QUESTION: How many students do I need to qualify? 

    ANSWER: One student is enough to qualify; we are happy to work with however many students you want to take with the SARA assessment. Likewise, there is no maximum number of students. 

    QUESTION: How do the scores compare on a national scale? How does it compare to TABE/CASAS?

    ANSWER: This is one of the outcomes we expect to have at the end of the study.  Participating literacy programs will be asked to voluntarily share TABE/CASAS outcomes to help us to compare the scales. 

    QUESTION: How much does it cost?

    ANSWER: While your program is involved with the study, taking the SARA test (included repeated testing per student) AND using CaptiVoice’s services will come at no cost to you. 

    QUESTION: Is there an instructional path following a tester’s score? 

    ANSWER: At this point, the results of each subtest come with recommendations specific to the subskills of each subtest that the student should focus on practicing.  As we analyze more data, we will build even more specific skills recommendations and links to the lessons from our AutoTutor system.

    QUESTION: How long will the SARA study be ongoing?

    ANSWER:  Free access will continue through August of 2021.  That includes multiple administrations per student. Multiple, parallel forms are available for monitoring progress or showing learner gains.  

    QUESTION: How many SARA forms are there for measuring progress?

    ANSWER: Twelve forms can be used with students across Educational Functional Levels 2-5.  

    QUESTION: Can our program use both SARA and AutoTutor-ARC? 

    ANSWER: Absolutely. AutoTutor is an instructional tool, and SARA is primarily an assessment tool. The same developers are working on both SARA and AutoTutor-ARC and encourage their integrated use.  Email us at read.autotutor@gmail.com to learn more. 

    The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grants R305A190522 and R305A200413 to the University of Memphis. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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