cult or that the test taker was not motivated to complete the assessment.

Number CorrectAgain, the maximum possible number of correct questions is displayed in brackets at the top of the column. The total number of correct responses is provided for each individual test taker in each of the three domains. For example, test taker F correctly answered 7 out of 23 reading text questions. This information is especially useful when compared with the number attempted score. If the test takers' number of correct responses is low, it may be useful to look at how many questions they attempted to examine the relationship between the two measures.

Reading Text Document Use Numeracy Number

Attempted Number Correct

Score SkillLevel

Number Attempted

Number Correct

Score Skill Level

Number Correct

Number Correct

Score SkillLevel

Test Takers Booklet

/ 23 / 23 /500 1 to 5 / 23 / 23 /500 1 to 5 / 23 / 23 /500 1 to 5 Test Taker A GEN201A-XXX 23 23 339 4 23 20 276 3 23 21 296 3 Test Taker B GEN201A-XXX 23 14 242 2 23 17 254 2 23 21 320 3(4) Test Taker C GEN201A-XXX 23 21 287 3 23 21 289 3 23 19 300 3 Test Taker D GEN201A-XXX 23 17 249 2 23 14 214 1(2) 23 20 307 3(4) Test Taker E GEN201B-XXX 23 13 219 1(2) 23 11 193 1 23 10 212 1(2) Test Taker F GEN201B-XXX 19 7 151 1 13 6 118* 1* 24 12 208 1 Test Taker G GEN201B-XXX 5 2 N/A N/A 10 4 N/A N/A 15 14 225 1

//23/23/23

09/17/2007Date:

GROUP REPORT

Test: - (G-Series)



Score Skill Level

Test Takers

†

1 to 5

NumberCorrect


NumberCorrect


1 to 5 1 to 5/500 /500 /500Booklet /23

NumberAttempt

/23

NumberAttempt

/23

NumberAttempt









ABCDE0123

XXXXTest Taker A

Test Taker B

Test Taker C

Test Taker D

Test Taker E

XXXX

XXXX

XXXX

XXXX

11 8 N/A N/A 16 10 181* 1* 19 15 255 2


R


Test Taker F GEN201B-XXX 19 7 151 1 13 6 118* 1* 24 12 208 1

twenty four

twenty fi ve

ScoreTOWES calculates profi ciency on the same 500-point scale that is used by IALS. Once a test taker's pattern of responses has been evaluated, a sophisticated scoring software called BILOG is used to generate a profi ciency score on this measurement scale.

The raw score provides test administrators with additional information on an individuals performance because it is possible to determine where within each level (1 to 5) a test taker's score falls. For example, if we compare the reading text scores of Test Taker E and Test Taker F we can see that Test Taker E had a score of 219 (7 points below the cutoff for level 2) and Test Taker F had a score of 151 (75 points below the cutoff for level 2). Although both fell within level 1, Test Taker E performed much better on the assessment.

Skill Level (1 to 5)A skill level score is generated for each test taker based on their raw score value. Skill level values will fall within the range of Level 1 to Level 5 and can be directly compared with the skill level requirements outlined in the Essential Skill Profi les.

In some situations, a skill level score will be reported with a number followed by another number in brackets like this: 2(3). These two score are referred to as the primary score 2(3) and the secondary score 2(3). The primary score is the skill level score that was actually achieved by the test taker (in relation to their raw score). However if a test taker's raw score was close to the cutoff between two levels, they will receive a bracketed score. This means they will likely be able to perform tasks at the bracketed level, just not as consistently.

A Cautionary Note (Individual Results List)

It is important to note that there is no direct relationship between the Number Attempted, Number Correct and Score as they are evaluating different factors. That is to say, two people who write the same test and achieve 21 correct answers out of 23 in reading text may have different reading text scores. For example, Test Taker A and Test Taker B both correctly answered 21/23 numeracy questions. Even though they completed identical assessments and had an identical number of correct responses, Test Taker A scored 296 on the 500-point scale and Test Taker B scored 320 on the 500-point scale. This is because of the complexity level of the questions they answered correctly were different.

It is also important to remember that each TOWES test is designed to assess skills within a specifi c range (usually 2 levels). In some instances, test taker's scores will fall outside of this range measured by the assessment. In these situations, TOWES scores provide an indication of a test taker's ability, but not with the same level of accuracy. For example, the G1 assessment measures at level 1 and level 2, but it is possible for a test taker to receive a score of level 3 or level 4. However their results should be interpreted with some caution and a more accurate score for them would have been obtained had they taken the G2.

Test Taker E GEN201B-XXX 23 13 219 1(2) 23 11 193 1 23 10 212 1(2)

Test Taker F GEN201B-XXX 19 7 151 1 13 6 118* 1* 24 12 208 1

Test Taker A GEN201B-XXX 23 23 339 4 23 20 276 3 23 21 296 3

Test Taker B GEN201B-XXX 23 14 242 2 23 17 254 2 23 21 320 3(4)

Using the G1 as an example, scores outside the range measured by the assessment provide the Test Administrator with the following information:

the test taker's score is above the level assessed (above level 1/2) the test taker achieved the indicated score, but this score is based on very limited data the test score was either above or below the desired level (otherwise a different assessment would have been selected), indicating they have achieved or not achieved the required profi ciency level

Group Results Report Section Four: Notes to the Administrator

Section Four of the Group Results Report contains additional information specifi c to the Test Administrator.

N/AIf a test taker does not answer a minimum of 50% of the test questions in any of the three domains (reading text, document use, or numeracy) there is not enough information available to accurately calculate a profi ciency level using IRT scoring. Refer to Test Taker G in the sample above, who did not attempt at least half of the questions in reading text or document use domains. Test administrators should speak to test takers who did not complete a minimum number of questions to determine why they did not complete the test (i.e. it was too diffi cult, or they didn't see the value in writing the assessment, or they gave up). This will provide additional information for the Test Administrator in terms of deciding the next steps for their client.

*Although it is possible to calculate a profi ciency score when a test taker attempts between 50% and 70% of the questions in a given domain, the information used to calculate the score is limited. As a result, the reported score may not be an accurate refl ection of the test taker's ability. In the sample above, refer to the document use score for Test Taker F. Only 13 out of 23 questions were attempted meaning there was limited information available to calculate the score.

2(3)A previously discussed, Skill Level scores reported as two numbers i.e. 2(3) indicate that the test taker had a profi ciency score that was close to the cutoff point between two levels.

twenty six

( ) ( ) Test Taker F GEN201B-XXX 19 7 151 1 13 6 118* 1* 24 12 208 1 Test Taker G GEN201B-XXX 5 2 N/A N/A 10 4 N/A N/A 15 14 225 1

N/A – Test taker did not answer at least 50% of the items on this test. There is not enough information available to report a score.

* Test taker did not answer at least 70% of the items on this test. The score reported may not be an accurate reflection of the test taker’s ability.


//23/23/23

09/17/2007Date:

GROUP REPORT

Test: - (G-Series)



Score Skill Level

Test Takers

†

1 to 5

NumberCorrect


NumberCorrect


1 to 5 1 to 5/500 /500 /500Booklet /23

NumberAttempt

/23

NumberAttempt

/23

NumberAttempt









ABCDE0123

XXXXTest Taker A

Test Taker B

Test Taker C

Test Taker D

Test Taker E

XXXX

XXXX

XXXX

XXXX

11 8 N/A N/A 16 10 181* 1* 19 15 255 2


R


twenty seven

INDIVIDUAL RESULTS REPORTThe Individual Results Report is designed to provide test takers with detailed information on their Essential Skill levels in reading text, document use and numeracy. Scores on the Individual Results Report correspond with information contained in the Group Results Report and also with occupational information from the Essential Skill Profi les.

The Individual Results Report is one page in length and is divided into three main sections. The fi rst section at the top of the report contains administrative information. Section two describes what TOWES measures and the Essential Skills complexity scale. The fi nal section of the report provides the test taker with additional information on Essential Skills tools and resources.

Each Individual Results Report contains two supplemental reports. The fi rst supplemental report provides the test taker with workplace examples related to their skill levels. First, the report outlines examples of skills the test taker has mastered. It then gives workplace examples of skills they need to improve on.

The second supplemental report compares the test taker's results with the Essential Skills Profi les. Based on their scores in reading text, document use and numeracy, test takers will be provided with a list of occupations that match their current skill levels and a list of occupations that are one level above their current skills.

Congratulations, you completed TOWES, a tool that uses real workplace documents to measure the three Essential Skills needed to be safe and productive at work. TOWES measures abilities in three Essential Skills areas:

Reading text - which refers to tasks that involve reading sentences presented in notes, letters, memos, manuals, specifications, regulations, books, reports and journals.

Document Use - which refers to tasks that involve the use of graphs, lists, tables, blueprints, schematics, drawings, signs and labels.

Numeracy - which refers to tasks needed to complete numerical calculations, schedules, and measurements on the job.

How the Scores work A 5-point scale is used to describe the differences in Essential Skills requirements for various jobs. The scale starts at Level 1 for basic tasks and goes to Level 5 for the most advanced tasks. Some jobs require people to perform tasks at a higher level of Essential Skills than others. For example, administrative clerks and bartenders both complete Level 1 reading tasks when they read short notices at work. Administrative clerks read notices as well, but they are also required to read policy manuals which are rated at Level 3 because they are more complex. Many bartenders likely have the skills to read at Level 3 but their jobs do not require it.

The TOWES test you took used reading text, document use, and numeracy questions ranging in complexity from 1 to 4, on the 5-point scale. If your score on the top right hand corner of this page has two numbers with one in brackets like this 2(3), you scored Level 2 but your score was on the high end of Level 2 so you can likely perform some Level 3 tasks as well.

This is useful information! The Canadian government has used the 5-point scale to determine the Essential Skills requirements for hundreds of occupations. Find out more about Essential Skills and the requirements for jobs you are interested in by looking at the Essential Skills Job Profiles (see Online Resources). Compare your scores to the scores of hundreds of jobs. Use your TOWES score to determine whether you need more training to further develop your Essential Skills. Practice your Essential Skills by doing exercises on the TOWES Measure Up website.

GEN201B-XXXX Sample Report - Page 1 of 3

RESULTS REPORT

Date: 08/16/2007 Test: GEN201B-XXXX Name: Joe K Tester Theseare your scores:

READING TEXT

DOCUMENT USE

NUMERACY

2 (3) 2 4

Online Resources

www15.hrdc-drhc.gc.caPacked with real-life examples, the Essential Skills Job Profiles tell you what workers do and the complexity of workplace tasks.

measureup.towes.com (do not add www before the

website address). Practice your Essential Skills and explore

careers at the TOWES Measure Up website.

16

More information about your Essential Skills Scores These tables provide more detailed information about your scores. The left hand column presents those skills that you likely have already mastered. The right hand column outlines tasks that are rated one skill level higher than your score. As could have difficulty carrying out these tasks, you may wish to contact your local community college or refer to the resources listed on page 1 to learn more about how you can upgrade your skills. You can also contact TOWES at (403) 410-3200 or on-line at www.towes.com for more information.

Reading Text - Your reading score is 2(3) Your current reading skills include: Reading skills to build on:

Reading relatively short texts to locate a single piece of information and following simple written directions. (Level 1)

Integrating and synthesizing information from multiple sources or from complex and lengthy texts, making complex inferences and using general background knowledge, and evaluate quality of text. (Level 4)

Reading more complex texts to locate a single piece of information or reading simpler texts to locate multiple pieces of information; and making low-level inferences. (Level 2) You may also have the ability to choose and integrate information from various sources or from several parts of a single text, make low-level inferences from multiple sources, and identify relevant and irrelevant information. (Level 3)

Document Use - Your document use score is 3

Your current document use skills include: Document use skills to build on: Finding and using information from simple documents; and using key words, numbers, icons and other visual characteristics found in documents. (Level 1)

Using complex documents with multiple pieces of information organized in multiple sections with one additional component such as colour coding. Locating multiple pieces of information using the results of one search in a subsequent search. (Level 4)

Using information contained in simple documents with multiple pieces of information; making low level inferences about information requirements, accurately entering several pieces of information on to forms, finding information using one or two search criteria (Level 2) Using complex documents where multiple pieces of information are organized in sections with subheadings. Integrating information from more than one documents; combining information entry onto documents (Level 3)

Numeracy - Your numeracy score is 4

Your current numeracy skills include: Numeracy skills to build on: Completing simple numerical calculations where the operations required are clearly specified; totalling simple bills, making change, and making financial entries. (Level 1)

Determining and calculating appropriate descriptive statistics; calculating areas and volumes of complex, irregular shapes; and decomposing a difference in rates between two data sets. (Level 4)

Totalling calculations using discounts and taxes, calculating averages; using simple rates and proportions; and preparing simple financial summaries. (Level 2) Calculating areas of familiar shapes; taking precise measurements; comparing two options with differing cost structures, and calculating averages across sets of readings. (Level 3)


Canadian Occupations That Match Your Essential Skills Scores This is a partial list of occupations that match your Essential Skills scores. If your skills match or are greater than the occupation’s score, you likely have the Essential Skills needed to perform the tasks required in this job. Although you may not currently possess the technical skills required to carry out each job, this tells you whether you have the ability to learn technical skills at the required level. For more information about the skills each job requires, go online at www15.hrdc-drhc.gc.ca.

Your Scores 2(3) 3 4

Occupation NOC

Reading Text

DocumentUse Numeracy

Bricklayer 7281 2 2 3 Cabinetmaker 7272 2 2 4 Cook 6242 3 3 3 Industrial Instrument Mechanic 2243 3 3 3 Insulator (Heat and Frost) 7293 3 2 4 Lather (Interior Systems Mechanic) 7284 3 3 4 Painters and Decorators 7294 2 2 3 Recreational Vehicle Service Technician 7383 3 3 4 Sprinkler System Installer 7252 3 3 4 Tilesetter 7283 3 3 3 Transport Trailer Technician 7321 3 3 4

Canadian Occupations One Skill Level Above Your Essential Skills Scores This is a list of jobs that are one skill level above your Essential Skills. Research shows that you’ll be better equipped to handle the demands of these jobs if your skill levels match their requirements, so if you are interested in pursuing one of these occupations you should consider upgrading your skills. Contact your local community college or refer to the resources listed on the first page to learn more about your options. You can also contact TOWES at (403) 410-3200 or on-line at www.TOWES.com for more information.

Your Scores

2(3) 3 4

Occupation NOC

Reading Text


Agricultural Equipment Technician 7312 4 3 4 Boilermaker 7262 3 4 4 Carpenter 7271 3 4 4 Industrial Electrician 7242 3 4 3 Refrigeration and Air Conditioning Mechanic 7313 4 4 4 Welder 7265 3 4 4


twenty eight

Individual Results Report Section One: Administrative Information

Section One of the Individual Results Report contains administrative information related to the testing session and test taker's scores.

DateThe date recorded on the report corresponds with the date test results were generated. This is after the testing date, and typically the same day that results are issued.

Tally SheetThe Tally Sheet is the code that identifi es a particular batch of booklets. This code is linked to important information in the TOWES database, and is useful for retrieving information at a later date.

TestThe test code identifi es the specifi c version of TOWES that was written. The fi rst three letters of the test code refer to the series of TOWES that was completed. For example, GEN201A identifi es the General Series assessments. The next section of the test code identifi es the specifi c version of each type of TOWES series. For example, GEN201A identifi es the General Series level 2/3 assessment. The fi nal section of the test code refers to which form of the test was written. For example, GEN201A identifi es the General Series level 2/3 form A assessment.

Following the test code is the booklet identifi cation number. The booklet identifi cation number is the unique identifi er which is assigned to an individual test taker. For example. GEN201A-3611 identifi es the General Series level 2/3 assessment form A for test taker 3611.

NameThis is the fi rst and last name of the individual test taker who completed the test. TOWES does not require test administrators or test takers to supply a name. In the case where a name is not provided, this section of the report will remain blank.

These Are Your ScoresIndividual test takers receive profi ciency scores for each of the three Essential Skill domains measured by TOWES. Scores are reported on the 5-point scale and can be directly compared to the skill level requirements outlined in the Essential Skill Profi les. Normally test takers will receive a single numerical skill level score, but if they are close to the cutoff between two levels they will receive a primary score 2(3) and a secondary score 2(3).









RESULTS REPORT


READING TEXT

DOCUMENT USE

NUMERACY

2 (3) 2 4

Online Resources





RESULTS REPORT


READING TEXT

DOCUMENT USE

NUMERACY

2 (3) 2 4

twenty nine

Individual Results Report Section Two: Essential Skill Domains & Scale

Section Two of the Individual Results Report contains information on the skill domains assessed by TOWES, along with general information on the complexity scale and scoring.

CongratulationsThe Congratulations section of the report describes TOWES and the skills assessed by the tool. This sections highlights some key features of the assessment. First, test takers are informed that tests are constructed using authentic workplace materials. Next, they are informed that Essential Skills are related to workplace safety and productivity. And fi nally, they are provided with a description of each of the skills measured (reading text, document use, and numeracy) with illustrative examples of these skills.

How the Scores WorksThe How the Scores Works section of the report explains the 5-point scale, complexity and how they relate to the workplace. First, test takers are provided with an explanation of the relationship between the skill levels (level 1 is least complex, level 5 is most complex). Next they are provided with an explanation of how the skill levels relate to the requirements of specifi c occupations.

Paragraph 2 of the How the Scores Work section details the skills levels measured on the specifi c assessment that was written. In the example above, the test taker is informed the assessment they completed contains questions ranging in complexity from level 1 to level 4. Test takers are also provided with an explanation of bracketed scores in this section of the report.







Online Resources

www15.hrdc-drhc.gc.caPacked with real-life examples, the Essential Skills Job Profiles









RESULTS REPORT


READING TEXT

DOCUMENT USE

NUMERACY

2 (3) 2 4

Online Resources





thirty

Individual Results Report Section Three: Tools & Resources

Section Three of the Individual Results Report references TOWES and Essential Skills related resources that the test taker may wish to access. These resources are designed to help the test taker better understand the Profi les, and provide them with an opportunity to practice and improve their skills.

This is Useful InformationThe fi nal section of the Individual Results Report describes two free resources that are available to test takers. The fi rst resource, Essential Skill Profi les, will provide the test take with an occupational description and skill level requirements over 200 frontline occupations in Canada. The second resource, Measure Up!, has detailed information on complexity levels along with a series of TOWES like exercises so test takers can improve their skills.

Online ResourcesThe Online Resources section of the report provides links to the free tools listed above. A brief description of each tool is also included.

Test administrators should be familiar with the tools and resources available to test takers. In addition to the links provided, many free resources are readily available and can be accessed from the TOWES website, the Measure Up! website, or the Essential Skills website. A complete list of URL addresses is included in Appendix One.

The TOWES test you took used reading text, document use, and numeracy questions ranging in complexity from 1 to 4, on the 5-point scale. If your score on the top right hand corner of this page has two numbers with one in brackets like this 2(3),you scored Level 2 but your score was on the high end of Level 2 so you can likely do some Level 3 tasks too.

Online Resources www15.hrdc-drhc.gc.ca

Packed with real-life examples, the Essential Skills Job Profiles tell you what workers do and

how complex their tasks are.

measureup.towes.com(do not add www before the website address).Practice your Essential Skills and explore











RESULTS REPORT


READING TEXT

DOCUMENT USE

NUMERACY

2 (3) 2 4

Online Resources





thirty one

Individual Results Report Supplement One: More Information About Your Scores

Each Individual Results Report contains two supplemental reports. The fi rst supplemental report provides the test taker with examples of their current skill set in reading text, document use and numeracy.

The top section of the document outlines the information contained within the report. Below this section are three tables each relating to the skills measured by TOWES.

Immediately above each of the tables is a description of the domain discussed (reading text, document use, or numeracy). Test taker scores are listed for a second time on this report next to the specifi c domain assessed. For example, refer to the fi rst table in the report and notice the domain of reading text is listed above the fi rst table. Next to the reading text heading above the table is the test takers score in this domain i.e. 2(3). This pattern is repeated for the document use and numeracy domains.

Each skill domain table contains two columns. In the left hand column, test takers will fi nd examples of skills they currently have, and information on the skill level associated with each example. Refer to the fi rst row in the left hand column of the reading text table. You will see that the test taker's current reading skills include "reading relatively short texts to locate a single piece of information and follow simple written instructions", and that this skill represents a level 1 profi ciency.

The left hand column of the skill domain tables contains examples of skills the test taker needs to improve. Again, a description of the skill and its associated level are defi ned.

16

More information about your Essential Skills Scores These tables provide more detailed information about your scores. The left hand column presents those skills that you likely have already mastered. The right hand column outlines tasks that are rated one skill level higher than your score. As could have difficulty carrying out these tasks, you may wish to contact your local community college or refer to the resources listed on page 1 to learn more about how you can upgrade your skills. You can also contact TOWES at (403) 410-3200 or on-line at www.towes.com for more information.

Reading Text - Your reading score is 2(3) Your current reading skills include: Reading skills to build on:

Reading relatively short texts to locate a single piece of information and following simple written directions. (Level 1)

Integrating and synthesizing information from multiple sources or from complex and lengthy texts, making complex inferences and using general background knowledge, and evaluate quality of text. (Level 4)

Reading more complex texts to locate a single piece of information or reading simpler texts to locate multiple pieces of information; and making low-level inferences. (Level 2) You may also have the ability to choose and integrate information from various sources or from several parts of a single text, make low-level inferences from multiple sources, and identify relevant and irrelevant information. (Level 3)

Document Use - Your document use score is 3

Your current document use skills include: Document use skills to build on: Finding and using information from simple documents; and using key words, numbers, icons and other visual characteristics found in documents. (Level 1)

Using complex documents with multiple pieces of information organized in multiple sections with one additional component such as colour coding. Locating multiple pieces of information using the results of one search in a subsequent search. (Level 4)

Using information contained in simple documents with multiple pieces of information; making low level inferences about information requirements, accurately entering several pieces of information on to forms, finding information using one or two search criteria (Level 2) Using complex documents where multiple pieces of information are organized in sections with subheadings. Integrating information from more than one documents; combining information entry onto documents (Level 3)

Numeracy - Your numeracy score is 4

Your current numeracy skills include: Numeracy skills to build on: Completing simple numerical calculations where the operations required are clearly specified; totalling simple bills, making change, and making financial entries. (Level 1)

Determining and calculating appropriate descriptive statistics; calculating areas and volumes of complex, irregular shapes; and decomposing a difference in rates between two data sets. (Level 4)

Totalling calculations using discounts and taxes, calculating averages; using simple rates and proportions; and preparing simple financial summaries. (Level 2) Calculating areas of familiar shapes; taking precise measurements; comparing two options with differing cost structures, and calculating averages across sets of readings. (Level 3)


thirty two

Individual Results Report Supplement Two: Occupational Information

The second supplemental report provides occupational information related to the test taker's scores in each of the three domains. Please note: the information shown in the sample will likely be displayed over several pages on the actual report.

Canadian Occupations That Match Your Essential Skills ScoresThe fi rst table entitled "Canadian Occupations That Match Your Essential Skills Scores" contains a list of occupations with skill level requirements lower than, or equal to, the test taker's current skill levels. The fi rst row of the table lists the scores achieved by the test taker in each of the three domains.

The two left hand columns contains a list of profi led occupations and the associated NOC (National Occupational Classifi cation) code. Test takers can use this reference information to look up the complete Profi le on the Essential Skills website. The three right hand columns of the table contain a list of the skill level requirements (for reading text, document use and numeracy) for each occupation included in the table. With these details, test takers can compare their scores with the requirements of various different occupations.

Canadian Occupations One Skill Level Above Your Essential Skills ScoresThe second table entitled "Canadian Occupations One Skill Level Above Your Essential Skills Scores" contains a list of occupations with skill level requirements one level higher than the test taker's current skill levels.

As with the fi rst table, the fi rst row lists the score received by the test taker in each of the three domains. The two left hand columns list occupations and NOC codes and the three right hand columns list the skill level requirements for each occupation included in the table. In the introductory section which is just above the table, test takers are encouraged to improve their skills by contacting their local community college or accessing free upgrading resources.

Canadian Occupations That Match Your Essential Skills Scores This is a partial list of occupations that match your Essential Skills scores. If your skills match or are greater than the occupation’s score, you likely have the Essential Skills needed to perform the tasks required in this job. Although you may not currently possess the technical skills required to carry out each job, this tells you whether you have the ability to learn technical skills at the required level. For more information about the skills each job requires, go online at www15.hrdc-drhc.gc.ca.

Your Scores 2(3) 3 4

Occupation NOC

Reading Text


Bricklayer 7281 2 2 3 Cabinetmaker 7272 2 2 4 Cook 6242 3 3 3 Industrial Instrument Mechanic 2243 3 3 3 Insulator (Heat and Frost) 7293 3 2 4 Lather (Interior Systems Mechanic) 7284 3 3 4 Painters and Decorators 7294 2 2 3 Recreational Vehicle Service Technician 7383 3 3 4 Sprinkler System Installer 7252 3 3 4 Tilesetter 7283 3 3 3 Transport Trailer Technician 7321 3 3 4

Canadian Occupations One Skill Level Above Your Essential Skills Scores This is a list of jobs that are one skill level above your Essential Skills. Research shows that you’ll be better equipped to handle the demands of these jobs if your skill levels match their requirements, so if you are interested in pursuing one of these occupations you should consider upgrading your skills. Contact your local community college or refer to the resources listed on the first page to learn more about your options. You can also contact TOWES at (403) 410-3200 or on-line at www.TOWES.com for more information.

Your Scores

2(3) 3 4

Occupation NOC

Reading Text


Agricultural Equipment Technician 7312 4 3 4 Boilermaker 7262 3 4 4 Carpenter 7271 3 4 4 Industrial Electrician 7242 3 4 3 Refrigeration and Air Conditioning Mechanic 7313 4 4 4 Welder 7265 3 4 4


thirty three

CUSTOM RESULTS REPORTSTOWES also provides Customized Individual Results Reports. There are several different versions and areas of customization. Keep this in mind when reviewing results.

Section One: Administrative Information

One customized section may display the skill level requirements of one to three profi led occupations.This allows for comparison of the test taker`s scores with occupational requirements as listed in HRSDC`s Essential Skill Profi les. Customization of this type may be useful for employers who areusing benchmarking criteria. It may also be useful for educational institutions such as colleges or trades schools to determine skill gaps or to assess students' progress through a training program. while comparing to a set criteria.

TOWES Online gives test takers the opportunity to select up to three occupations to have listed in this section in addition to their scores. For all other assessments, this may be added as an extra feature.

Supplement One: More Information About Your Scores

Typical results reports include general examples of tasks for each of the three domains in the fi rst Supplemental Report. Customizing this section includes adding specifi c task examples for a particular occupation, in addition to the examples included in all of the Individual Results Reports. This helps test takers to understand how the Essential Skill tasks are applied within their occupation and specifi c examples of tasks that they may wish to improve upon.

Custom

RESULTS REPORT Name: Beth Tester

Date: 1/25/2007 Test: General Series Level 2/3 Code: GEN201L-01987

TOWES REF: BVCAC09889

Reading Text

Document Use

Numeracy

Your Score:

1-5 scale† 3(4) 2 3500 scale† 325 250 289

Score for NOC 7242 Industrial Electrician: 3 4 3

Score for NOC 7271 Carpenter: 3 4 3

Score for NOC 1471 Shippers and Receivers: 2 2 3

For more information on TOWES & Essential Skills visit: www.towes.com

Understanding Your ScoresA 500-point scale is used to measure the complexity levels of the Essential Skills needed to successfully perform a workplace task. This scale also matches with 5 broad levels. On a daily basis, all workers perform some basic tasks like reading a short note or filling in a time card, but certain jobs require workers to complete more complex tasks like using a detailed blueprint.

Your Test

The TOWES test you took included reading text, document use and numeracy questions ranging in complexity from 1 to 4. If your scores on the top right hand corner of this page have two numbers with one in brackets - like this 3(4), you scored level 3 but your score was on the high end of Level 3, so you can likely do some Level 4 tasks too.

High ComplexityThe top end of the scale (326-500) (Levels 4 & 5) represents workplace tasks that are very difficult and highly technical. For example, Industrial Instrument Mechanics interpret and use multi-layered drawings of plant systems.Medium ComplexityThe middle of the scale (226-325) (Levels 2 & 3) represents moderately complex workplace tasks. For example, Heavy Equipment Operators read work sheets indicating the job worked on, equipment registration numbers, and service and material requirements.Low ComplexityThe lower end of the scale (0-225) (Level 1) represents basic tasks that require few specialized skills. For example, Painters read instructions and warnings that appear on cans of paint and cleaners.

The TOWES & Essential Skills Scales†

1 * or N/A means you did not complete enough questions to receive an accurate score.

G2L

500 Le

vel 5

376

Leve

l 4

326

Leve

l 3

276

Leve

l 2

226

Leve

l 1

0

The Test of Workplace Essential Skills (TOWES) is a tool that uses real workplace materials to measure the three Essential Skills needed to be safe and productive at work. TOWES measures: Reading Text: Reading notes, memos, manuals, specifications, regulations to complete a task. Document Use: Finding and using information in graphs, tables, blueprints, schematics & labels. Numeracy: Using schedules, measurements, estimations, calculations to complete a numerical task.

The General Series Level 2/3 test you wrote measures skills at medium to high complexity levels.

Supplement Two: Occupational Information

Another customized feature is a modifi ed Occupational Information supplement. This involves showing lists of occupations in the sections Canadian Occupations That Match Your Essential Skills Scores and Canadian Occupations One Skill Level Above Your Essential Skills Scores from a particular industry only.

Two of the Sector Series versions, TOWES Manufacturing and TOWES Offi ce and Administration, use this type of reporting.

TOWES continues to update results reports to meet the needs of the test takers, clients and employers. Although reporting may vary by layout and presentation, scoring and test results will always remain the same.

thirty four

Section Four

Using TOWES

thirty fi ve

USING TOWES SCORES Test takers can use their TOWES scores:

. to further develop their Essential Skills, enabling them to make more informed career and education decisions, this leads to increased employment prospects;

. as a reliable way to determine Essential Skill competency levels for comparison against HRSDC’s national standards;

. as a qualifi cation for entrance into a specifi c occupation or training program; . as a tool that identifi es skill gaps so that appropriate, targeted training can be obtained; . as a credential where scores are consistent and recognized across Canada.

Employers can use TOWES scores: . to set reasonable and valid entry-level job requirements; many employers have been using

years-in-school or other credentials as proxies for ability, which are likely inconsistent - not only across regions but also across school boards, and may be unreliable especially for older workers;

. as a tool that complements and enhances existing job selection tools for candidates by comparing their individual skill levels to occupational requirements;

. to place workers into the appropriate position for which they already have the required skills;

. as a tool that identifi es skill gaps, so that training dollars yield a better return on investment; . as a tool to perform macro level organization or industry analysis for succession planning,

developing training strategies, creating safety initiatives, or improving process; . to access alternative sources of labour, like immigrants, whose skills or existing credentials

are diffi cult to assess or verify.

Educators, Trainers and Career Counsellors can use TOWES scores: . to improve the Essential Skills of program participants; . to select candidates most likely to succeed in employment related training programs such as

apprenticeship; . to identify individuals who are at risk for completing technical training and provide

appropriate interventions; . to facilitate group learning based on overall strengths and weaknesses and develop focused

remediation strategies; . to provide a basis for certifying students’ levels of Essential Skills; . to demonstrate to students the relevance of what they are learning in relation to the

demands of the workplace; . to help clients investigate career options.

TOWES Scores Should Not Be Used: . as the sole determinant of an individual's suitability for work. Although TOWES predicts

success on the job, other factors such as training, experience, attitude, motivation, and physical abilities are also important. TOWES provides an accurate measure of skills in reading, document use and numeracy, all of which are important for success on the job, but alone cannot predict an individual’s success as an employee.

. in isolation. Test takers should always be provided with the opportunity to improve their skills.

thirty six

DEBRIEFING TEST TAKERSIt is important to understand the information provided in the Group and Individual Results Reports, and be available to discuss assessment outcomes with each individual test taker. Optimally, a face-to-face discussion would take place between the test taker and the test administrator after both have received the results. However, a group setting can also be effective for discussing results in general terms while providing a forum for test takers to ask questions. In either case, individual results must be kept confi dential between the test taker and the test administrator.

1. Preparation

Understand the purpose behind testing. A person's motivation may be very different depending on the circumstances; whether it was a personal choice to write the test, or a requirement of employment or training. For obvious reasons, certain testing situations may cause anxiety or lead the test taker to become angry or upset. Be prepared to deal with objections.

Reasons for testing may include:Personal choice to use TOWES scores as a credentialAn entry requirement for a course or training programPart of a required screening process for a new job opportunity or a promotionA career planning or job search information toolA required or optional training/upgrading component of employmentParticipation in a research initiative or pilot project

Review and understand each test taker's results. By looking at the Group Results Report you will be able to understand each individual's skill levels and other details about their results. It is important to consider the needs of each individual client when discussing results. A test taker with skills at level 1 should have a different debrief than a test taker with skills at level 4. For example, if using TOWES as part of a career planning process, a test taker with high skills may be directed to begin searching for jobs where as a test taker with low skills may be directed to apply for remedial training or skill building workshops.

Pay particular attention to low scores. If a test taker's scores are low it is important to review the number of items attempted on the test as this may play a role in their poor results. For example, if the test taker attempted most of the questions, but achieved few correct answers, you may wish to suggest a program which will allow them to upgrade their skill levels. If the test taker attempted a limited number of the questions, it is worth while to explore the reason why. Did they have diffi culty reading and understanding the material? Do they require upgrading to their English language skills? Was the test taker tired or sick? Were they forced to write the assessment? Were they confused about the purpose for testing? In any case, test takers who performed poorly on TOWES should be provided with additional guidance.

Prepare a list of tools and resources. After examining a test taker's scores, take a few moments to compile a few tools, resources or upgrading options that may benefi t the test taker if they would like to improve their scores.

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Provide appropriate information to each test taker. If the test taker scores at level 1 or 2, they will likely require additional support interpreting their results. TOWES reports are designed to provide a variety of information and resources, but, for individuals at levels 1 & 2 the length of the document along with the technical content will make the report challenging to understand.

Speak to the employer.If testing was carried out as part of a recruitment, promotion, succession planning or workplace training process, it may be valuable to speak directly with the employer who initiated the testing. Test administrators should not assume that an employer has taken the time to discuss the testing situation with their employee. It is helpful to have this information available prior to speaking with each test taker.

2. Debriefi ng Session

TOWES supports fair and equitable testing. Treat the test taker with respect. The rights of the test taker must be adhered to during the entire debriefi ng process.

Use plain language (no jargon). Many of the concepts and vocabulary used in association with TOWES are complex and can lead to confusion. As much as possible, use consistent language when speaking with test takers and provide clear and concise feedback.

Ask the test taker how they felt about writing TOWES. Specifi cally, you may wish to ask how they felt about the experience and how they thought they performed on the test. Be prepared for negative feedback and provide reassurance. This is an opportunity for the test taker to identify any negative perceptions they have, and for you to respond to concerns or misconceptions about the TOWES test, and to review the reason they were required to write the test, or how their test results will be used.

Discuss the purpose for writing TOWES.In most situations the test taker will be notifi ed of the purpose for testing prior to writing TOWES. Even if previously informed, it is good practice to provide this information again as the test taker may have unaddressed questions or require clarifi cation on the purpose.

Describe and discuss the nine Essential Skills and how they relate to the workplace. Spend a few moments discussing the Essential Skills. Describe that Essential Skills are used in many aspects of daily life, but are especially important in the workplace. Other points you may wish to cover include examples of how the Essential Skills are applied in particular occupations and that Essential Skills are foundational skills needed for learning and adapting to change.

Discuss in detail the three domains assessed by TOWES.Provide the test taker with an overview of the three Essential Skills domains included on their assessment. First, give a description of each of the three domains. For example, "reading text refers to an individual's ability to fi nd and use information embedded in text to complete a task". Next,

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outline some examples of activities or tasks within each domain. For example, "reading involves activities using notes, letters, emails, memos, manuals, specifi cations, regulations, books, reports or any information presented in paragraph form". Finally, you might want to gather a few examples of how each skill is applied in the workplace. If the test taker is interested in a particular occupation take these examples from the Profi le of their chosen area of interest. For example, "Carpenters read short notes on drawings and forms to understand how materials must be assembled".

Explain the concept of complexity.One of the most critical portions of the debriefi ng sessions is the discussion on complexity. Here are a few important points to review:

. Essential Skills are measured on a continuum ranging from less complex to more complex. Try to avoid using words like basic, easy, weakness or low level when discussing results with the test taker. Instead, use phrases like "growth area" or other, more positive terminology.

. Each and every occupation requires workers to perform tasks at a variety of skill levels. For example, physicians write short notes and emails on a daily basis (a level 1 task).

. The complexity scale is benchmarked to the requirements of work and the lower end of the scale does not represent an absence of skill. For example, a low score in reading text does not mean the individual doesn't read. It means that they are able to read relatively short texts to fi nd a single piece of information and follow clearly laid out instructions.

Explain that TOWES is not a pass or fail assessment. Again, Essential Skills are measured within a range and are not skills that the test taker has or does not have. Reiterate that each individual will possess some level of these skills and the TOWES assessment is designed to pinpoint or gauge the individual's strengths in the three areas measured.

Walk the test taker through their Individual Results Report.

. Point out their scores in the upper right hand corner of the document. Make sure they understand what their scores mean and provide an opportunity for clarifi cation.

. Direct their attention to information about scores. If needed, review the domains measured by TOWES.

. Explain their current skills and those they need to build on. . Review occupations that match their current scores and those that are one skill level

above their current scores.

Present results in a positive manner.

. Be objective. . Link results to the purpose for testing (i.e. training, upgrading, career planning...). . Explain that the test takers skills are not expected to be at level 5. . Emphasize the skills that the test taker currently has and interpret these skills in the

context of work or training. . Explain that they may be able to perform tasks at a higher level than indicated by their

score, just not as consistently.

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Discuss an action plan with the test taker.Give the test taker a sense of direction. Set realistic goals (short and long-term) and if possible outline the steps needed to reach these goals. If the goals include skills upgrading, it is a good idea to have some options available for the test taker.

Direct the test taker to discuss their results with their employer, instructor or TOWES.If you are unable to answer a test taker's questions, please direct them to speak with their employer, instructor or individual who initiated the testing process. At anytime, you or the test taker may contact TOWES directly for clarifi cation on TOWES, testing procedures, test scores and available tools and resources.

3. Dealing With Disappointment

As with all formal assessments, TOWES testing can lead to disappointment and surprise let-downs, especially when related to recruitment and selection. It is not uncommon for employees to perceive the assessment process as an adversarial exercise. Given these factors, it may not be possible to provide complete reassurance to a test taker, but, in many situations their anxiety can be reduced by using the following techniques:

. Use a coaching approach and reassure the test taker that you are here to help them.

. Keep the process as transparent as possible by providing suffi cient information as possible on the testing process and TOWES.

. Provide reassurance that skills are not expected to be at level 5 and focus on the test taker's potential.

. Present a plan with short and long term solutions. Most individuals can improve their skills with a little practice; suggest Essential Skills training and upgrading opportunities, as well as tools that can be used to practice for TOWES.

. When test takers are not selected for a program, promotion or position, ensure them TOWES is not the sole determining factor in these situations, and there were likely other deciding factors. Also remind the test taker that knowing their skill levels in comparison to the skill levels they require provides them with a great opportunity to seek upgrading, and perhaps improve their chances of success for next time.

. When a test taker does not agree with their test results, ensure them that their booklet has been marked by a highly qualifi ed test marker and has undergone a quality control process.

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FREQUENTLY ASKED QUESTIONS Question:Who uses TOWES?

Answer:

. Entry-Level Assessment of Skills - TOWES gives employers a way to set reasonable and valid entry-level job requirements. Many employers have been using years-in-school or other credentials as proxies for ability. This is unfair to individuals, some of them foreign-born, who have the skills but not the educational credentials in Canada.

. Educational Assessment - Instructors, trainers, and literacy tutors can use the information from TOWES to place workers in their programs and to design programs to meet individual educational needs.

. Work/Worker Adjustment - Rapid changes in technology and work processes, together with plant closures and down-sizing, have created the need for effective adjustment programs. A wide-ranging test, keyed to Essential Skills descriptions for jobs listed in the National Occupational Classifi cation gives workers and program developers a valid way to assess present skills and compare them to the requirements for a variety of possible jobs. Individual workers can use TOWES results to make decisions about future training.

. School/Work Transition Programs - A valid and reliable test of the Essential Skills needed for work is useful to high-school teachers and administrators. TOWES provides a basis for certifying students' levels of competence, and a way to promote 'employability skills' to teachers and students alike.

. Developing National Standards - An Essential Skills assessment tool may be used to set national standards and specify competence. It allows companies to assess workforce skills and make comparisons with other groups of workers.

Question:Who has access to a test taker’s TOWES results?

Answer:Just before writing TOWES, test takers are required to sign a release that will allow TOWES to provide the test administrator with results. Test administrator will then present test takers with their results. No other person will have access to results unless the test taker has stated otherwise on their release form (there is an option to release results to a specifi ed third party). TOWES will maintain a permanent record of results, but only the test administrator will be able to identify which results belong to which test taker. PLEASE NOTE: if a test taker chooses not to sign the release form then TOWES is not able to provide results to the test administrator or the test taker.

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Question:Why don’t TOWES tests assess all 5 Essential Skill levels?

Answer:TOWES tests are designed around a specifi c range of Essential Skills to minimize the amount of time it takes to write the assessment. In order to calculate accurate test scores, it is necessary for test takers to complete a certain number of test items in each domain and at each level. Tests designed around all fi ve Essential Skill levels would contain a very large number of test items, and would likely take over 5 hours to complete. Additionally, it can be very discouraging for test takers to be presented with test items that are above their ability.

It is recommended that test taker’s write a test that is designed to measure skill levels that refl ect their ability. It is possible for a test taker to score slightly above or below the range that a test is designed to assess; however, scores achieved that are outside the range of the test may not be an accurate refl ection of the test takers ability.

Question:My client would like to write the TOWES test again, how long do they have to wait?

Answer:If your client would like to improve their TOWES results, they may write the TOWES test again, and there is no mandatory waiting period between testing sessions. However, we recommend that test takers not be allowed to write TOWES more than once in a two month period. Ideally, a break of around 6 months should be implemented between testing sessions to allow test takers to upgrade their skills and practice attempting problem sets using some of the available tools and resources.

Question:My client would like to personally review their test booklet, is this possible?

Answer:TOWES booklets are the sole property of TOWES and contain intellectual property that may not be released, copied or reviewed. TOWES booklets that have been used for testing will remain at TOWES for a period of one year, after which time they are destroyed.

Question:My client would like to have their booklet re-marked, is this possible?

Answer:Each TOWES Test Booklets is marked by two separate qualifi ed test markers; a quality control procedure that ensures all booklets are marked fairly and correctly prior to scores being released. Each test marker and quality checker has undergone extensive training. Booklets will not be re-marked. In extreme cases, we are able to conduct a review of the scoring information for up to one year after the test was written, however this does not include re-marking.

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Question:What are the cut-off scores required for employers when hiring?

Answer:TOWES does not set criteria, and will not provide cut-off scores to employers. TOWES will only make suggestions and recommendations that may be used as part of an application process. Among many other criteria, it is important to evaluate the safety and productivity levels that a position may require, in terms of the skill level that is preferred.

Section Five

Appendix

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APPENDIX ONE: TOOLS AND RESOURCES

TOWES WebsiteContains information related to ordering, administering and using TOWES. Test taker's may visit this site to prepare for writing their test, or to help them understand the testing process. The TOWES Website is available in both French and English.

http://www.towes.ca

Measure Up!Measure Up! is a free web-based tool that allows you to practice problem sets similar to those found on a TOWES test, and informally test your Essential Skills. Each problem set is based on a document - a memo, catalogue, regulation, or work order - associated with workplace contexts. The self assessments found in Measure Up! have not been subject to the rigorous validity and reliability standards of TOWES; however they are very useful in preparing for TOWES. Answers are provided for the self-assessment questions, along with steps for how to fi nd the correct answer to each question.

http://measureup.towes.com

Essential Skills You can use this site to search over 200 occupational profi les, view a collection of authentic workplace materials, and access easy-to-use Essential Skills tools.

http://srv108.services.gc.ca/english/general/home_e.shtml

National Occupational Classifi cationThe NOC is the authoritative resource on occupational information in Canada. It is used daily by thousands of people to understand the jobs found throughout Canada's labour market. The NOC provides a standardized framework for organizing the world of work in a coherent system and is implemented in a number of major services and products throughout the private and public sectors.

http://www23.hrdc-drhc.gc.ca/2001/e/generic/welcome.shtml

National Literacy ProgramThe National Literacy Program works to promote literacy as an essential component of a learning society and to make Canada's social, economic and political life more accessible to people with weak literacy skills. Activities are undertaken in partnership with the provinces, territories, non-governmental organizations and business and labour organizations.

http://www.hrsdc.gc.ca/en/gateways/nav/top_nav/program/nls.shtml

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International Adult Literacy SurveyIALS, International Adult Literacy Survey, was a seven country initiative conducted in the Fall of 1994. Its goal was to create comparable literacy profi les across national, linguistic and cultural boundaries. Successive waves of the survey now encompasses close to 30 countries around the world.

http://www.hrsdc.gc.ca/en/hip/lld/nls/Surveys/indexsurv.shtml

Canadian Language BenchmarksThe Centre for Canadian Language Benchmarks is the centre of expertise in support of the national standards in English and French for describing, measuring and recognizing second language profi ciency of adult immigrants and prospective immigrants for living and working in Canada.

http://www.language.ca/

Building Workplace Essential SkillsUsing the same features as TOWES - authentic documents and workplace tasks - Building Workplace Essential Skills is a hard-copy curriculum for students in educational programs or employees in workplace education programs. It consists of three 20-hour modules in reading text, document use and numeracy. A Facilitator's Guide is also available and contains answer steps to questions and exercises associated with the Learner's Workbook. Contact TOWES for ordering information

Teaching Workplace Essential SkillsThis 2-day workshop is designed for instructors who want to become profi cient in teaching Essential Skills using workplace documents instead of a traditional academic approach. Led by some of the country's top applied literacy instructors, the program provides a background to Essential Skills, an analysis of literacy task complexity and techniques for learning literacy skills. Please contact TOWES for more information.

Custom TrainingCustom training sessions range from half-day workshops to week-long intensive programs. Topics may include understanding Essential Skills, using TOWES, interpreting test results, and incorporating Essential Skills into workplace training programs, etc. Training is tailored to the needs of the client and the industry or organization they are working with. Contact TOWES to arrange for training.

APPENDIX TWO: TOWES SPECIFICATION SHEET

October 2008By: Dr. Theresa Kline

TOWES is a test that is useful for establishing the Essenti al Skill level in Reading Text, Document Use, and Numeracy at which an individual is eff ecti vely operati ng. This informati on can be used in determining training needs, as part of a comprehensive selecti on process, or for educati onal purposes.

TOWES is a made up of test items, grouped into problem sets, requiring individuals to complete short-answer questi ons that are based on informati on provided in test booklets or online. The test content has been carefully selected to refl ect typical scenarios found in the real workplace and test takers are required to respond using constructed responses. A prime benefi t of this response approach is that it avoids the problem of guessing. Guessing parameters must be assessed for each item in multi ple-choice response formatt ed tests, while TOWES avoids this problem.

There are several versions of TOWES. Some versions, like the Manufacturing and Administrati ve tests, have been customized to meet a parti cular workplace context. The General Series assessments are the most popular versions and the items are geared to test takers who are operati ng eff ecti vely at a given Essenti al Skill level. TOWES is available in both French and English and the TOWES GEN2 (Level 2/3) test is available online.

Test Booklet Essenti al Skill Level Best used for:GEN 1 Level 1 - 2 Entry level positi ons, low literacyGEN 2 Level 2 - 3 College training, frontline employmentGEN 3 Level 3 - 4 Apprenti ceship and training contextsADM Level 2 -3 Offi ce Administrati on related contextsMFG Level 2 -3 Manufacture-related contexts

Custom Test varies Varies – based upon company needs

Each TOWES test is made up of a minimum of 60 items, usually takes about 2 – 2 1/2 hours to complete, and is designed to be a formal invigilated assessment. The 60 items are roughly divided into three groups of at least 20 items each, in order to adequately assess Reading Text, Document Use, and Numeracy skills at the required levels.

Scores are reported separately for Reading Text, Document Use and Numeracy and range from 0 – 500. Based on the Internati onal Adult Literacy Scale (htt p://www.hrsdc.gc.ca/en/hip/lld/nls/Surveys/ialscrbk.shtml ) cut points, the 0 – 500 scores are converted into a Level (htt p://srv108.services.gc.ca/english/general/esrp.shtml ) score of: 1 (0 - 225), 2 (226 - 275), 3 (276 - 325), 4 (326 -375) or 5 (376 – 500). These levels are useful as many occupati ons have been analyzed and profi led by HRSDC as to the level required to eff ecti vely carry out the job. For example, a carpenter (NOC 7271) positi on requires the employee to carry out tasks with a Level 3 in Reading Text, Level 4 in Document Use and Level 4 in Numeracy.

forty fi ve

Level One0 - 225

Level Two226 - 275

Level Three276 - 325

Level Four326 - 375

Level Five376 - 500

TOWES tests are professionally marked and the scores are generated using an Item Response Theory (IRT) protocol. The IRT protocol uses the diffi culty and discriminati on characteristi cs of the items, as well as which parti cular items the test-taker get correct, to generate fi nal scores on Reading Text, Document Use and Numeracy for the person. Each TOWES item has its own diffi culty and discriminati on characteristi cs. These characteristi cs are based on the probability that an individual with a given skill level has an 80% chance of getti ng the item correct (RP80). Using the RP80 informati on, each TOWES item has been designated to test at a parti cular Level. For example, an easy item would be a Level 1 item. This means that the item has diffi culty and discriminati on characteristi cs such that a person with Level 1 skill has an 80% chance of passing the item. A person with Level 3 skill would have a much higher chance of passing the same item. TOWES uses the RP80 value because workers are typically required to successfully complete tasks at least 80% of the ti me to be considered competent in their role. If the item Level determinati ons were made using a pass rate of RP50 this would mean that 50% would be assumed to be suffi cient in the working world and this is not the case.

TOWES tests are constructed by selecti ng items that will best match the capability of the test taker. This is done to increase the accuracy of assessing the skill level of the test taker. The GEN1 is made up primarily (75% or more) of Level 1 items, the GEN2 is made up of primarily Level 2 and 3 items and the GEN3 primarily of Level 3 and 4 items. TOWES scores are most reliable when the diffi culty of the items closely matches the skill level of the test taker. Thus, the GEN1 is most useful for test-takers operati ng at Level 1, the GEN2 for those operati ng at Level 2, and the GEN3 for those operati ng at Level 3 or higher. When this match is present, it is typical that the standard error around any score is no more than 20. This means that a test taker who gets a score of 250 on Reading Text is likely to have a score between 230 - 270 if that test taker att empted the test multi ple ti mes. If there is not a good match between test taker skill level and test level diffi culty it is suggested that a more appropriate version of TOWES be used.

Responses to TOWES items have been collected since 1998. There are approximately 850 items in the TOWES test bank and over 45,000 TOWES tests have been writt en. Bow Valley College is committ ed to conti nually improving and expanding the item bank. Items that have been externally verifi ed as to their item characteristi cs and have at least 500 responses in the test bank are considered to be “Standard” items and are used for scoring test taker skill level. In any TOWES test at least 80% of the items are made up of Standard items, while the other items are in various stages of development within the standardizati on process.

Dr. Theresa Kline is a professor in the Department of Psychology at the University of Calgary. She teaches and conducts research in the area of psychometrics and is author of Psychological Testi ng: A Practi cal Approach to Design and Evaluati on (Thousand Oaks, CA: Sage Publicati ons). Dr. Kline has been involved in evaluati ng TOWES items and tests since 1999. Several of these evaluati ons have been published in scholarly journals. She conti nues to provide oversight to the TOWES team on new item and test design.

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APPENDIX THREE: RECOMMENDED TOWES ASSESSMENTS

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Cons

truc

tion

Estim

ator

s(2

234)

33

4G

3Co

ntra

ctor

san

dSu

perv

isor

s,El

ectr

ical

Trad

esan

dTe

leco

mm

unic

atio

ns(7

212)

44

4G

3Co

ntra

ctor

san

dSu

perv

isor

s,M

echa

nic

Trad

es(7

216)

33

4G

3Co

ntra

ctor

san

dSu

perv

isor

s,M

etal

Form

ing,

Shap

ing

and

Erec

ting

Trad

es(7

214)

32

4G

3Co

ntra

ctor

san

dSu

perv

isor

s,O

ther

Cons

truc

tion

Trad

es,I

nsta

llers

,Rep

aire

rsan

dSe

rvic

ers

(721

9)3

33

G3

Cont

ract

ors

and

Supe

rvis

ors,

Pipe

fittin

gTr

ades

(721

3)3

34

G3

Cook

s(6

242)

33

4G

3,A

PRCo

rrec

tiona

lSer

vice

Off

icer

s(6

462)

33

3G

3Co

rres

pond

ence

,Pub

licat

ion

and

Rela

ted

Cler

ks(1

452)

33

3G

3,A

DM

Cour

iers

,Mes

seng

ers

and

Doo

rto

Doo

rD

istr

ibut

ors

(146

3)2

22

G2

Cour

tCle

rks

(144

3)3

32

G2,

AD

MCu

stom

erSe

rvic

eRe

pres

enta

tives

Fina

ncia

lSer

vice

s(1

433)

22

3G

2Cu

stom

erSe

rvic

e,In

form

atio

nan

dRe

late

dCl

erks

(145

3)2

33

G2,

AD

MCu

stom

s,Sh

ipan

dO

ther

Brok

ers

(123

6)4

33

G3

Dat

aEn

try

Cler

ks(1

422)

22

2G

2,A

DM

Dat

abas

eA

naly

sts

and

Dat

aA

dmin

istr

ator

s(2

172)

44

4G

3D

eck

Crew

,Wat

erTr

ansp

ort

(743

3)3

22

G2

Del

iver

yan

dCo

urie

rSe

rvic

eD

rive

rs(7

414)

22

2G

2D

enta

lAss

ista

nts

(341

1)2

32

G2,

HCR

Den

talH

ygie

nist

s(3

222)

34

3G

3,H

CRD

entu

rist

s(3

221)

33

3G

3,H

CRD

eskt

opPu

blis

hing

Ope

rato

rsan

dRe

late

dO

ccup

atio

ns(1

423)

33

3G

3,A

DM

Die

titia

nsan

dN

utri

tioni

sts

(313

2)3

23

G2

Dis

patc

hers

and

Radi

oO

pera

tors

(147

5)3

33

G3

Dra

ftin

gTe

chno

logi

sts

and

Tech

nici

ans

(225

3)3

42

G3

Earl

yCh

ildho

odEd

ucat

orA

ssis

tant

s(4

214)

22

1G

1El

ectr

ical

and

Elec

tron

ics

Engi

neer

s(2

133)

45

5G

3El

ectr

oenc

epha

logr

aphi

can

dO

ther

Dia

gnos

ticTe

chno

logi

sts,

n.e.

c.(3

218)

33

3G

3,H

CREl

ectr

onic

Ass

embl

ers,

Fabr

icat

ors,

Insp

ecto

rsan

dTe

ster

s(9

483)

34

3G

3,M

FGEl

ectr

onic

Serv

ice

Tech

nici

ans

(224

2)3

43

G3,

APR

Elem

enta

ryan

dSe

cond

ary

Scho

olTe

ache

rA

ssis

tant

s(6

472)

33

2G

2El

evat

orCo

nstr

ucto

rsan

dM

echa

nics

(731

8)3

32

G2

forty nine

Occ

upat

ion

RTD

UN

Reco

mm

ende

dTO

WES

Engi

neRo

omCr

ew,W

ater

Tran

spor

t(7

434)

33

2G

2En

gine

erin

gIn

spec

tors

and

Regu

lato

ryO

ffic

ers

(226

2)4

33

G3

Esth

etic

ians

,Ele

ctro

logi

sts

and

Rela

ted

Occ

upat

ions

(648

2)3

22

G2

Exec

utiv

eA

ssis

tant

s(1

222)

43

3G

3Fa

bric

,Fur

and

Leat

her

Cutt

ers

(945

2)2

23

G2

Fam

ily,M

arri

age

and

Oth

erRe

late

dCo

unse

llors

(415

3)4

23

G3

Farm

Equi

pmen

tMec

hani

cs(7

312)

43

3G

3Fi

nanc

ialA

udito

rsan

dA

ccou

ntan

ts(1

111)

43

5G

3Fi

refig

hter

s(6

262)

32

3G

2Fi

rst

line

supe

rvis

ors

inth

ese

afoo

din

dust

ry(9

213)

33

3G

3Fi

shPl

antW

orke

rs(9

463)

22

2G

2Fi

shin

gVe

ssel

Dec

khan

ds(8

441)

22

2G

2Fi

shin

gVe

ssel

Skip

pers

and

Fish

erm

en/w

omen

(826

2)3

23

G2

Floo

rCo

veri

ngIn

stal

lers

(729

5)2

33

G2,

APR

Food

and

Beve

rage

Serv

ers

(645

3)2

22

G2

Fore

stry

Tech

nolo

gist

san

dTe

chni

cian

s(2

223)

43

3G

3Fo

rgin

gM

achi

neO

pera

tors

(951

2)2

33

G2,

MFG

Foun

dry

Wor

kers

(941

2)2

32

G2,

MFG

Fres

hwat

erA

nglin

gG

uide

s(6

442)

33

3G

3Fu

rnitu

rean

dFi

xtur

eA

ssem

bler

san

dIn

spec

tors

(949

2)2

33

G2,

MFG

Furn

iture

Fini

sher

san

dRe

finis

hers

(949

4)2

23

G2,

MFG

Gas

Fitt

er(7

253)

33

4G

3G

ener

alFa

rmW

orke

rs(8

431)

33

2G

2G

ener

alO

ffic

eCl

erks

(141

1)3

33

G3,

AD

MG

eolo

gica

lEng

inee

rs(2

144)

53

5G

3G

lass

Form

ing

and

Fini

shin

gM

achi

neO

pera

tors

and

Gla

ssCu

tter

s(9

413)

23

3G

2,M

FGG

lazi

ers

(729

2)3

55

G3,

APR

Gol

fClu

bG

ener

alM

anag

ers

(072

1)3

33

G3

Gue

stSe

rvic

esA

tten

dant

s(6

672)

32

2G

2,A

DM

Hai

rsty

lists

(627

1)3

32

G2,

APR

Hea

vyEq

uipm

entO

pera

tors

(Exc

eptC

rane

)(7

421)

22

3G

2,M

FGH

erita

geIn

terp

rete

rs(5

212)

32

3G

2H

ide

and

Pelt

Proc

essi

ngW

orke

rs(9

453)

13

2G

2H

otel

Fron

tDes

kCl

erks

(643

5)3

23

G2,

AD

MH

uman

Reso

urce

sPr

ofes

sion

als

(011

2)4

34

G3

Hun

ting

Gui

des

(644

2)3

33

G3

Imag

e,So

cial

and

Oth

erPe

rson

alCo

nsul

tant

s(6

481)

32

3G

2Im

mig

ratio

n,Em

ploy

men

tIns

uran

cean

dRe

venu

eO

ffic

ers

(122

8)3

34

G3

Indu

stri

alan

dM

anuf

actu

ring

Engi

neer

s(2

141)

43

5G

3

fi fty

Occ

upat

ion

RTD

UN

Reco

mm

ende

dTO

WES

Indu

stri

alBu

tche

rsan

dM

eatC

utte

rs,P

oultr

yPr

epar

ers

and

Rela

ted

Wor

kers

(946

2)3

23

G2

Indu

stri

alEl

ectr

icia

ns(7

242)

34

3G

3,A

PRIn

dust

rial

Engi

neer

ing

and

Man

ufac

turi

ngTe

chno

logi

sts

and

Tech

nici

ans

(223

3)3

34

G3,

MFG

Indu

stri

alEn

gine

erin

gTe

chni

cian

s(2

233)

33

3G

3In

dust

rial

Inst

rum

entM

echa

nics

(224

3)3

33

G3,

MFG

Info

rmat

ion

syst

ems

anal

ysts

and

cons

ulta

nts

(217

1)4

43

G3

Insp

ecto

rsan

dTe

ster

s,Fa

bric

,Fur

and

Leat

her

Man

ufac

turi

ng(9

454)

33

3G

3,M

FGIn

spec

tors

and

Test

ers,

Min

eral

and

Met

alPr

oces

sing

(941

5)3

33

G3,

MFG

Insu

lato

rs(H

eata

ndFr

ost)

(729

3)3

22

G2,

APR

Iron

wor

kers

(Gen

eral

ist)

(726

4)3

33

G3,

APR

Kitc

hen

Hel

pers

and

Line

Cook

s(6

641)

22

2G

2La

bour

ers

inPr

oces

sing

,Man

ufac

turi

ngan

dU

tiliti

es(9

611,

9612

,961

3,96

14,9

615,

9616

,961

7,96

18,9

619)

22

3G

2,M

FGLa

ndSu

rvey

Tech

nici

ans

and

Tech

nolo

gist

s(2

254)

33

5G

3La

ndSu

rvey

ors

(215

4)5

54

G3

Land

scap

eA

rchi

tect

s(2

152)

44

4G

3La

ther

s(In

teri

orSy

stem

sM

echa

nics

)(7

284)

33

4G

3,A

PRLe

galS

ecre

tari

es(1

242)

33

3G

3Le

tter

Carr

iers

(146

2)2

22

G2

Libr

aria

ns(5

111)

33

3G

3Li

brar

yCl

erks

(145

1)3

22

G2,

AD

MLi

cens

edPr

actic

alN

urse

s(3

233)

32

2G

2,H

CRLo

anO

ffic

ers

(123

2)3

34

G3

Loca

lTou

rG

uide

s(6

441)

22

2G

2Lo

ckan

dCa

ble

Ferr

yO

pera

tors

and

Rela

ted

Occ

upat

ions

(743

5)3

22

G2

Long

shor

eW

orke

rs(7

451)

22

2G

2Lu

mbe

rG

rade

rsan

dO

ther

Woo

dPr

oces

sing

Insp

ecto

rsan

dG

rade

rs(9

436)

32

3G

2M

achi

neFi

tter

s(7

316)

32

4G

3M

achi

neO

pera

tors

and

Insp

ecto

rs,E

lect

rica

lApp

arat

usM

anuf

actu

ring

(948

7)3

23

G2,

MFG

Mac

hine

Ope

rato

rs,M

iner

alan

dM

etal

Proc

essi

ng(9

411)

32

3G

2,M

FGM

achi

ning

Tool

Ope

rato

rs(9

511)

23

4G

3,M

FGM

achi

nist

s(7

231)

33

4G

3,A

ER,A

PRM

ail,

Post

alan

dRe

late

dCl

erks

(146

1)2

23

G2,

AD

MM

aîtr

esd'

hôte

land

Hos

ts/H

oste

sses

(645

1)2

22

G2

Map

ping

and

Rela

ted

Tech

nolo

gist

san

dTe

chni

cian

s(2

255)

43

4G

3M

ater

ialH

andl

ers

(745

2)2

12

G1,

MFG

Mat

hem

atic

ians

,Sta

tistic

ians

and

Act

uari

es(2

161)

44

5G

3M

echa

nica

lAss

embl

ers

and

Insp

ecto

rs(9

486)

33

4G

3,M

FGM

echa

nica

lEng

inee

ring

Tech

nolo

gist

san

dTe

chni

cian

s(2

232)

44

3G

3M

echa

nica

lEng

inee

rs(2

132)

45

5G

3

fi fty one

Occ

upat

ion

RTD

UN

Reco

mm

ende

dTO

WES

Med

ical

Labo

rato

ryTe

chni

cian

s(3

212)

22

2G

2,H

CRM

edic

alRa

diat

ion

Tech

nolo

gist

s(3

215)

43

3G

3,H

CRM

edic

alSe

cret

arie

s(1

243)

33

4G

3M

etal

Fabr

icat

ors

(Fitt

ers)

(726

3)3

55

G3,

APR

Met

alw

orki

ngM

achi

neO

pera

tors

(951

4)2

32

G2,

MFG

Met

eoro

logi

calT

echn

icia

ns(2

213)

33

4G

3M

idw

ives

and

Prac

titio

ners

ofN

atur

alH

ealin

g(3

232)

44

3G

3,H

CRM

obile

Cran

eO

pera

tors

(737

1)3

43

G3,

APR

Mot

orVe

hicl

eA

ssem

bler

s,In

spec

tors

and

Test

ers

(948

2)2

32

G2

Nur

seA

ides

,Ord

erlie

san

dPa

tient

Serv

ice

Ass

ocia

tes

(341

3)2

32

G2,

HCR

Nur

sery

and

Gre

enho

use

Wor

kers

(843

2)3

22

G2

Occ

upat

iona

lThe

rapi

sts

(314

3)4

34

G3

Oil

and

Gas

Wel

lDri

lling

Wor

kers

and

Serv

ices

Ope

rato

rs(8

412)

33

3G

3O

ptom

etri

sts

(312

1)4

44

G3,

HCR

Oth

erA

ssem

bler

san

dIn

spec

tors

(949

8)3

23

G2,

MFG

Oth

erA

ssis

ting

Occ

upat

ions

inSu

ppor

tofH

ealth

Serv

ices

(341

4)3

22

G2

Oth

erEl

emen

talS

ervi

ceO

ccup

atio

ns(6

681,

6682

)2

23

G2

Oth

erEl

emen

talS

ervi

ceO

ccup

atio

ns(6

683)

22

2G

2O

ther

Met

alPr

oduc

tsM

achi

neO

pera

tors

(951

6)2

23

G2,

MFG

Oth

erO

ccup

atio

nsin

Trav

el,A

ccom

mod

atio

n,A

mus

emen

tand

Recr

eatio

n(6

671,

6672

)2

22

G2

Oth

erPr

oduc

tsM

achi

neO

pera

tors

(951

7)3

23

G2,

MFG

Oth

erPr

ofes

sion

alO

ccup

atio

nsin

Ther

apy

and

Ass

essm

ent

(314

4)4

44

G3,

HCR

Oth

erPr

otec

tive

Serv

ice

Occ

upat

ions

(646

5)3

33

G3

Oth

erRe

pair

ers

and

Serv

icer

s(7

445)

43

2G

3,M

FGO

ther

Sale

san

dRe

late

dO

ccup

atio

ns(6

621,

6622

,662

3)2

22

G2

Oth

erW

ood

Proc

essi

ngM

achi

neO

pera

tors

(943

4)3

33

G3,

MFG

Oth

erW

ood

Prod

ucts

Ass

embl

ers

and

Insp

ecto

rs(9

493)

23

3G

2,M

FGPa

inte

rsan

dCo

ater

sIn

dust

rial

(949

6)2

32

G2,

MFG

Pain

ters

and

Dec

orat

ors

(729

4)2

23

G2,

APR

Pape

rCo

nver

ting

Mac

hine

Ope

rato

rs(9

435)

32

3G

2,M

FGPa

perm

akin

gan

dFi

nish

ing

Mac

hine

Ope

rato

rs(9

433)

23

2G

2,M

FGPa

ram

edic

s(3

234)

44

4G

3,H

CRPa

role

and

Prob

atio

nO

ffic

ers

and

Rela

ted

Occ

upat

ions

(415

5)4

23

G3

Payr

ollC

lerk

s(1

432)

32

3G

2,A

DM

Pers

onne

land

Recr

uitm

entO

ffic

ers

(122

3)3

23

G2

Pers

onne

lCle

rks

(144

2)3

34

G3,

AD

MPe

stCo

ntro

llers

and

Fum

igat

ors

(744

4)3

23

G2

PetG

room

ers

and

Ani

mal

Care

Wor

kers

(648

3)3

23

G2

Phar

mac

ists

(313

1)4

45

G3,

HCR

fi fty two

Occ

upat

ion

RTD

UN

Reco

mm

ende

dTO

WES

Phot

ogra

phic

and

Film

Proc

esso

rs(9

474)

32

2G

2Pl

astic

Prod

ucts

Ass

embl

ers,

Fini

sher

san

dIn

spec

tors

(949

5)2

33

G2,

MFG

Plas

tics

Proc

essi

ngM

achi

neO

pera

tors

(942

2)2

33

G2,

MFG

Plat

ing,

Met

alSp

rayi

ngan

dRe

late

dO

pera

tors

(949

7)3

23

G2,

MFG

Plum

bers

(725

1)3

43

G3,

APR

Pow

erSy

stem

san

dPo

wer

Stat

ion

Ope

rato

rs(7

352)

34

4G

3Po

wer

line

Tech

nici

ans

(724

4)3

33

G3,

APR

Prim

ary

Prod

uctio

nLa

bour

ers

(861

1,86

12,8

613,

8614

,861

5,86

16)

22

2G

2Pr

intin

gM

achi

neO

pera

tors

(947

1)2

22

G2,

MFG

Prin

ting

Pres

sO

pera

tors

(738

1)3

33

G3

Proc

ess

Cont

rola

ndM

achi

neO

pera

tors

,Foo

dan

dBe

vera

gePr

oces

sing

(946

1)3

32

G2,

MFG

Prod

uctio

nCl

erks

(147

3)3

34

G3,

AD

MPr

oper

tyA

dmin

istr

ator

s(1

224)

43

3G

3Pu

blic

Wor

ksan

dM

aint

enan

ceLa

bour

ers

and

Railw

ayan

dM

otor

Tran

spor

tLab

oure

rs(7

622,

7621

)2

32

G2

Publ

icW

orks

Mai

nten

ance

Equi

pmen

tOpe

rato

rs(7

422)

23

2G

2Pu

lpM

illM

achi

neO

pera

tors

(943

2)3

43

G3,

MFG

Purc

hasi

ngan

dIn

vent

ory

Cler

ks(1

474)

32

3G

2,A

DM

Purs

ers

and

Flig

htA

tten

dant

s(6

432)

33

2G

2,A

DM

Qua

lity

Cont

rolT

echn

icia

ns(2

233)

33

3G

3Ra

ilway

Carm

en/w

omen

(731

4)2

34

G3

Railw

ayTr

ack

Mai

nten

ance

Wor

kers

(743

2)2

33

G2

Railw

ayYa

rdW

orke

rs(7

431)

33

3G

3Re

cept

ioni

sts

and

Switc

hboa

rdO

pera

tors

(141

4)3

23

G2,

AD

MRe

cord

sM

anag

emen

tand

Filin

gCl

erks

(141

3)3

22

G2,

AD

MRe

crea

tion

Vehi

cle

Serv

ice

Tech

nici

an(7

383)

33

3G

3,A

PRRe

frig

erat

ion

and

Air

Cond

ition

ing

Mec

hani

cs(7

313)

43

4G

3,A

PRRe

gist

ered

Nur

ses

(315

2)4

43

G3,

HCR

Resi

dent

iala

ndCo

mm

erci

alIn

stal

lers

and

Serv

icer

s(7

441)

33

3G

3Re

side

ntia

lHom

eBu

ilder

san

dRe

nova

tors

(071

2)3

34

G3

Reta

ilFi

rstL

evel

Man

ager

s(6

211)

33

4G

3Re

tail

Sale

sA

ssoc

iate

s(6

421)

33

2G

2Ro

ofer

s(7

291)

22

3G

2,A

PRRu

bber

Proc

essi

ngM

achi

neO

pera

tors

and

Rela

ted

Wor

kers

(942

3)2

23

G2,

MFG

Sale

sRe

pres

enta

tives

Who

lesa

leTr

ade

(Non

Tech

nica

l)(6

411)

34

3G

3Sa

wm

illM

achi

neO

pera

tors

(943

1)2

23

G2,

MFG

Seco

ndar

ySc

hool

Teac

hers

(414

1)4

35

G3

Secr

etar

ies

(Exc

eptL

egal

and

Med

ical

)(1

241)

32

3G

2Se

curi

tyG

uard

san

dRe

late

dO

ccup

atio

ns(6

651)

32

2G

2Se

win

gM

achi

neO

pera

tors

(945

1)3

22

G2,

MFG

Sher

iffs

and

Baili

ffs

(646

1)3

33

G3

fi fty three

Occ

upat

ion

RTD

UN

Reco

mm

ende

dTO

WES

Ship

pers

and

Rece

iver

s(1

471)

22

2G

2,M

FGSi

gnPr

epr

oduc

tion

Tech

nici

ans

(522

3)4

34

G3

Sign

Serv

ice/

Inst

alla

tion

Tech

nici

ans

(744

1)3

32

G2

Sign

mak

ers

(949

8)3

22

G2

Silv

icul

ture

and

Fore

stry

Wor

kers

(842

2)3

23

G2

Smal

lBus

ines

sCo

unse

llors

(416

3)4

34

G3

Smal

lBus

ines

sO

wne

rO

pera

tors

(012

3,06

21,0

631,

0632

,071

2)3

33

G3

Soci

alW

orke

rs(4

152)

42

2G

3,H

CRSp

ecia

lEve

nts

Coor

dina

tors

and

Spec

ialE

vent

sM

anag

ers

(122

6)3

33

G3

Spec

ialis

tsin

Hum

anRe

sour

ces

(112

1)4

34

G3

Spri

nkle

rSy

stem

Inst

alle

rs(7

252)

33

4G

3,A

PRSt

atio

nary

Engi

neer

san

dA

uxili

ary

Equi

pmen

tOpe

rato

rs(7

351)

23

3G

2St

eam

fitte

rPi

pefit

ter

(725

2)3

43

G3,

APR

Stor

ekee

pers

and

Part

sCl

erks

(147

2)3

32

G2

Supe

rvis

ors,

Mot

orTr

ansp

orta

ndO

ther

Gro

und

Tran

sitO

pera

tors

(722

2)3

34

G3

Supe

rvis

ors,

Mot

orVe

hicl

eA

ssem

blin

g(9

221)

33

3G

3Su

perv

isor

s,Pr

intin

gan

dRe

late

dO

ccup

atio

ns(7

218)

33

3G

3Su

rvey

Inte

rvie

wer

san

dSt

atis

tical

Cler

ks(1

454)

23

2G

2,A

DM

Taxi

cab

Dri

vers

(741

3)2

22

G2

Tele

com

mun

icat

ions

Inst

alla

tion

and

Repa

irW

orke

rs(7

246)

33

3G

3Te

leph

one

Ope

rato

rs(1

424)

32

3G

2,A

DM

Test

ers

and

Gra

ders

,Foo

dan

dBe

vera

gePr

oces

sing

(946

5)2

23

G2

Text

ileD

yein

gan

dFi

nish

ing

Mac

hine

Ope

rato

rs(9

443)

22

2G

2Te

xtile

Fibr

ean

dYa

rnPr

epar

atio

nM

achi

neO

pera

tors

(944

1)2

22

G2

Text

ileIn

spec

tors

,Gra

ders

and

Sam

pler

s(9

444)

21

2G

1Ti

cket

Age

nts,

Carg

oSe

rvic

eRe

pres

enta

tives

and

Rela

ted

Cler

ks(E

xcep

tAir

line)

(643

4)3

33

G2

Tile

sett

ers

(728

3)3

33

G3,

APR

Toba

cco

Proc

essi

ngM

achi

neO

pera

tors

(946

4)2

22

G2,

MFG

Tool

and

Die

Mak

ers

(723

2)3

35

G3,

APR

Tour

Ope

rato

rs(0

621)

44

3G

3Tr

ades

Hel

pers

and

Labo

urer

s(7

611,

7612

)3

32

G2,

MFG

Tran

spor

tTra

iler

Tech

nici

ans

(732

1)3

33

G3,

APR

Tran

spor

tatio

nRo

ute

and

Crew

Sche

dule

rs(1

476)

33

2G

2Tr

appe

rsan

dH

unte

rs(8

442)

33

3G

3Tr

avel

Coun

sello

rs(6

431)

33

3G

3Tr

uck

and

Tran

spor

tMec

hani

cs(7

321)

33

2G

2,A

PRTr

uck

Dri

vers

(741

1)2

22

G2

Und

ergr

ound

Min

eSe

rvic

ean

dSu

ppor

tWor

kers

(841

1)2

32

G2

Urb

anan

dLa

ndU

sePl

anne

rs(2

153)

44

4G

3Ve

teri

nari

ans

(311

4)4

34

G3

fi fty four

Occ

upat

ion

RTD

UN

Reco

mm

ende

dTO

WES

Vete

rina

ryan

dA

nim

alH

ealth

Tech

nolo

gist

san

dTe

chni

cian

s(3

213)

43

3G

3Vi

sitin

gH

omem

aker

s,H

ouse

keep

ers

and

Rela

ted

Occ

upat

ions

(647

1)3

22

G2

Wat

eran

dW

aste

Plan

tOpe

rato

rs(9

424)

34

4G

3W

ater

Wel

lDri

llers

(737

3)3

33

G3

Wat

erw

orks

and

Gas

Mai

nten

ance

Wor

kers

(744

2)3

33

G3

Wea

vers

,Kni

tter

san

dO

ther

Fabr

icM

akin

gO

ccup

atio

ns(9

442)

32

3G

2W

ebD

esig

ners

and

Dev

elop

ers

(217

5)4

33

G3

Wel

ders

and

Rela

ted

Mac

hine

Ope

rato

rs(7

265)

33

3G

3,M

FGW

elde

rs(7

265)

34

4G

3,A

PRW

oodw

orki

ngM

achi

neO

pera

tors

(951

3)3

23

G2,

MFG

APR

Entr

ance

Into

App

rent

ices

hip

AER

Aer

ospa

ceEn

try

Leve

lH

CRH

ealth

care

MFG

Man

ufac

turi

ngA

DM

Off

ice

and

Adm

inis

trat

ion

TOW

ESTe

sts

Gen

eral

Seri

esG

1G

ener

alSe

ries

Leve

l1/2

G2

Gen

eral

Seri

esLe

vel2

/3G

3G

ener

alSe

ries

Leve

l3/4

Sect

orSe

ries

guide to interpreting towes march10 to... · the guide to interpreting towes is designed to assist...

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