CASAS Testing

The Comprehensive Adult Student Assessment System, or CASAS[1] curriculum framework is based on competencies and content standards that youth and adults need to function effectively in society. CASAS assessments measure an individual’s ability to apply basic literacy, numeracy, and communication skills to perform the competencies. CASAS assessments yield valid and reliable results and are approved for reporting progress through the National Reporting System (NRS) educational functioning levels.”

CASAS has several evaluation tools.  In this case, youth are assessed using the CASAS Employability Competency System (ECS).  The ECS evaluates an individual’s strengths and weaknesses as they relate to employability competencies. This allows the instructor to match the youth’s abilities to appropriate programs and levels of instruction and to set employment and learning goals. The evaluation of basic skills and other competencies has two parts.

First an appraisal must take place.  The appraisal score then dictates the pre-test or assessment the youth should take.  This pre-test is a level test – A, B, C, D, or E with E correlating to the highest scores.  This test level, or “level test” as it is referred to, then correlates to appropriate instructional resources for that level of competency attainment.  The level test results become the basis for the appropriate instructional resources.  For instance, most Tier I youth (grade 8/9) will be appraised at Level A or B.  This fact enables CWP to create the instructional resources menu appropriately.  Often, we may be able to rely on a youth’s math and reading scores to closely determine the level of the additional Career Competencies youth have gained (or not).  For example, if a youth is reading at level A, it goes to prove that a youth will be in that same developmental level for interpersonal skills, job seeking skills, and so on.

The curricula can then be chosen for all Level A youth and CWP can be assured that it will encompass multiple competencies at the correct level.

The Connecticut Competency System (CCS)

The Connecticut Competency System (CCS) is based on the framework developed by the Comprehensive Adult Student Assessment System (CASAS). Capital Workforce Partners assesses youth basic skills using the Connecticut Competency System (CCS).  “The CCS is a uniform, competency-based assessment and instructional system that is implemented by adult education programs and other state agencies who share a common client base. It provides a comprehensive framework for a common core of competencies that youth and adults need in order to be fully proficient, lead productive lives and improve their ability to reach self-sufficiency.”

Order Form and Information

All orders must be placed in writing.

  • Telephone orders not accepted
  • Payment by purchase order, check, VISA, MasterCard, American Express, or Discover Card
  • Call customer service to provide credit card information to ensure privacy. (Do not write credit card information on order form; credit card receipt sent with invoice.)
  • Terms are net thirty days.
  • Make check payable to CASAS

CASAS Skill Level Descriptors

CASAS Scaled Score References for Grade Levels

Instructions for CASAS

The Employ-ability Competency System (ECS) evaluates an individual’s strengths and weaknesses as they relate to employ-ability competencies. This allows the instructor to match the youth’s abilities to appropriate programs and levels of instruction and to set employment and learning goals.


  1. When you are ready to proceed with the assessment, have participants open their assessment booklets to the  directions and practice item(s). Read aloud the directions at the top of page
  2. Point out the location of the box for answering the practice item (s), then discuss as needed. Take as much time as you need to make sure everyone understands what to do. Remind them to do math calculations on scratch paper, not in the booklets
  3. Tell participants how many items there are on the assessment.  Advise them that they should be able to finish in about an hour but should not spend more than a few minutes on any one question. If they finish early they may go back and check their answers.
  4. Begin the assessment. Check periodically to make sure that everyone is working individually and making their answers clearly.
  5. As participants finish, collect their materials but have them remain seated. After most have finished, ask who needs more time. These participants may be allowed to finish and other students may be dismissed.  Collect all materials, including scratch paper, when it is clear that participants have done all they can do.
  6. Check answer sheets to see that answers


Ages / Grades: Ages: 12 and older; Reading level: Eighth grade (Level 1)

Language: English, Spanish

Forms: Paper-and-pencil; also available online at