From MMaralit at NIFL.gov Fri Oct 28 14:55:15 2005 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Fri, 28 Oct 2005 14:55:15 -0400 Subject: [Assessment] List Information Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932972@wdcrobe2m03.ed.gov> Dear List Subscribers, Welcome to the National Institute for Literacy's new discussion lists. The Institute looks to make the discussion list a more critical element of the work that we do. In a few weeks, the moderators will be taking on a more proactive role - such as making arrangements for guest participants and facilitating discussion activities around a research question or current issues. It is our intent to improve the lists by doing more to provide opportunities for professional growth, and access to information and resources. The Institute values the communication that has occurred on the lists in the past. We hope that this change enhances this service the lists provide, including discussions on all lists in regards to the various topic areas: highlighting new research, resources and current issues. We will be starting off the initial phase to give subscribers the opportunity to get familiar with Mailman. We will share the guidelines for the fully moderated list, next week, as well as additional information as to how a fully-moderated list works. We will keep each list informed as to the scheduled changes to the lists. Thank you for your assistance in helping us make this transition smooth. Jo Maralit National Institute for Literacy mmaralit at nifl.gov From kabeall at comcast.net Mon Oct 31 15:28:32 2005 From: kabeall at comcast.net (kabeall at comcast.net) Date: Mon, 31 Oct 2005 20:28:32 +0000 Subject: [Assessment] New NCSALL Resources Message-ID: <103120052028.26455.43667E6F0005224600006757220073544604040E0A0D0E05@comcast.net> Two new study circle guides and a forum guide are available from NCSALL. To download free copies or to order printed copies of these publications, please visit the NCSALL Web site at http://www.ncsall.net. Research-based Adult Reading Instruction (http://www.ncsall.net/?id=892) This new professional development guide provides all the steps, materials, and readings for conducting a 10?-hour study circle for adult basic education and literacy practitioners. The study circle covers the latest research on reading instruction. Skills for Health Care Access and Navigation (http://www.ncsall.net/?id=891) The goal of this 15-hour study circle+ is to prepare participants to help their students develop basic skills needed for accessing health-related services and for navigating health care systems. Health Literacy Public Health Forums: Partners for Action (http://www.ncsall.net/?id=785) This guide was designed to assist public health professionals and members of departments of health to conduct a forum on health literacy and thereby raise awareness about health literacy and links to health outcomes. The guide includes the materials needed for planning and implementing the forum except for the video/DVD, In Plain Language. **************** Kaye Beall Outreach Coordinator/NCSALL Dissemination Project World Education 4401 S. Madison St. Muncie, IN 47302 Tel: 765-717-3942 Fax: 208-694-8262 kaye_beall at worlded.org http://www.ncsall.net From samuel.mcgraw at seattlegoodwill.org Mon Nov 7 16:41:06 2005 From: samuel.mcgraw at seattlegoodwill.org (Samuel McGraw III) Date: Mon, 7 Nov 2005 13:41:06 -0800 Subject: [Assessment] RE: [NIFL-ASSESSMENT:1256] RE: New Computerized Literacy Tests Message-ID: <802F2B4590320142A57872DC43A2BFD20128920F@seamail.seagoodwill.org> Deborah et. al., It is my understanding that the TABE is available for the computer. Sam -----Original Message----- From: nifl-assessment at nifl.gov [mailto:nifl-assessment at nifl.gov]On Behalf Of Debbie Yoho Sent: Wednesday, October 05, 2005 1:39 PM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:1256] RE: New Computerized Literacy Tests Does anyone know if there is a computerized version of TABE in the works? "Turning Pages into Possibilities", Debbie Deborah W. Yoho Co-moderator, NIFL-Health Listserv Executive Director, Greater Columbia Literacy Council Past President, SC Adult Literacy Educators 2728 Devine Street, Columbia, SC 29205 803-765-2555 Fax 803-799-8417 dwyoho at earthlink.net GCLC is a community service of Volunteers of America of the Carolinas. From djrosen at comcast.net Wed Nov 9 07:03:24 2005 From: djrosen at comcast.net (David Rosen) Date: Wed, 9 Nov 2005 07:03:24 -0500 Subject: [Assessment] Finding Adult Literacy Education Knowledge Message-ID: Colleagues, Many adult literacy and English language learning practitioners turn to this electronic list to find knowledge and wisdom, and to get answers to specific professional questions. We also have other ways of finding knowledge. We learn from our experience and that of our colleagues. We read certain journals, magazines and newspapers, we seek out opinions from reputable sources, and we try to find the best research which addresses our question or problem. So, here's my question: How do you find answers to your adult literacy and English language learning questions? a. For example, do you use any of the following? ? NIFL LINCS Special collections, LINCSearch, discussion lists, and the included online documents and archives ? Canadian-sponsored National Adult Literacy Database (NALD) and its online documents and archives ? National Center for the Study of Adult Learning and Literacy (NCSALL) Web site and its hard copy publications ? ERIC Database ? The Adult Literacy Education Wiki ? OTAN ? EdWeek ? PEN ? Other electronic lists b. What else do you use? What hard copy journals do you find useful? Are there other electronic resources that are helpful in answering questions? Please e-mail your answers to me. I will compile what I get and post a summary back to those who e-mail me so we can all benefit from our collective wisdom. You can send a short email with just items to add to the list above or, if you prefer, you can write a longer, more reflective answer which contextualizes the question, describes how the question hits home for you, expresses frustration with how little research and professional wisdom our field has, or whatever you would like to say. If you think your comments pertain to the focus of this list, of course, you could post them here. Thanks for your help in answering this question, which I hope is not mine alone. David J. Rosen DJRosen at comcast.net From khinson at future-gate.com Wed Nov 9 19:50:43 2005 From: khinson at future-gate.com (Katrina Hinson) Date: Wed, 09 Nov 2005 16:50:43 -0800 Subject: [Assessment] Question - When to test? Message-ID: <437228E3020000A0000007EF@smtp.us.future-gate.com smtp.de.future-gate.com> Good evening everyone. I've had an interesting question come up lately from an instructor. "How do I know when to test my students?" They were asking in relation to the GED first of all. I got to thinking about it, got to asking other ppl in my department and learned, a lot of people have very different ideas. According to a memo from the state level - we're told it's "ok" , "recommended" or desired to give a student the Practice Test if they have scored at least the 9.0 level on the TABE. The implication is a student takes the placement test, is assigned to a class and simply because his/her TABE Scores are at the 9.0 level - they are then "ready" to take the GED Practice Test. Granted, there is a clause that says "if the student doesn't pass the practice test, they're to be referred back to the classroom for additional work/practice." There are no other "guidelines" at the state level regarding when or how to give a practice test in terms of the GED. The way I'm told it's supposed to work is if they score at 9.0 or above on say the TABE Reading area, they're to be given the Practice Test for SS, SCI and Reading. If they're not at the 9.0 level then of course it's recommended that they do some kind of class work to show that they can or cannot or have or have not learned what they are lacking in. I was curious as to how other instructors or test administrators etc, determine the criteria for administering the GED Practice Test? Does anyone have written policies or guidelines in place within their program to help instructors determine if a student is ready or not? Also, how ready for post secondary education is a student that only has a TABE of 9.0 and maybe average to slightly above average GED Scores (say b/w 450-500 or even lower 410-470) ? I thought the goal was to help students attain academic success - if all they are ever given is a "test" do they really know success and do they really "learn"? How "equivalent" is the GED at that point - to the education a student would have attained in a classroom environment? Does anyone else equate TABE levels with readiness to pass the GED Practice Test or the GED itself? I know there are a lot of questions but the feedback will be appreciated. Regards Katrina Hinson We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors...but they all have to learn to live in the same box. From Lynn.Hinson at cpcc.edu Thu Nov 10 10:27:48 2005 From: Lynn.Hinson at cpcc.edu (Lynn Hinson) Date: Thu, 10 Nov 2005 10:27:48 -0500 Subject: [Assessment] Question - When to test? Message-ID: <9C63EDB057943742BB3325C211BDB8FA24BA4C@CEVS5-CENTRAL.cpcc.edu> I work with Adult ESL students and we are trying to prepare them for the GED. Does anyone have any recommendations regarding the CASAS scoring as an indicator? Thanks, Lynn Hinson -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Katrina Hinson Sent: Wednesday, November 09, 2005 7:51 PM To: Regarding standardized assessments as a predictor to GED success - I recommend reading the following documents: CASAS GED 2002 National Report (go to casas.org, on the left hand menu, click on National Reports) TABE 7 2002 GED Linking Report (go to ctb.com, click on Adult Education, the link is in the right hand menu) - Because 7/8 and 9/10 are of the same scale, the linking table in this report can be used for any edition of TABE Donna Albanese, ABLE Consultant Ohio Department of Education -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Lynn Hinson Sent: Thursday, November 10, 2005 10:28 AM To: The Assessment Discussion List Subject: RE: [Assessment] Question - When to test? I work with Adult ESL students and we are trying to prepare them for the GED. Does anyone have any recommendations regarding the CASAS scoring as an indicator? Thanks, Lynn Hinson -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Katrina Hinson Sent: Wednesday, November 09, 2005 7:51 PM To: References: <9C63EDB057943742BB3325C211BDB8FA24BA4C@CEVS5-CENTRAL.cpcc.edu> Message-ID: <43737BC9.5080708@riral.org> CASAS has a research brief posted on its website which shows the correlation of CASAS assessment scores and GED exam scores and GED certificate awards. On the left-hand frame (blue) click on "Research and Reports". A submenu appears and you click on "National Reports". A sub-submenu appears and the top item is "CASAS/ GED2002." My program uses this information to inform discussions with learners, instructors, and program partners (such as Dept of Labor and Training counselors) about further instruction, assessment -- including GED Official Practice Testing -- and GED test center referrals. From Ajit.Gopalakrishnan at po.state.ct.us Thu Nov 10 11:46:04 2005 From: Ajit.Gopalakrishnan at po.state.ct.us (Gopalakrishnan, Ajit) Date: Thu, 10 Nov 2005 11:46:04 -0500 Subject: [Assessment] Question - When to test? Message-ID: <281DD0D97E3EC94FB83030B1379CE426EC7B35@DOIT-EX302.exec.ds.state.ct.us> Katrina, Lynn, et al. The GED practice test in my view tries to mirror the actual GED test and can hence be seen more as a "certification" level test than a "progress" level test; the latter is more appropriate to measure pre-post gain. CASAS, through a multi-state study a couple of years ago, established probabilities of passing the entire GED test for students scoring in the low and high adult secondary levels on CASAS progress tests. This study is published on the CASAS web site. This has provided objective information for programs to use the practice test strategically. Instead of administering the practice test to a student who insists on taking the GED but where the program has no baseline information on a person's reading/math abilities, this data allows program staff to inform students about their performance on the CASAS scale at entry and advise them better about when to take the practice test. For those students progressing through the CASAS/NRS functioning levels from ABE to ASE, this data allows a pre-post test score to guide the decision of when to administer the practice test or parts of it. With respect to a student's readiness for postsecondary environments based on their performance on NRS levels, CASAS is currently in the midst of correlating student performance on the CASAS scale to probabilities of success on postsecondary entrance exams, again through a multi-state study. The general feedback we are getting from postsecondary institutions is that recent adult education graduates are experiencing difficulties with their entrance criteria and are ending up in developmental education. CT is piloting several transition programs in partnership with the New England Literacy Resource Center to ensure that all graduates have the skills to succeed in a postsecondary environment. I believe the new WIA will explicitly emphasize this point as well. >From the workforce preparation angle, clearly many of our students are working or need to continue working upon exit from our systems, even if they choose to continue some postsecondary education/training. I believe that adult education should be about preparing students not just for the diploma, but also for what lies after the diploma i.e. life, work, postsecondary, etc. From the standpoint of an assessment correlated to industry expectations, the CASAS Workforce Skills Certification system does provide criteria to determine student readiness for entry level jobs in certain occupational clusters. Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 Tel: (860) 807-2125 Fax: (860) 807-2062 ajit.gopalakrishnan at po.state.ct.us -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Katrina Hinson Sent: Wednesday, November 09, 2005 7:51 PM To: In our ESL program, we are using the CASAS. We have found that the CASAS is a very poor indicator of level of English use skills. The CASAS tests give us indicators such as "student knows how to fill out XYZ form" and it doesn't tell us if the student can use the future tense or the simple present or past tenses. We use CASAS for NRS reporting. The Best Plus would be nice and we like it and at the same time we find it very difficult to administer to a large number of students. We don't use the CASAS for our GED program. Gustav A. Kocsis English as a Second Language Coordinator Adult Basic Education Santa Fe Community College 6401 Richards Ave Santa Fe, NM 87508 505-428-1444 Gkocsis at sfccnm.edu -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Lynn Hinson Sent: Thursday, November 10, 2005 8:28 AM To: The Assessment Discussion List Subject: RE: [Assessment] Question - When to test? I work with Adult ESL students and we are trying to prepare them for the GED. Does anyone have any recommendations regarding the CASAS scoring as an indicator? Thanks, Lynn Hinson -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Katrina Hinson Sent: Wednesday, November 09, 2005 7:51 PM To: CIMA CENTER AT K-STATE ANNOUNCES 2006 KATESOL/BE SPRING CONFERENCE February 3-4 are the dates for the 2006 spring conference of the Kansas Association of Teachers of English to Speakers of Other Languages and Bilingual Educators (KATESOL/BE), to be hosted by K-State's Center for Intercultural and Multilingual Advocacy and a coalition of K-State departments and offices united by a campus-wide mission to promote the educational interests of culturally and linguistically diverse learners and families. "We hope that educators and volunteers from across the state will join us in Manhattan," said KATESOL president Dr. Della Perez, "to share ideas and strategies that empower and give voice to our English language learners in Kansas." Co-sponsors of KATESOL 2006 are the K-State College of Education, the K-State Division of Continuing Education, the Midwest Equity Assistance Center, and the CIMA Center. Co-hosting the event will be the K-State Modern Language Department, the K-State Intensive English Program, and the BESITOS Grants and Scholarship Programs of Kansas State University. Already more than 100 educators from Kansas and a five-state surrounding region have registered to take advantage of early-bird rates in effect through the end of November. The weekend event will kick off with several pre-conference institutes, Friday, February 3rd. Kathy Escamilla, past president of the National Association of Bilingual Educators, will lead an institute on literacy instruction in elementary schools. Mary Wood, director of the English Language Program at K-State, is organizing an institute on how to build bridges between campus and community organizations. Diane Torres-Velasquez, a faculty member of the Center for Mathematics Education of Latinos and Latinas (CEMELA), is leading an institute on literacy for academic success in secondary school math and science. "The public and the media usually assume that the children we're advocating for are only immigrants," said Socorro Herrera, the conference chair for KATESOL/BE 2006, "but 80 percent of the culturally and linguistically diverse students in our public schools are documented." Dr. Herrera, co-director of the CIMA Center at K-State, is also bringing together leading scholars in applied brain research for another pre-conference institute on Friday. "All of our institutes will address concerns of crucial importance to children, families and communities," she explained. "These issues are transcendent and exist beyond the scope of today's popular mainstream political rhetoric." The opening ceremony on Friday evening will feature keynote presentations as well as official announcement and recognition of the 2006 KATESOL/BE Honor Roll recipients. The KATESOL/BE Honor Roll acknowledges the instruction and advocacy provided by dedicated educators across the state on behalf of the culturally and linguisitically diverse learners and families of Kansas. Saturday there will be dozens of workshops and mini-sessions throughout the day, with the annual KATESOL dinner at noon. Publishers from major companies will also exhibit materials and resources to support the teaching and learning of English, other languages, and multicultural education. Registration for the KATESOL/BE conference is available through the K-State Division of Continuing Education, either online (https://www.dce.ksu.edu/cgi-bin/conf/katesol.cgi) or by toll-free phone (800-432-8222). Full information and continual updates on the conference can be accessed at http://www.katesol.org/spring2006 . From bguthrie at tamdistrict.org Thu Nov 10 17:22:28 2005 From: bguthrie at tamdistrict.org (Guthrie, Burr) Date: Thu, 10 Nov 2005 14:22:28 -0800 Subject: [Assessment] testing in small programs Message-ID: <49CB3434FAB899479558F6AF0F8D931802DECD59@tammail.tuhsd.edu> Our agency offers ESL classes only two nights/week and as we are bound to CASAS by 231 money, it is challenging to accumulate adequate hours of attendance to show learning gains. A teacher offers the following perceptions of required assessment and I would welcome comments. On testing I don't have a complaint in principle. There has to be some means of accountability and a test is probably a necessary evil. But after only two months instruction I think it's pretty pointless. 50% attendance is pretty good for my class, which means that we are preparing to test many students after only 20-30 hours of classroom instruction. That's way too soon to expect any improvement. Plus, the first hour of instruction is constantly interrupted by students arriving late - one by one for forty-five minutes or an hour. So in terms of effective teaching time, the class is more like two hours long. And the last half hour (9:00 to 9:30) the students are so tired, I'm not sure much is registering. And given the erratic nature of attendance in general, homework is out of the question. I had 14 students last Thursday and double that number tonight. Attendance is totally unpredictable and therefore it's impossible to carry over one lesson to another. On top of that, you have the fact that students who are surrounded by non-English speakers at home and at work, are at a big disadvantage vis-a-vis those students who have the opportunity (and in some cases the obligation) to use English outside of class. There is no way for a test to distinguish a student who has to use English outside of class from one who can't find the opportunity to use English no matter how much he/she might want to. This necessarily distorts the results of every test. Take Wey, for example. Her husband is British. If she wants to communicate with him at all, she has to use English. That gives her a huge advantage over the students who live in apartment buildings where all the residents are immigrants. Her improvement since you had her in the summer has a lot more to do with her interaction with her husband than it does with your or my teaching effectiveness. There's just no way for CASAS or any other test to account for this. But it's basic. I think the figure that Sasha gave us in the meeting - supposedly empirically validated - that it takes 100 hours of instruction before improvement takes place - makes a lot of sense. Is there any way we could restrict testing to those students who have logged 100 hours of class time since the LAST test they took? That would give them an incentive to attend class regularly. Otherwise, it strikes me as a lot of paper shuffling for little purpose. mks Burr Guthrie Adult Education Tamalpais Union High School District 375 Doherty Drive Larkspur, CA 93949 415-945-3789 415-945-3767 fax bguthrie at tamdistrict.org From winkler at 281.com Fri Nov 11 08:43:07 2005 From: winkler at 281.com (Ellis and Lee Winkler) Date: Fri, 11 Nov 2005 07:43:07 -0600 Subject: [Assessment] testing in small programs References: <49CB3434FAB899479558F6AF0F8D931802DECD59@tammail.tuhsd.edu> Message-ID: <005a01c5e6c5$dd343860$2b76e304@Winkler> Wow, does this sound familiar. Very interesting. It's comforting to know other people are experiencing the same situations we are. Thanks for sharing. Lee Winkler Literacy Council of the Highland Lakes Burnet and Marble Falls, Texas ----- Original Message ----- From: "Guthrie, Burr" To: Sent: Thursday, November 10, 2005 4:22 PM Subject: [Assessment] testing in small programs > Our agency offers ESL classes only two nights/week and as we are bound > to CASAS by 231 money, it is challenging to accumulate adequate hours of > attendance to show learning gains. A teacher offers the following > perceptions of required assessment and I would welcome comments. > > > > On testing I don't have a complaint in principle. There has to be some > means > of accountability and a test is probably a necessary evil. > But after only two months instruction I think it's pretty pointless. > 50% attendance is pretty good for my class, which means that we are > preparing to test many students after only 20-30 hours of classroom > instruction. That's way too soon to expect any improvement. Plus, the > first hour of instruction is constantly interrupted by students arriving > late - one by one for forty-five minutes or an hour. So in terms of > effective teaching time, the class is more like two hours long. And the > last half hour (9:00 to 9:30) the students are so tired, I'm not sure > much > is registering. And given the erratic nature of attendance in general, > homework is out of the question. I had 14 students last Thursday and > double > that number tonight. Attendance is totally unpredictable and therefore > it's > impossible to carry over one lesson to another. > On top of that, you have the fact that students who are surrounded > by > non-English speakers at home and at work, are at a big disadvantage > vis-a-vis those students who have the opportunity (and in some cases the > obligation) to use English outside of class. There is no way for a test > to > distinguish a student who has to use English outside of class from one > who > can't find the opportunity to use English no matter how much he/she > might > want to. This necessarily distorts the results of every test. > Take Wey, for example. Her husband is British. If she wants to > communicate with him at all, she has to use English. That gives her a > huge > advantage over the students who live in apartment buildings where all > the > residents are immigrants. Her improvement since you had her in the > summer > has a lot more to do with her interaction with her husband than it does > with > your or my teaching effectiveness. There's just no way for CASAS or any > other test to account for this. But it's basic. > I think the figure that Sasha gave us in the meeting - supposedly > empirically validated - that it takes 100 hours of instruction before > improvement takes place - makes a lot of sense. Is there any way we > could > restrict testing to those students who have logged 100 hours of class > time > since the LAST test they took? That would give them an incentive to > attend > class regularly. Otherwise, it strikes me as a lot of paper shuffling > for > little purpose. > > mks > > > > Burr Guthrie > > Adult Education > > Tamalpais Union High School District > > 375 Doherty Drive > > Larkspur, CA 93949 > > 415-945-3789 > > 415-945-3767 fax > > bguthrie at tamdistrict.org > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > > > From Lynn.Hinson at cpcc.edu Fri Nov 11 11:07:24 2005 From: Lynn.Hinson at cpcc.edu (Lynn Hinson) Date: Fri, 11 Nov 2005 11:07:24 -0500 Subject: [Assessment] testing in small programs Message-ID: <9C63EDB057943742BB3325C211BDB8FA24BA6A@CEVS5-CENTRAL.cpcc.edu> Our test scores and retention have both increased considerably since we changed our instruction from 2 nights a week for 16 weeks to 4 nights a week (3 hour classes) for 8 weeks - one week off and then another 8 weeks. We also have managed enrollment and open labs for those who cannot commit to a class. Lynn Hinson -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Ellis and Lee Winkler Sent: Friday, November 11, 2005 8:43 AM To: The Assessment Discussion List Subject: Re: [Assessment] testing in small programs Wow, does this sound familiar. Very interesting. It's comforting to know other people are experiencing the same situations we are. Thanks for sharing. Lee Winkler Literacy Council of the Highland Lakes Burnet and Marble Falls, Texas ----- Original Message ----- From: "Guthrie, Burr" To: Sent: Thursday, November 10, 2005 4:22 PM Subject: [Assessment] testing in small programs > Our agency offers ESL classes only two nights/week and as we are bound > to CASAS by 231 money, it is challenging to accumulate adequate hours of > attendance to show learning gains. A teacher offers the following > perceptions of required assessment and I would welcome comments. > > > > On testing I don't have a complaint in principle. There has to be some > means > of accountability and a test is probably a necessary evil. > But after only two months instruction I think it's pretty pointless. > 50% attendance is pretty good for my class, which means that we are > preparing to test many students after only 20-30 hours of classroom > instruction. That's way too soon to expect any improvement. Plus, the > first hour of instruction is constantly interrupted by students arriving > late - one by one for forty-five minutes or an hour. So in terms of > effective teaching time, the class is more like two hours long. And the > last half hour (9:00 to 9:30) the students are so tired, I'm not sure > much > is registering. And given the erratic nature of attendance in general, > homework is out of the question. I had 14 students last Thursday and > double > that number tonight. Attendance is totally unpredictable and therefore > it's > impossible to carry over one lesson to another. > On top of that, you have the fact that students who are surrounded > by > non-English speakers at home and at work, are at a big disadvantage > vis-a-vis those students who have the opportunity (and in some cases the > obligation) to use English outside of class. There is no way for a test > to > distinguish a student who has to use English outside of class from one > who > can't find the opportunity to use English no matter how much he/she > might > want to. This necessarily distorts the results of every test. > Take Wey, for example. Her husband is British. If she wants to > communicate with him at all, she has to use English. That gives her a > huge > advantage over the students who live in apartment buildings where all > the > residents are immigrants. Her improvement since you had her in the > summer > has a lot more to do with her interaction with her husband than it does > with > your or my teaching effectiveness. There's just no way for CASAS or any > other test to account for this. But it's basic. > I think the figure that Sasha gave us in the meeting - supposedly > empirically validated - that it takes 100 hours of instruction before > improvement takes place - makes a lot of sense. Is there any way we > could > restrict testing to those students who have logged 100 hours of class > time > since the LAST test they took? That would give them an incentive to > attend > class regularly. Otherwise, it strikes me as a lot of paper shuffling > for > little purpose. > > mks > > > > Burr Guthrie > > Adult Education > > Tamalpais Union High School District > > 375 Doherty Drive > > Larkspur, CA 93949 > > 415-945-3789 > > 415-945-3767 fax > > bguthrie at tamdistrict.org > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > > > _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From afrench at sccd.ctc.edu Fri Nov 11 12:14:08 2005 From: afrench at sccd.ctc.edu (French, Allan) Date: Fri, 11 Nov 2005 09:14:08 -0800 Subject: [Assessment] testing in small programs Message-ID: <4B73F518F0F98A4EA67DDAA3DB84941A03D38E6A@SCCDMAIL.SCCD.CTC.EDU> While I sincerely sympathize with Burr Guthrie's frustrations with CASAS testing in such a limited and irregular environment, I must ask: why do you test after only 20-30 hours? CASAS itself has the guideline of testing after 80-100 hours. In Washington state we have modified that (apparently with the blessings of CASAS) to test no sooner than after 45 hours of instruction, and programs that are of low-intensity need to test only every five months. Certainly, you need to pre-test everyone, but post-testing will do you no good unless you can show gains. Allan French ESL Instructor and Faculty Coordinator for Assessment South Seattle Community College -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov]On Behalf Of Lynn Hinson Sent: Friday, November 11, 2005 8:07 AM To: The Assessment Discussion List Subject: RE: [Assessment] testing in small programs Our test scores and retention have both increased considerably since we changed our instruction from 2 nights a week for 16 weeks to 4 nights a week (3 hour classes) for 8 weeks - one week off and then another 8 weeks. We also have managed enrollment and open labs for those who cannot commit to a class. Lynn Hinson -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Ellis and Lee Winkler Sent: Friday, November 11, 2005 8:43 AM To: The Assessment Discussion List Subject: Re: [Assessment] testing in small programs Wow, does this sound familiar. Very interesting. It's comforting to know other people are experiencing the same situations we are. Thanks for sharing. Lee Winkler Literacy Council of the Highland Lakes Burnet and Marble Falls, Texas ----- Original Message ----- From: "Guthrie, Burr" To: Sent: Thursday, November 10, 2005 4:22 PM Subject: [Assessment] testing in small programs > Our agency offers ESL classes only two nights/week and as we are bound > to CASAS by 231 money, it is challenging to accumulate adequate hours of > attendance to show learning gains. A teacher offers the following > perceptions of required assessment and I would welcome comments. > > > > On testing I don't have a complaint in principle. There has to be some > means > of accountability and a test is probably a necessary evil. > But after only two months instruction I think it's pretty pointless. > 50% attendance is pretty good for my class, which means that we are > preparing to test many students after only 20-30 hours of classroom > instruction. That's way too soon to expect any improvement. Plus, the > first hour of instruction is constantly interrupted by students arriving > late - one by one for forty-five minutes or an hour. So in terms of > effective teaching time, the class is more like two hours long. And the > last half hour (9:00 to 9:30) the students are so tired, I'm not sure > much > is registering. And given the erratic nature of attendance in general, > homework is out of the question. I had 14 students last Thursday and > double > that number tonight. Attendance is totally unpredictable and therefore > it's > impossible to carry over one lesson to another. > On top of that, you have the fact that students who are surrounded > by > non-English speakers at home and at work, are at a big disadvantage > vis-a-vis those students who have the opportunity (and in some cases the > obligation) to use English outside of class. There is no way for a test > to > distinguish a student who has to use English outside of class from one > who > can't find the opportunity to use English no matter how much he/she > might > want to. This necessarily distorts the results of every test. > Take Wey, for example. Her husband is British. If she wants to > communicate with him at all, she has to use English. That gives her a > huge > advantage over the students who live in apartment buildings where all > the > residents are immigrants. Her improvement since you had her in the > summer > has a lot more to do with her interaction with her husband than it does > with > your or my teaching effectiveness. There's just no way for CASAS or any > other test to account for this. But it's basic. > I think the figure that Sasha gave us in the meeting - supposedly > empirically validated - that it takes 100 hours of instruction before > improvement takes place - makes a lot of sense. Is there any way we > could > restrict testing to those students who have logged 100 hours of class > time > since the LAST test they took? That would give them an incentive to > attend > class regularly. Otherwise, it strikes me as a lot of paper shuffling > for > little purpose. > > mks > > > > Burr Guthrie > > Adult Education > > Tamalpais Union High School District > > 375 Doherty Drive > > Larkspur, CA 93949 > > 415-945-3789 > > 415-945-3767 fax > > bguthrie at tamdistrict.org > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > > > _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From marie.cora at hotspurpartners.com Mon Nov 14 09:14:07 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Mon, 14 Nov 2005 09:14:07 -0500 Subject: [Assessment] Women & Literacy Conference Message-ID: <001901c5e925$ad8b5aa0$0202a8c0@frodo> Hi everyone, Below is information on the annual Women & Literacy Conference marie On Behalf Of mev at litwomen.org Sent: Thursday, November 10, 2005 1:55 PM To: NIFL Womenlit; NIFL Workplace; NIFL Family; NIFL ESL; NIFL Povracelit; nifl-Professional Development; Library Lit OLOS Cc: nla at lists.literacytent.org; feminist-teacher at uwec.edu; WSS; WMST-L; Progressive Librarians; PTO; SRRT; Feminist Librarians Subject: [ProfessionalDevelopment] WE LEARN Women & Literacy Conference 2006 ** cross-posted** 3rd Annual (Net)Working Conference on Women & Literacy Moving to Power & Participation sponsored by: WE LEARN / Women Expanding: Literacy Education Action Resource Network Friday, March 10 - Saturday, March 11, 2006 New Haven, Connecticut Yale University, Linsly Chittenden Hall Open to: ABE students, teachers, administrators, researchers, writers, grad students, community activists anyone interested in women's adult basic literacy/education and . related issues. Keynote Speaker: Marcia Ann Gillespie* Confirmed Panelists: . Daphne Greenberg . Lorna Rivera Invited Presenters: . Kate Rushin . Valerie Tutson Conference Features: Interactive Workshops . Exhibits & Resource Sharing . Student . Gatherings . Research & Policy Discussions . Networking Opportunities & Community Building . Annual WE LEARN Membership Meeting . Arts & Reflection Spaces . FUN!!! Early-Bird Registration Deadline: February 3, 2006 (15% discount) Pre-Registration Deadline: February 24, 2006 Presenter Application Deadline: December 2, 2005 WE LEARN Membership & ABE Student Rates Available (see below) Conference Hotel Rates Available . Light Breakfast & Lunch included . Wheelchair accessible. . ASL interpretation available with pre-arrangement Co-Sponsored by WE LEARN | Yale University Women's, Gender, and Sexuality Studies Program | literacytent.org To download registration details and form, travel information, & regular updates go to: www.litwomen.org/welearn.html To receive more information contact: Mev Miller, Ed.D., Director | 401-383-4374 | welearn at litwomen.org 182 Riverside Ave., Cranston, RI 02910 *Marcia Ann Gillespie has served as Ms. magazine's editor in chief since 1993. Gillespie's association with Ms. magazine dates back to 1980 when she became a contributing editor. A trailblazer in the magazine industry, as the editor in chief of Essence from 1971-1980, Gillespie is credited with transforming the then-fledgling publication into one of the fastest growing women's magazines in the United States. During her tenure, Essence won a National Magazine Award, the industry's most prestigious honor. A vice president of Essence Communications, Inc., Gillespie was named "One of the Fifty Faces for America's Future" by Time magazine. For more info: http://www.soapboxinc.com/bio_gillespie.html Conference Registration Rates EARLY Registration Deadline: February 3, 2006 (15% discount) Pre-Registration Deadline: February 24, 2006 WE LEARN Membership Rate Pre-Registraton: Two-day $85.00 | One-day $50.00 On-site: per day $55.00 Non-Membership Rate Pre-Registraton: Two-day $125.00 | One-Day $70.00 On-site: per day $75.00 ABE Student Rate Two-Day $15.00 | One-Day $10.00 (** Sorry, NO Early Registration discount for ABE student rate) Presenter Rate (deadline to apply: December 2, 2005) Members: Two-day $72.25 | One-day $42.50 *** we strongly encourage presenters to become members of WE LEARN We have a limited number of ABE student scholarships & work exchange options for the conference. . For ABE students only, we can help with registration fees and some travel expenses. . For Americorp/VISTA volunteers, college or graduate students & part-time teachers, we have a limited number of work exchange opportunities available. This will help offset registration fees ONLY. For more information & forms, go to: http://www.litwomen.org/conferences/2006/main.html or contact Mev Miller -- 401-383-4374 or welearn at litwomen.org -------------------------- WE LEARN Women Expanding: Literacy Education Action Resource Network www.litwomen.org/welearn.html Mev Miller, Ed.D., Director 182 Riverside Ave. Cranston, RI 02910 401-383-4374 welearn at litwomen.org ---------------------------------------------------- Adult Literacy Professional Development mailing list ProfessionalDevelopment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/professionaldevelopment From marie.cora at hotspurpartners.com Mon Nov 14 09:15:05 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Mon, 14 Nov 2005 09:15:05 -0500 Subject: [Assessment] How to turn off mail without unsubscribing Message-ID: <001a01c5e925$cffdddb0$0202a8c0@frodo> Hello everyone, Below is a step by step guide for turning off your mail without unsubscribing - for example if you will be away, this option will prevent automated replies from being sent back to the List. If you have any questions, please don't hesitate to email me. Thanks, marie cora List Moderator marie.cora at hotspurpartners.com ------------------------------------------------------------------------ --------------------------- To suspend discussion list mail while you are out of the office: 1. Go to http://dev.nifl.gov/lincs/discussions/discussions.html and click on one of the discussion lists to which you are subscribed. 2. Scroll to the bottom of the page and enter the email address you used when you subscribed to the list, click the "Unsubscribe or edit options" button. 3. Enter your password (forgot your password? scroll down and click the "Remind" button under the heading "Password Reminder) 4. Once you are on your user option page, scroll down to the first grey box labeled "Mail delivery" and click the "Disabled" option to the right. If you are subscribed to more than one list, clicking the "set globally" box will disable all of your subscribed lists mail. 5. When you return to the office, you can go back to your options page and change the mail delivery setting to "Enabled". Click the "Set globally" box again if you are subscribed to more than one list. ------=_NextPart_000_02ED_01C5E608.F5944930 Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: quoted-printable RE: [Moderators] Question re: out of office

Hello = everyone,

 

Below is a step by step guide for = turning off your mail without unsubscribing – for example if you will be = away, this option will prevent automated replies from being sent back to the = List.  If you have any questions, = please don’t hesitate to email me.

Thanks,

=

marie cora

List = Moderator

marie.cora at hotspurpartner s= com

.

 

 

 

---------------------------------------------------------------- -= ----------------------------------

To suspend discussion list mail while you are out of the = office:

1. Go to http://d e= v.nifl.gov/lincs/discussions/discussions.html and click on one of the discussion lists to which you are = subscribed.

 

2. Scroll to the bottom of the page and enter the email address = you used when you subscribed to the list, click the "Unsubscribe or = edit options" button.

 

3. Enter your password (forgot your password? scroll down and = click the "Remind" button under the heading "Password = Reminder)

 

4. Once you are on your user option page, scroll down to the = first grey box labeled "Mail delivery" and click the "Disabled" = option to the right. If you are subscribed to more than one list, clicking the "set globally" box will disable all of your subscribed lists = mail.

 

5. When you return to the office, you can go back to your = options page and change the mail delivery setting to "Enabled". Click the "Set globally" box again if you are subscribed to more than = one list.

 

 

------=_NextPart_000_02ED_01C5E608.F5944930-- From phandy at wcboe.org Mon Nov 14 12:39:26 2005 From: phandy at wcboe.org (PATRICIA HANDY) Date: Mon, 14 Nov 2005 12:39:26 -0500 Subject: [Assessment] testing in small programs Message-ID: We, too, changed our class from two nights a week to four. It means we can serve fewer students( because we used to offer one class for two nights and then another class, to another group of students, for the other two), but those who are in class progress more quickly. Also, when our waiting list mounted, we were able to get more funding for an additional class because our assessment results had improved enough to persuade the funders we were a good program. The assessment process is far, far from perfect, but since it is a requirement, we have tried to use the data to improve our program. Pat Handy 410-749-3217 Coordinator, Wicomico County Adult Learning Center Philmore Commons, Salisbury Confidentiality Note: This message may contain confidential information intended only for the use of the person named above and may contain communication protected by law. If you have received this message in error, you are hereby notified that any dissemination, distribution, copying or other use of this message is prohibited and you are requested to notify the sender immediately at his/her electronic mail. >>> Lynn.Hinson at cpcc.edu 11/11/05 11:07 AM >>> Our test scores and retention have both increased considerably since we changed our instruction from 2 nights a week for 16 weeks to 4 nights a week (3 hour classes) for 8 weeks - one week off and then another 8 weeks. We also have managed enrollment and open labs for those who cannot commit to a class. Lynn Hinson -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Ellis and Lee Winkler Sent: Friday, November 11, 2005 8:43 AM To: The Assessment Discussion List Subject: Re: [Assessment] testing in small programs Wow, does this sound familiar. Very interesting. It's comforting to know other people are experiencing the same situations we are. Thanks for sharing. Lee Winkler Literacy Council of the Highland Lakes Burnet and Marble Falls, Texas ----- Original Message ----- From: "Guthrie, Burr" To: Sent: Thursday, November 10, 2005 4:22 PM Subject: [Assessment] testing in small programs > Our agency offers ESL classes only two nights/week and as we are bound > to CASAS by 231 money, it is challenging to accumulate adequate hours of > attendance to show learning gains. A teacher offers the following > perceptions of required assessment and I would welcome comments. > > > > On testing I don't have a complaint in principle. There has to be some > means > of accountability and a test is probably a necessary evil. > But after only two months instruction I think it's pretty pointless. > 50% attendance is pretty good for my class, which means that we are > preparing to test many students after only 20-30 hours of classroom > instruction. That's way too soon to expect any improvement. Plus, the > first hour of instruction is constantly interrupted by students arriving > late - one by one for forty-five minutes or an hour. So in terms of > effective teaching time, the class is more like two hours long. And the > last half hour (9:00 to 9:30) the students are so tired, I'm not sure > much > is registering. And given the erratic nature of attendance in general, > homework is out of the question. I had 14 students last Thursday and > double > that number tonight. Attendance is totally unpredictable and therefore > it's > impossible to carry over one lesson to another. > On top of that, you have the fact that students who are surrounded > by > non-English speakers at home and at work, are at a big disadvantage > vis-a-vis those students who have the opportunity (and in some cases the > obligation) to use English outside of class. There is no way for a test > to > distinguish a student who has to use English outside of class from one > who > can't find the opportunity to use English no matter how much he/she > might > want to. This necessarily distorts the results of every test. > Take Wey, for example. Her husband is British. If she wants to > communicate with him at all, she has to use English. That gives her a > huge > advantage over the students who live in apartment buildings where all > the > residents are immigrants. Her improvement since you had her in the > summer > has a lot more to do with her interaction with her husband than it does > with > your or my teaching effectiveness. There's just no way for CASAS or any > other test to account for this. But it's basic. > I think the figure that Sasha gave us in the meeting - supposedly > empirically validated - that it takes 100 hours of instruction before > improvement takes place - makes a lot of sense. Is there any way we > could > restrict testing to those students who have logged 100 hours of class > time > since the LAST test they took? That would give them an incentive to > attend > class regularly. Otherwise, it strikes me as a lot of paper shuffling > for > little purpose. > > mks > > > > Burr Guthrie > > Adult Education > > Tamalpais Union High School District > > 375 Doherty Drive > > Larkspur, CA 93949 > > 415-945-3789 > > 415-945-3767 fax > > bguthrie at tamdistrict.org > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > > > _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From marie.cora at hotspurpartners.com Tue Nov 15 13:00:55 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Tue, 15 Nov 2005 13:00:55 -0500 Subject: [Assessment] 2006 Budget and Appropriations Message-ID: <00a101c5ea0e$871c0790$0202a8c0@frodo> The following information is posted on behalf of Noreen Lopez, for those folks who may be interested. Thanks, marie cora ****************************** Are you confused about the national budget, appropriations, and reconciliation? The National Coalition for Literacy staff has prepared an update of the 2006 Budget and Appropriations year. Included is information concerning how the Budget system works, what Budget Reconciliation is, and an analysis of Welfare Reform being discussed as part of the House Reconciliation package. Additionally a short yet informative list of definitions concerning the Budget is also available. Click on the link for the PDF of the Budget and Appropriations Update: (or copy and paste the address into your browser address bar). Click on the link for the PDF of Budget Definitions: (or copy and paste the full address into your browser address bar). Noreen Lopez lopezns at comcast.net _______________________________________________ National Insitute for Literacy Moderators mailing list Moderators at dev.nifl.gov http://dev.nifl.gov/mailman/listinfo/moderators From marie.cora at hotspurpartners.com Wed Nov 16 09:44:47 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 16 Nov 2005 09:44:47 -0500 Subject: [Assessment] Guest speaker on the women and literacy listserv Message-ID: <010c01c5eabc$4afa0e20$0202a8c0@frodo> Good morning, afternoon, and evening to you all. Below is information on a Guest Discussion with Brenda Bell, which will be held on the Women and Literacy Discussion List. In order to subscribe to that List, please go to: http://www.nifl.gov/mailman/listinfo/Womenliteracy and follow the simple instructions for subscribing. marie cora ______________________________________ I am pleased and honored to announce that from November 17th-December 1st, Brenda Bell has graciously agreed to be a guest facilitator on our listserv. The focus of her time with us will be to discuss her litercy work in Afghanistan. Here is some general information about her: Brenda Bell, formerly Associate Director of the Center for Literacy Studies, University of Tennessee, and long-time EFF manager, is in Afghanistan for several months assisting with the Literacy for Community Empowerment Program, a project of Education Development Center in partnership with UN Habitat. This is Brenda's third trip to Afghanistan in the past ten months. The LCEP, active in five Afghan provinces, links literacy with governance and economic development activities in 200 rural villages. Literacy teachers, for women's and men's classes, are from the villages, and often have less than a 10th grade education. They are supported by training and mentoring provided by facilitators at the district and national level. Daphne Greenberg Assistant Professor Educational Psych. & Special Ed. Georgia State University P.O. Box 3979 Atlanta, Georgia 30302-3979 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu Daphne Greenberg Associate Director Center for the Study of Adult Literacy Georgia State University P.O. Box 3977 Atlanta, Georgia 30302-3977 phone: 404-651-0127 fax:404-651-4901 dgreenberg at gsu.edu _______________________________________________ National Insitute for Literacy Moderators mailing list Moderators at dev.nifl.gov http://dev.nifl.gov/mailman/listinfo/moderators From marie.cora at hotspurpartners.com Fri Nov 18 09:32:31 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Fri, 18 Nov 2005 09:32:31 -0500 Subject: [Assessment] Guest Discussion in December Message-ID: <008901c5ec4c$e97cd870$0202a8c0@frodo> Good morning, afternoon, and evening to you all. Please join the National Institute for Literacy Assessment Discussion List for a Guest Discussion on "Countable Outcomes: Making Student Goals the Center of the Accountability System" Date: December 5 through 9, 2005 Guests: Massachusetts Statewide Trainers and Regional Contacts Countable Outcomes Statewide Trainers: Jim Ayers, Center for New Americans, Northampton Patti Ball, SABES Northeast Julie Crowley, Mount Wachusett Community College/Devens Learning Center John Fontes, Attleboro Public Schools ABE Program Michele Forlizzi, Consultant, SABES Northeast Tom Hoye, Taunton Public School/Bristol Community College Terry Miller, Northern Berkshire ABE Program/Massachusetts College of Liberal Arts Kevin O'Connor, Framingham Adult ESL PLUS Molly Root, Julie's Family Learning Program, South Boston Regional Contacts: (SABES stands for System for Adult Basic Education Support and is the professional development system for ABE in the state of Massachusetts) Carol Bower, SABES Northeast Sally Gabb, SABES Southeast Cathy Gannon, SABES Central Dori McCormack, SABES West John Zhang, SABES Boston Definition: The following is a definition of Countable Outcomes, taken from the Assessment Glossary section of the ALEWiki (http://wiki.literacytent.org/index.php/Assessment_Glossary): Countable Outcomes (from Adult and Community Learning Services, Massachusetts DOE: http://www.doe.mass.edu/acls/) Results that can be quantified; all measures of student outcomes except learning gains, including executive function skills, and affective-related measures. Learning gains are gains in speaking, listening, reading, writing, and numeracy. Executive function skills include problem-solving, critical thinking, and metacognition. Affective-related measures include self-esteem, self confidence, and interpersonal communication. Examples of Countable Outcomes include: number of people who get jobs, number of people who register to vote, number of people who achieve a GED. Background: For the past 5 years, Massachusetts has been working to make student-identified goals the central focus of its statewide accountability system. These outcomes are the achievement of the goals that students set and meet in their work with ABE and ESOL Programs. These goals are countable (as noted in the definition above) as opposed to measurable (for example, as with tests such as TABE or BEST Plus). The Massachusetts accountability system does include focus on measuring learning gains as required by the NRS, but it also focuses on helping students to identify and pursue the reasons for which they come to programs, and requires this work of programs in its state policy. The team of practitioners who work on the statewide level help the larger field understand what is required of programs in terms of policy, and help them to develop processes for successfully carrying out the Countable Outcomes policy. Suggested Preparations for the Discussion: At the SABES website, http://www.sabes.org/assessment/outcomes.htm, see the Countable Outcomes Chart, and Definitions and Required Documentation. Also at that page, you will see reports by 3 programs of their work on Countable Outcomes. I hope to provide you all with another resource that outlines the development history of Countable Outcomes and focus on student goals within the state of Massachusetts once we are closer to our discussion date. Please join us! marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora at hotspurpartners.com From klayton at northampton.edu Fri Nov 18 10:56:18 2005 From: klayton at northampton.edu (Karen Layton ) Date: Fri, 18 Nov 2005 10:56:18 -0500 Subject: [Assessment] DAR reading assessment Message-ID: Hello Everyone: Instructors at our agency have inquired about the DAR (Diagnostic Assessment of Reading) as a diagnostic tool to supplement instruction. Has anyone used this tool for adult literacy? Any information, or any experiences you have had with this instrument, will be most helpful. Thank you. Karen Layton, M.Ed. Instructional Manager, Technology and Distance Education Center for Adult Literacy & Basic Workforce Development Northampton Community College 570-688-9173 klayton at northampton.edu From jcrawford at nifl.gov Fri Nov 18 11:50:47 2005 From: jcrawford at nifl.gov (Crawford, June) Date: Fri, 18 Nov 2005 11:50:47 -0500 Subject: [Assessment] DAR reading assessment Message-ID: <9B35BF1886881547B5DFF88364AF31A30573B588@wdcrobe2m03.ed.gov> Please go to the National Institute for Literacy website and see the chart about the DAR that was developed for teachers of adult reading. If you have further questions about the DAR, you can write an e-mail and get a personal response. www.nifl.gov/readingprofiles/MC_Test_Bank.htm June Crawford -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov]On Behalf Of Karen Layton Sent: Friday, November 18, 2005 10:56 AM To: assessment at dev.nifl.gov Subject: [Assessment] DAR reading assessment Hello Everyone: Instructors at our agency have inquired about the DAR (Diagnostic Assessment of Reading) as a diagnostic tool to supplement instruction. Has anyone used this tool for adult literacy? Any information, or any experiences you have had with this instrument, will be most helpful. Thank you. Karen Layton, M.Ed. Instructional Manager, Technology and Distance Education Center for Adult Literacy & Basic Workforce Development Northampton Community College 570-688-9173 klayton at northampton.edu _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From davidsro at gse.harvard.edu Mon Nov 21 12:07:08 2005 From: davidsro at gse.harvard.edu (rosalind davidson) Date: Mon, 21 Nov 2005 12:07:08 -0500 Subject: [Assessment] DAR Message-ID: <486B79B55BCE1B1367225496@[192.168.1.101]> The interactive reading assessment website, www.nifl.gov/readingprofiles, has been developed on data from the Adult Reading Component Study (ARCS). The study of 955 adult learners enrolled in adult education centers in several states is described on this website. You will find descriptions of the DAR subtests at http://www.nifl.gov/readingprofiles/FT_Match_Intro.htm We continue to use the DAR as the main assessment of reading skills of learners coming to our adult reading lab. It is an excellent test that gives information on a readers strengths and needs on the major reading skills. A second version of the DAR will be published soon so that the test will have a pre and post Form and will then satisfy NRS test requirements. The DAR is an Indepenndent Reading Inventory, and as with other IRIs (see the website Test Bank), the DAR can give information to aid teachers in planning a learner's instruction. Rosalind Davidson, Ed.D. Research Associate/Lecturer National Center for the Study of Adult Learning and Literacy Harvard University Graduate School of Education Nichols House - Appian Way Cambridge, MA 02138 tel:(617) 496-8952 fax: (617) 495-4811 From klayton at northampton.edu Mon Nov 21 12:20:09 2005 From: klayton at northampton.edu (Karen Layton ) Date: Mon, 21 Nov 2005 12:20:09 -0500 Subject: [Assessment] DAR Message-ID: Thank you Rosalind and others who have responded to my inquiry about the DAR. Actually, the nifl reading profiles website was the impetus for the inquiry. Our instructors have been reviewing the mini test and learner profiles, and in the process have noticed that the DAR assesses many reading components that the current reportable tests do not. If, as you suggest, the new version DAR might meet reporting standards, it would be something well worth looking into. Is anyone else using the DAR as a supplement to reportable tests? Thank you Karen Karen Layton, M.Ed. Instructional Manager, Technology and Distance Education Center for Adult Literacy & Basic Workforce Development Northampton Community College 570-688-9173 klayton at northampton.edu >>> davidsro at gse.harvard.edu 11/21/2005 12:07 PM >>> The interactive reading assessment website, www.nifl.gov/readingprofiles, has been developed on data from the Adult Reading Component Study (ARCS). The study of 955 adult learners enrolled in adult education centers in several states is described on this website. You will find descriptions of the DAR subtests at http://www.nifl.gov/readingprofiles/FT_Match_Intro.htm We continue to use the DAR as the main assessment of reading skills of learners coming to our adult reading lab. It is an excellent test that gives information on a readers strengths and needs on the major reading skills. A second version of the DAR will be published soon so that the test will have a pre and post Form and will then satisfy NRS test requirements. The DAR is an Indepenndent Reading Inventory, and as with other IRIs (see the website Test Bank), the DAR can give information to aid teachers in planning a learner's instruction. Rosalind Davidson, Ed.D. Research Associate/Lecturer National Center for the Study of Adult Learning and Literacy Harvard University Graduate School of Education Nichols House - Appian Way Cambridge, MA 02138 tel:(617) 496-8952 fax: (617) 495-4811 _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From bguthrie at tamdistrict.org Mon Nov 21 16:19:17 2005 From: bguthrie at tamdistrict.org (Guthrie, Burr) Date: Mon, 21 Nov 2005 13:19:17 -0800 Subject: [Assessment] DAR Message-ID: <49CB3434FAB899479558F6AF0F8D931802DED186@tammail.tuhsd.edu> Is the DAR a candidate become an alternative to CASAS for those agencies complying with WIA Title II/231? -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of rosalind davidson Sent: Monday, November 21, 2005 9:07 AM To: assessment at dev.nifl.gov Subject: [Assessment] DAR The interactive reading assessment website, www.nifl.gov/readingprofiles, has been developed on data from the Adult Reading Component Study (ARCS). The study of 955 adult learners enrolled in adult education centers in several states is described on this website. You will find descriptions of the DAR subtests at http://www.nifl.gov/readingprofiles/FT_Match_Intro.htm We continue to use the DAR as the main assessment of reading skills of learners coming to our adult reading lab. It is an excellent test that gives information on a readers strengths and needs on the major reading skills. A second version of the DAR will be published soon so that the test will have a pre and post Form and will then satisfy NRS test requirements. The DAR is an Indepenndent Reading Inventory, and as with other IRIs (see the website Test Bank), the DAR can give information to aid teachers in planning a learner's instruction. Rosalind Davidson, Ed.D. Research Associate/Lecturer National Center for the Study of Adult Learning and Literacy Harvard University Graduate School of Education Nichols House - Appian Way Cambridge, MA 02138 tel:(617) 496-8952 fax: (617) 495-4811 _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From jeguez at casas.org Mon Nov 21 16:45:45 2005 From: jeguez at casas.org (Jane Eguez) Date: Mon, 21 Nov 2005 13:45:45 -0800 Subject: [Assessment] DAR Message-ID: <2716C9F0CFC0A54C8D0E1F429681AE78934B10@XNG.casas.org> No I don't - but note the next question. Jane -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Guthrie, Burr Sent: Monday, November 21, 2005 1:19 PM To: The Assessment Discussion List Subject: RE: [Assessment] DAR Is the DAR a candidate become an alternative to CASAS for those agencies complying with WIA Title II/231? -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of rosalind davidson Sent: Monday, November 21, 2005 9:07 AM To: assessment at dev.nifl.gov Subject: [Assessment] DAR The interactive reading assessment website, www.nifl.gov/readingprofiles, has been developed on data from the Adult Reading Component Study (ARCS). The study of 955 adult learners enrolled in adult education centers in several states is described on this website. You will find descriptions of the DAR subtests at http://www.nifl.gov/readingprofiles/FT_Match_Intro.htm We continue to use the DAR as the main assessment of reading skills of learners coming to our adult reading lab. It is an excellent test that gives information on a readers strengths and needs on the major reading skills. A second version of the DAR will be published soon so that the test will have a pre and post Form and will then satisfy NRS test requirements. The DAR is an Indepenndent Reading Inventory, and as with other IRIs (see the website Test Bank), the DAR can give information to aid teachers in planning a learner's instruction. Rosalind Davidson, Ed.D. Research Associate/Lecturer National Center for the Study of Adult Learning and Literacy Harvard University Graduate School of Education Nichols House - Appian Way Cambridge, MA 02138 tel:(617) 496-8952 fax: (617) 495-4811 _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From marie.cora at hotspurpartners.com Tue Nov 22 11:31:39 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Tue, 22 Nov 2005 11:31:39 -0500 Subject: [Assessment] FW: NYACCE Conference call for proposals: Please post tolists Message-ID: <004301c5ef82$376a0890$0202a8c0@frodo> Hello everyone, The following announcement is cross-posted from the NIFL-Technology Discussion List. marie **************** The New York Association of Continuing/Community Education (NYACCE) reminds adult educators, administrators, related professionals and interested vendors of the annual conference scheduled for May 7-9, 2006 in Albany, NY. Last year's NYACCE conference attracted over 300 adult educators from school districts, BOCES, NYSED, community organizations, libraries, colleges, universities, job corps and more. We look forward to more colleagues joining us this year! A call for presenters form is available at our website: www.nyacce.org. We are seeking a variety of presentations from all areas of our field. Suggested topics include: Community Education Projects Successful Community Partnerships English as a Second Language Family Literacy/Intergenerational Literacy GED Preparation Advocacy Alternative Youth Programs GED to College Transitions Continuing Education Workforce Investment Correctional Education Community Based Life Long Learning Learning Styles Instructional Strategies Professional Development DOL & DSS Related Programming Successful One Stop Partnerships Please consider an area of interest that you have and others may be interested in learning. We look forward to many interesting submissions. Laurie Bargstedt Coordinator of Adult Literacy & Incarcerated Education HFM BOCES, Johnstown, NY 12095 NYACCE Conference Chair 2006 www.nyacce.org nyacce at yahoo.com Mariann Fedele Coordinator of Professional Development, Literacy Assistance Center Moderator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf at lacnyc.org www.lacnyc.org _______________________________________________ National Insitute for Literacy Moderators mailing list Moderators at dev.nifl.gov http://dev.nifl.gov/mailman/listinfo/moderators From marie.cora at hotspurpartners.com Tue Nov 22 11:36:55 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Tue, 22 Nov 2005 11:36:55 -0500 Subject: [Assessment] Conference information Message-ID: <004401c5ef82$f3b54fa0$0202a8c0@frodo> Hello everyone, The following includes information on 2 upcoming conferences, one of which is focused on Equipped for the Future (EFF). FYI: The Assessment Discussion List will be holding a Guest Discussion on the development of assessments in EFF during the month of January. More information on this discussion will follow in December. marie The New Jersey State Employment and Training Commission is proud to announce their Seventh Annual One-Stop Conference Traveling the Consolidation Highway Tuesday and Wednesday, December 13 & 14, 2005 Trump Plaza Atlantic City, NJ And Equipped for the Future (EFF) and the New Jersey State Employment and Training Commission, with support from The UPS Foundation, Host the National Conference New Destinations to Literacy, Learning & Life: A National Conference on Adult Education Wednesday & and Thursday, December 14 & 15, 2005 Trump Plaza Atlantic City, NJ Please take advantage of this opportunity by supporting the ongoing partnership between workforce development and adult education. The One-Stop Conference will officially begin on Tuesday morning on December 13th and will continue until 1:00 pm on Wednesday, December 14th The National Conference will officially begin on Wednesday at 1:00 pm on December 14th and continue until Thursday afternoon on December 15th PLEASE NOTE: Those who register for Wednesday, December 14th are invited to attend the entire day's activities. Registration must be done online at: www.njsetc.net "Click: Current News & Events" Conference registration prices: December 13th = ($135.00) December 15th = ($100.00) December 14th = ($120.00) December 14 & 15 = ($195.00) December 13 & 14 = ($195.00) December 13, 14 & 15 = ($250.00) Conference Sessions New Destinations to Literacy, Learning & Life: A National Conference on Adult Education Workshop Sessions Wednesday, December 14, 2005 9:00 Plenary with Dr. John Comings and Dr. Andrew Sum 10:15 v Youth v Healthcare Collaboratives v Gender Parity- Tools and Resources for Non-Traditional Careers v The Aging Workforce v Literacy Consortium Planning v Follow up with Plenary Speakers v NJ Transfer v Vocational Standards and Certifications 11:45 v NJ's Workplace Literacy Program v Online Computer Skills Assessment v Pathways to Diplomas v Organizational Assessment in a Performance Based Environment v Career Planning v NJ Next Stop Website for Career Information v Developing Partnerships in Education 1:00 Lunch with Beto Gonzalez, US DOE invited guest 2:30 v Oklahoma- EFF from the State to the Classroom v Successful EFF Classroom Projects v An Introductory Look at the EFF Use Math to Solve Problems and Communicate Curriculum Framework v EFF in the ESL Classroom: A Demystification of the EFF Framework v Health Literacy v EFF for Job Seekers and Incumbent Workers 4:00 v Building Accountability Using EFF v A New Model for Streamlined Teacher Training v Change Your Teaching Methods for Better Results v Professional Development v Financial Literacy v The Work Readiness Credential v A Look at the EFF Use Math to Solve Problems and Communicate Curriculum Framework- continues Evening Reception New Destinations to Literacy, Learning & Life: A National Conference on Adult Education Workshop Sessions Thursday, December 15, 2005 9:00 Plenary with EFF Panel 10:45 v Texas' Approach to Developing Benchmarks for 5 of the EFF Standards v EFF Quality Practices and Program Improvement v How to Begin Implementation of EFF in Your Classroom v Using the EFF Reader's Tool Chest in an ESL Classroom v Putting EFF Theory into Practice in the ESL Classroom v Adult Education Reading Instruction: Research-Based Practices v From Competencies to Standards: EFF in an External Diploma Program Classroom v Creating an ESL/Civics Curriculum Using EFF Standards 12 noon Lunch 1:00 v "Reach the Reachable Rightly" - a Focus on Adult Education in Public Welfare in India v EFF Assessment Tool v Using the EFF Teaching/Learning Cycle for Lesson Planning v EFF and Goal Setting in the ESL Classroom v Preparing for Work Using EFF Standards v An Introduction to the Read With Understanding Curriculum Framework v Supporting Workplace Training with EFF v Accessing American English and Culture through American Film 2:30 v Pennsylvania's Approach to Using EFF Standards for Workforce Education v Leading Through Online Communities: VA Department of Education v Making the Connection: EFF, TABE, and the GED in a Multi-Level Classroom v Systemic Integration of EFF through Goal Setting v Seeing is Remembering: How Multi-Media Promotes Adult Literacy v An Introduction to the Read With Understanding Curriculum Framework - continues v EFF and Program Improvement 4:00 v EFF Closing Session v Family Literacy v A Smart Start to Strategy to the Adult Education Classroom For more information, please contact: Diane P. Gardner EFF Center The University of Tennessee Center for Literacy Studies 600 Henley Street, Suite 312 Knoxville, TN 37996-4135 865-974-9949 dgardner at utk.edu __________________________________________ Mariann Fedele Coordinator of Professional Development, Literacy Assistance Center Moderator, NIFL Technology and Literacy Discussion List 32 Broadway 10th Floor New York, New York 10004 212-803-3325 mariannf at lacnyc.org www.lacnyc.org ---------------------------------------------------- National Insitute for Literacy Technology and Literacy mailing list Technology at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/technology From marie.cora at hotspurpartners.com Tue Nov 22 14:16:32 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Tue, 22 Nov 2005 14:16:32 -0500 Subject: [Assessment] DAR/Reading Discussion Message-ID: <005a01c5ef99$40612430$0202a8c0@frodo> Hello everyone, I've been following your interesting discussion regarding testing reading and the DAR. I wanted to call to your attention a couple of resources that you can go to for further discussion on the topics covered in your email exchanges, as well as suggestions of reading assessments. At the ALEWiki (Adult Literacy Education Wiki: http://wiki.literacytent.org/index.php/Main_Page) go to #4 Assessment Information and click on Discussions. This brings you to 2 resources related to this discussion. The second item there is in fact a summary and the full thread of a Guest Discussion with Rosalind Davidson regarding the ARCS Reading Diagnostic that was held on this Assessment List in April of this year. Below that you will see "Commercial Standardized Tests". Click on that and you go to a page of discussion excerpts (also from this List) on 4 different commercial assessments - you will see DARTTS there. Also at the ALEWiki Assessment Information section, if you click on the area entitled Commercially Available Assessment Tools, you will go to a page that has specific info on various tests (click Test Specifics). For your convenience, the discussions I mentioned above are also found right there on that same page. You will also soon find the summary and full thread of the Guest Discussion with Rosalind on the ARCS at the NIFL Discussion List Guest Speakers Archive http://www.nifl.gov/lincs/discussions/list_guests.html. This should be posted at that site in the next few days. If you have any questions, or have difficulty finding any of the resources mentioned above, please don't hesitate to contact me. Thanks! marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora at hotspurpartners.com From marie.cora at hotspurpartners.com Wed Nov 23 10:24:50 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 23 Nov 2005 10:24:50 -0500 Subject: [Assessment] Testing replies Message-ID: <009501c5f042$0c646120$0202a8c0@frodo> Good morning, afternoon, and evening to you all. Thanks for all the interesting questions, comments, and replies regarding the 2 topics "When to test?" and "Testing in small programs". I read that discussion with much interest. It was really nice to hear from some of you who have not posted to the List before - thank you!! I have some further questions and comments as well. GED: First, I wonder if anyone can speak further to some of the GED related comments and questions (although the resources that one person provided were great, so thanks for that). I would also like to know more about people's experience with the criteria for administering the Practice Tests, and also in terms of equating TABE and GED. I have heard that some programs struggle to get students to take the TABE post-test once those students have started focusing on the GED because they see no reason to complete the TABE (but this then affects the data that the program can collect in terms of measuring student progress). We don't discuss GED issues enough here, and I would like to see some change in this. Are there other GED questions/concerns that folks have? BEST Plus: Next, can anyone else comment on administering BEST Plus to large numbers of students? I am under the impression that the new computerized version really helps with this issue. Does anyone have experiences they can share in terms of this? Is it a matter of time? Or access to computers? Or scheduling logistics? Attendance: One person commented that they have a difficulty with students in terms of class start time, and that students filter in at all times during the allotted class schedule. I have heard that programs are starting to move away from Open Enrollment (which is a different issue) because this also causes disruptions in terms of the smooth delivery of curriculum and instruction. What do folks do in terms of students arriving late to class? I read with some emotion the other day in the Boston Globe, that in some high schools, classrooms (and even the school itself) lock out any student who arrives late. That's high school, not ABE. But I thought of that article when I read the person's post. I admit that I would be frustrated with this issue for the adult students who DO get there on time and are ready to work. It seems unfair for them to have to deal with this issue as well. Opportunities for outside practice: One post noted that some students excel because of their experiences outside of the classroom. I guess that's why in K-12 and traditional college educations, we get homework and if fortunate enough, study abroad. But the challenges inherent in ABE/ESOL often do not allow for assigning homework - although it seems a shame to be unable to take advantage of the fact that our students are already in an English-speaking country (regardless if they live in communities where they can easily avoid using English). Does anyone have examples, experiences, ideas to share on giving homework, or assignments to be completed outside of the class? Does it work out? What kinds of stuff do you ask your students to do? If you do this, how do you find activities/tasks that you feel confident your students will actually try to pursue? Class schedules: A couple of people commented on how they shifted their class offerings from fewer hours per week and longer sessions, to more hours per week and shorter sessions. I tried to find a resource (but failed.so far) that I read a few years ago that discussed research in this area and supports the notion that more intensive programs in shorter chunks are indeed more effective in terms of student retention and educational gain. Can anyone give us more examples of this type of shifting of your schedules? Does anyone know of a resource that discusses this? I will keep looking for the one I have - cuz I know it's in one of my piles somewhere. I keep thinking of NCSALL when thinking of this research. Using data for program improvement: I always love to read/hear about programs analyzing their program/student test data in order to improve their instructional or program practice. This is one of the single most powerful tools a program (and teacher!) can have to make what they do better. It's also one of the most infrequently employed, although I feel like this is a rising trend. If you have good stories to tell about using your data for program or instructional improvement, please do share with us! Test/Re-test guidelines: In terms of when to re-test, 30/40 hours indeed seems very low - and thanks to the person for providing the guideline from CASAS on re-test (which was about 80 hours I think - did you note that there is a minimum of 45 hours? Are there particular instances when one would re-test after so few hours?). I tried a bit to find the exact numbers for re-test on BEST Plus (but I think it's also 80 hours) and gave up for now - does anyone have that info handy? I think TABE is also around the same number of hours - there seems to be a standard around how much instruction is needed before you can see educational gain with a student. Is that right? Here is the link for the SABES (System for Adult Basic Education Support) Assessment Support Website that has info on tests and guidelines for testing. You can find some pretty good suggestions there around these issues. http://www.sabes.org/assessment/index.htm Thanks and I hope you all have a wonderful and safe holiday. marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora at hotspurpartners.com From marie.cora at hotspurpartners.com Wed Nov 23 13:27:46 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 23 Nov 2005 13:27:46 -0500 Subject: [Assessment] FW: [AAACE-NLA] Are Fast Track GED programs a good idea? Message-ID: <00b001c5f05b$9a91e530$0202a8c0@frodo> Hi everyone, I am forwarding this post from the NLA List regarding the GED. How timely that David Rosen has posted this intriguing question in light of my email post earlier today in which I raised the issue of having more discussion on GED on this list. What are your thoughts? marie ___________________________ AAACE-NLA Colleagues, Several states are trying to increase the number of people who pass the GED. There are "fast track" states like Virginia, and "incentive" states like Tennessee, and others. It would appear to be a good idea to provide more resources for GED classes, and to pay for part or all of the test fees for students who cannot afford them, as Tennessee is doing, but I wonder if, in some cases, a "GED push" results in lower (barely passing) test scores for some of those who are urged to take the test too soon, before they have had any substantial instruction or study. If so, a push might defeat the goal of preparing GED holders to succeed in college -- unless they also do a college transition program after getting the GED. As it is, only a tiny percent of GED holders enroll and complete a college degree program, and without post secondary education, the GED has little or no economic impact, so if by rushing them to take the test we undermine their preparation for postsecondary education I think we aren't doing students any favors. I wonder if anyone in states where the GED push is on has observations about how this affects performance on the GED or preparation for college. If so, please post here (or e-mail me privately). David J. Rosen Adult Literacy Advocate DJRosen at theworld.com _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org From tomchoye at comcast.net Wed Nov 23 15:55:33 2005 From: tomchoye at comcast.net (Tom Hoye) Date: Wed, 23 Nov 2005 15:55:33 -0500 Subject: [Assessment] Testing replies References: <009501c5f042$0c646120$0202a8c0@frodo> Message-ID: <021101c5f070$3f2fd570$0201000a@tomhoye> Marie, as far as Practice GED Tests are concerned. When the teacher tells me the students seem ready then they or I administer the test and we adhere to the time etc. I think these tests are very good indicators of how a person will do on the real test and I have tried to compile some data on this. As far as BEST PLUS - it is easier to administer but a program needs many persons to administer it. I have done 8 or 9 in one night - we have a three hour program and I find that is about all I can take and give properly. We also try to print up the restults that night. Hope this helps. Tom ----- Original Message ----- From: "Marie Cora" To: Sent: Wednesday, November 23, 2005 10:24 AM Subject: [Assessment] Testing replies > Good morning, afternoon, and evening to you all. > > Thanks for all the interesting questions, comments, and replies > regarding the 2 topics "When to test?" and "Testing in small programs". > I read that discussion with much interest. It was really nice to hear > from some of you who have not posted to the List before - thank you!! I > have some further questions and comments as well. > > GED: > First, I wonder if anyone can speak further to some of the GED related > comments and questions (although the resources that one person provided > were great, so thanks for that). I would also like to know more about > people's experience with the criteria for administering the Practice > Tests, and also in terms of equating TABE and GED. I have heard that > some programs struggle to get students to take the TABE post-test once > those students have started focusing on the GED because they see no > reason to complete the TABE (but this then affects the data that the > program can collect in terms of measuring student progress). > > We don't discuss GED issues enough here, and I would like to see some > change in this. Are there other GED questions/concerns that folks have? > > BEST Plus: > Next, can anyone else comment on administering BEST Plus to large > numbers of students? I am under the impression that the new > computerized version really helps with this issue. Does anyone have > experiences they can share in terms of this? Is it a matter of time? > Or access to computers? Or scheduling logistics? > > Attendance: > One person commented that they have a difficulty with students in terms > of class start time, and that students filter in at all times during the > allotted class schedule. I have heard that programs are starting to > move away from Open Enrollment (which is a different issue) because this > also causes disruptions in terms of the smooth delivery of curriculum > and instruction. What do folks do in terms of students arriving late to > class? I read with some emotion the other day in the Boston Globe, that > in some high schools, classrooms (and even the school itself) lock out > any student who arrives late. That's high school, not ABE. But I > thought of that article when I read the person's post. I admit that I > would be frustrated with this issue for the adult students who DO get > there on time and are ready to work. It seems unfair for them to have > to deal with this issue as well. > > Opportunities for outside practice: > One post noted that some students excel because of their experiences > outside of the classroom. I guess that's why in K-12 and traditional > college educations, we get homework and if fortunate enough, study > abroad. But the challenges inherent in ABE/ESOL often do not allow for > assigning homework - although it seems a shame to be unable to take > advantage of the fact that our students are already in an > English-speaking country (regardless if they live in communities where > they can easily avoid using English). Does anyone have examples, > experiences, ideas to share on giving homework, or assignments to be > completed outside of the class? Does it work out? What kinds of stuff > do you ask your students to do? If you do this, how do you find > activities/tasks that you feel confident your students will actually try > to pursue? > > Class schedules: > A couple of people commented on how they shifted their class offerings > from fewer hours per week and longer sessions, to more hours per week > and shorter sessions. I tried to find a resource (but failed.so far) > that I read a few years ago that discussed research in this area and > supports the notion that more intensive programs in shorter chunks are > indeed more effective in terms of student retention and educational > gain. Can anyone give us more examples of this type of shifting of your > schedules? Does anyone know of a resource that discusses this? I will > keep looking for the one I have - cuz I know it's in one of my piles > somewhere. I keep thinking of NCSALL when thinking of this research. > > Using data for program improvement: > I always love to read/hear about programs analyzing their > program/student test data in order to improve their instructional or > program practice. This is one of the single most powerful tools a > program (and teacher!) can have to make what they do better. It's also > one of the most infrequently employed, although I feel like this is a > rising trend. If you have good stories to tell about using your data > for program or instructional improvement, please do share with us! > > > Test/Re-test guidelines: > In terms of when to re-test, 30/40 hours indeed seems very low - and > thanks to the person for providing the guideline from CASAS on re-test > (which was about 80 hours I think - did you note that there is a minimum > of 45 hours? Are there particular instances when one would re-test > after so few hours?). I tried a bit to find the exact numbers for > re-test on BEST Plus (but I think it's also 80 hours) and gave up for > now - does anyone have that info handy? I think TABE is also around the > same number of hours - there seems to be a standard around how much > instruction is needed before you can see educational gain with a > student. Is that right? Here is the link for the SABES (System for > Adult Basic Education Support) Assessment Support Website that has info > on tests and guidelines for testing. You can find some pretty good > suggestions there around these issues. > http://www.sabes.org/assessment/index.htm > > Thanks and I hope you all have a wonderful and safe holiday. > > marie cora > Moderator, The National Institute for Literacy Assessment Discussion > List, and > Coordinator/Developer LINCS Assessment Special Collection at > http://literacy.kent.edu/Midwest/assessment/ > > > marie.cora at hotspurpartners.com > > > > > > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment From Ajit.Gopalakrishnan at po.state.ct.us Wed Nov 23 17:53:19 2005 From: Ajit.Gopalakrishnan at po.state.ct.us (Gopalakrishnan, Ajit) Date: Wed, 23 Nov 2005 17:53:19 -0500 Subject: [Assessment] FW: [AAACE-NLA] Are Fast Track GED programs a goodidea? Message-ID: <281DD0D97E3EC94FB83030B1379CE426EC894A@DOIT-EX302.exec.ds.state.ct.us> I personally feel that adult education is about helping learners to master the reading, writing, math, listening, and speaking skills necessary for what lies beyond adult education, especially for those with employment and postsecondary goals. In that sense, I concur with David that preparing for a diploma, whether it is the GED or a local adult high school diploma, is best not presented to the learner as the end in itself. Learners should be encouraged to develop their skill levels in RWMLS so that they are passing with a high score and leaving adult education with the necessary skills for what lies after. John Tyler's NCSALL study I believe demonstrates as much with respect to the income earned by individuals with high passing scores as compared to those with low passing scores. >From an employment perspective, the business world still seems to recognize the high school diploma and believes that the diploma represents a "certain skill level" (though there is more talk of skill certifications). Many of our students are looking to better their employment situations. For them, having a diploma may help them stay in their job or get a pay raise. I can see how those students would want to get a diploma fast, especially if they have sufficient skills to "pass" the test. If someone does pass the GED test which was revamped in 2002 and has a minimum writing score requirement, then I feel that the student is at least functioning in the Adult Secondary Levels when they exit our system. (In the norming study for the GED 2002, I believe that on average, 42% of the graduating high school seniors who took the GED test did not meet the minimum passing standard.) So, getting to the GED may not be sufficient in and of itself for what lies beyond, but in the short-term for those learners, it is probably better than not getting there. For those learners looking to postsecondary aspirations, I think they clearly need more preparation. Achieving a minimum passing score on the GED is most likely not sufficient. Hopefully in the future, the innovation currently called transition-to-postsecondary will become second nature in secondary completion programs and all students getting their diplomas will have the skills for postsecondary success without having to complete an additional "transitions" course. This is somewhat similar to the "technology" innovation --- initially it starts out as something new and separate but with practice becomes part of everyday operations. I think the larger challenge for adult education may be that for every student who graduates, there is probably one student (may be more) who is exiting without even reaching the adult secondary functioning levels. I feel that many get discouraged when they see that the diploma may be too far away for them, and thus stop attending altogether. This leads me to some questions and takes me back to my thoughts in the first paragraph. Is adult education about basic skills (cognitive skills per John Tyler) development? (OR) Is it about getting people to diplomas? (OR) Is it some combination of both? How do we currently market our programs? What do our brochures say to persuade students to come to us? Do we say come get your diploma, or do we say get your diploma and improve your skills for college? There is so much more I would like to say but I will stop and wait for others to comment. Thanks. Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 Tel: (860) 807-2125 Fax: (860) 807-2062 ajit.gopalakrishnan at po.state.ct.us -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Marie Cora Sent: Wednesday, November 23, 2005 1:28 PM To: assessment at dev.nifl.gov Subject: [Assessment] FW: [AAACE-NLA] Are Fast Track GED programs a goodidea? Hi everyone, I am forwarding this post from the NLA List regarding the GED. How timely that David Rosen has posted this intriguing question in light of my email post earlier today in which I raised the issue of having more discussion on GED on this list. What are your thoughts? marie ___________________________ AAACE-NLA Colleagues, Several states are trying to increase the number of people who pass the GED. There are "fast track" states like Virginia, and "incentive" states like Tennessee, and others. It would appear to be a good idea to provide more resources for GED classes, and to pay for part or all of the test fees for students who cannot afford them, as Tennessee is doing, but I wonder if, in some cases, a "GED push" results in lower (barely passing) test scores for some of those who are urged to take the test too soon, before they have had any substantial instruction or study. If so, a push might defeat the goal of preparing GED holders to succeed in college -- unless they also do a college transition program after getting the GED. As it is, only a tiny percent of GED holders enroll and complete a college degree program, and without post secondary education, the GED has little or no economic impact, so if by rushing them to take the test we undermine their preparation for postsecondary education I think we aren't doing students any favors. I wonder if anyone in states where the GED push is on has observations about how this affects performance on the GED or preparation for college. If so, please post here (or e-mail me privately). David J. Rosen Adult Literacy Advocate DJRosen at theworld.com _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.362 / Virus Database: 267.13.6/179 - Release Date: 11/23/2005 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.362 / Virus Database: 267.13.6/179 - Release Date: 11/23/2005 From djrosen at comcast.net Fri Nov 25 16:43:25 2005 From: djrosen at comcast.net (David Rosen) Date: Fri, 25 Nov 2005 16:43:25 -0500 Subject: [Assessment] (no subject) Message-ID: Colleagues, On November 9, 2005 I wrote: "Many adult literacy and English language learning practitioners turn to this electronic list to find knowledge and wisdom, and to get answers to specific professional questions. We also have other ways of finding knowledge. We learn from our experience and that of our colleagues. We read certain journals, magazines and newspapers, we seek out opinions from reputable sources, and we try to find the best research which addresses our question or problem. So, here's my question: How do you find answers to your adult literacy and English language learning questions?" You will find a compilation of responses to the question below, by information medium type : David J. Rosen Adult Literacy Advocate DJRosen at theworld.com ----- DATABASES and ONLINE LIBRARIES ? The National Institute for Literacy (NIFL) Literacy Information and Communications System ( LINCS) , which has special collections, four comprehensive search engines (LINCSearch), discussion forums 9electronic lists), online documents and archives http:// www.nifl.gov/lincs/ ? The (Canadian) National Adult Literacy Database (NALD) and its online documents and archives http://www.nald.ca/ ? The NIACE (UK) National Institute for Adult and Continuing Education. This and the National Literacy Trust are web sites with links to research studies, reports and recently published books. http://www.niace.org.uk/ ? The Centre for Literacy. Montreal, Quebec. http:// www.centreforliteracy.qc.ca/ Library catalog: http://www.centreforliteracy.qc.ca/library/intro.htm ? AlphPlus Centre. Toronto Ontario. http://alphaplus.ca/eng.asp AlphaPlus offers ?an extensive physical library collection as well as an ever-growing online collection of literacy research. They are a repository for all Ontario field development projects and research funded by the Literacy and Basic Skills section of the Ontario Ministry of Training, Colleges and Universities. AlphaPlus also maintains a number of public discussion forums where literacy resources are shared, event notices are posted and general questions and dialogue for the literacy community is maintained.? Kim Falcigno, Literacy Project Researcher/Consultant, thunder Bay, Ontario. ? The National Center for the Study of Adult Learning and Literacy (NCSALL) Web site and its hard copy publications http://ncsall.net ? Education Resources Information Center (ERIC) Database http:// www.eric.ed.gov/ ? Outreach and Technical Assistance Network (OTAN). Although this is a California-based organization, its web site is accessible to people outside the state and it has a library of online adult literacy education documents. http://www.otan.us/ ? PDK knowledge databases http://www.literacy.org/pdk/ ? Workforceusa.net. They pull together resources on many workforce- related topics. The link to the adult ed page is -- http://www.workforceusa.net/search.php? PHPSESSID=a695aff0dd637483946eced 103cea36d&search_keyword=adult +education or you can try this short version http://tinyurl.com/examb WIKIS ? The Adult Literacy Education Wiki http://wiki.literacytent.org ? The Wikipedia http://en.wikipedia.org/wiki/Main_Page ONLINE COURSES ? Verizon Literacy Campus http://www.literacycampus.org/ WEB SITES ? CAAL http://www.caalusa.org/ ? CAELA http://www.cal.org/caela/ ? CAL http://www.cal.org/ ? CALPRO http://www.calpro-online.org/ ? CLASP http://www.clasp.org/ ? Correctional Education Association http://www.ceanational.org/ ? Culture Orientation Resource Center http:// www.culturalorientation.net/ ? International Reading Association (IRA) http://ira.org/ ? National Center for Family Literacy (NCFL) Practitioner Toolkit http://www.famlit.org/Publications/Practitioner-Toolkit-ELL.cfm/ ? Public/Private Ventures http://www.ppv.org/index.asp/ ? Statistics Canada http://www.statcan.ca/ ? TESOL http://www.tesol.org/ ? The Hub at Literacy BC http://www2.literacy.bc.ca/electric.htm/ ? The Knowledge Loom http://knowledgeloom.org/index.jsp/ ? USDOE http://www.ed.gov/ ? State DOE web sites (FL, OH, ME, MA, and others) ? Litlink/PBS http://litlink.ket.org/ ? ProLiteracy Worldwide http://www.proliteracy.org NEWSLETTERS ? EdWeek (weekly newsletter) http://www.edweek.org/ew/index.html ? Public education Network (PEN) http://www.publiceducation.org/ ELECTRONIC LISTS/DISCUSSION FORUMS ? TESL_L ? English Language (NIFL_ESL) ? ASCD ? CALL- Center for Adult Learning and Literacy at UMaine-Orono NEWSPAPERS (INCLUDING ONLINE NWSPAPERS) BOOKS LIBRARY SYSTEMS LIBRARIES OF AGENCIES PROVIDING ADULT EDUCATION JOURNALS ? COABE Journal http://www.coabe.org/index.cfm?fuseaction=journal ? Reading Research Quarterly http://www.reading.org/publications/ journals/rrq/ ? Journal of Adolescent and Adult Literacy http://www.reading.org/ publications/journals/jaal/ ? Journal of Literacy Research http://www.nrconline.org/jlr/archive/ ? Adult Education Quarterly http://aeq.sagepub.com/ ? Focus on Basics http://www.ncsall.net/index.php?id=31 ? New Directions for Adult and Continuing Education http:// www.josseybass.com/WileyCDA/WileyTitle/productCd-ACE.html ? TESOL Quarterly http://www.tesol.org/s_tesol/seccss.asp? CID=209&DID=1679 ? TESOL Journal http://www.tesol.org/s_tesol/seccss.asp?CID=255&DID=1727 ? Literacies, a recent Canadian journal published in British Columbia in print and online. It includes an online discussion forum where topics from the most current edition are discussed. http:// www.literacyjournal.ca/readers.html ? Essential Teacher http://www.tesol.org/s_tesol/sec_document.asp? CID=206&DID=1134 ? CATESOL Journal http://www.catesol.org/cjguidelines.html ? Adult Education Journal http://www.periodicals.com/stock_e/j/ ttl12674.html ? Educational Leadership (ASCD) ? Teacher ? T.H.E. (online) journal http://www.thejournal.com/newsletters/ NEWSLETTERS ? IRA Newsletter http://www.reading.org/publications/index.html ? Report on Literacy Programs http://www.bpinews.com/edu/pages/rlp.cfm WEB SEARCHES ? Google ----- From marie.cora at hotspurpartners.com Sun Nov 27 15:46:26 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Sun, 27 Nov 2005 15:46:26 -0500 Subject: [Assessment] Discussions posted FYI Message-ID: <013d01c5f393$a338d500$0202a8c0@frodo> Hello everyone, I hope this email finds you well. I have (finally!) finished putting together a number of discussion threads and writing accompanying summaries of discussions that were held here in this forum starting from fall of 2004 to present. Some of the discussions were Guest Discussions, others were conversations that carried on for a number of days (sometimes a couple of weeks) and provided rich ideas and in-depth thoughts and experiences in particular subject areas. You will be able to find all the Guest Discussions posted at the Guest Speaker Discussion Archive - but they will not be posted there for another week or so. The Guest Speaker Discussion Archive can be found at: http://www.nifl.gov/lincs/discussions/list_guests.html. In the meantime, both the Guest Discussions and regular discussions are posted at the ALEWiki Assessment Area: http://wiki.literacytent.org/index.php/Assessment_Information Click on Discussions and you will see the following listed there: Excerpts from High Stakes Testing and Standardized Assessment Measuring Literacy: Performance Levels for Adults, Interim Report Excerpts from discussion on Literacy vs. Reading, and TABE Excerpts from discussion on Literacy Needs and Accountability Versus Instruction The Adult Reading Components Study - ARCS Reading Diagnostic The (U.S.) National Reporting System (NRS) and Use of Test Scores ? Excerpts from discussion on Teacher Evaluation The REEP Writing Assessment Rubric ? Excerpts from Assessment in Family Literacy Test Construction Excerpts from Commercial Standardized Tests Excerpts from Teacher Qualifications in Assessment I hope that you find these resources handy and useful. If you use them in any way, I would greatly appreciate any feedback or information on how you used them and if you indeed found them useful. Thank you! marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora at hotspurpartners.com From Ajit.Gopalakrishnan at po.state.ct.us Mon Nov 28 09:21:30 2005 From: Ajit.Gopalakrishnan at po.state.ct.us (Gopalakrishnan, Ajit) Date: Mon, 28 Nov 2005 09:21:30 -0500 Subject: [Assessment] Discussions posted FYI Message-ID: <281DD0D97E3EC94FB83030B1379CE426010E1807@DOIT-EX302.exec.ds.state.ct.us> Hi Marie, Just wondering... Why are NIFL messages copied on to the ALEWiki? Does NIFL not archive them already? How are decisions made with regard to which threads and messages to copy? Who writes the organizing subject headers for the Wiki? Does the Wiki have or need NIFL's/author's permission to copy content from the list to the Wiki? Thanks. Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 Tel: (860) 807-2125 Fax: (860) 807-2062 ajit.gopalakrishnan at po.state.ct.us -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Marie Cora Sent: Sunday, November 27, 2005 3:46 PM To: assessment at dev.nifl.gov Subject: [Assessment] Discussions posted FYI Hello everyone, I hope this email finds you well. I have (finally!) finished putting together a number of discussion threads and writing accompanying summaries of discussions that were held here in this forum starting from fall of 2004 to present. Some of the discussions were Guest Discussions, others were conversations that carried on for a number of days (sometimes a couple of weeks) and provided rich ideas and in-depth thoughts and experiences in particular subject areas. You will be able to find all the Guest Discussions posted at the Guest Speaker Discussion Archive - but they will not be posted there for another week or so. The Guest Speaker Discussion Archive can be found at: http://www.nifl.gov/lincs/discussions/list_guests.html. In the meantime, both the Guest Discussions and regular discussions are posted at the ALEWiki Assessment Area: http://wiki.literacytent.org/index.php/Assessment_Information Click on Discussions and you will see the following listed there: Excerpts from High Stakes Testing and Standardized Assessment Measuring Literacy: Performance Levels for Adults, Interim Report Excerpts from discussion on Literacy vs. Reading, and TABE Excerpts from discussion on Literacy Needs and Accountability Versus Instruction The Adult Reading Components Study - ARCS Reading Diagnostic The (U.S.) National Reporting System (NRS) and Use of Test Scores ? Excerpts from discussion on Teacher Evaluation The REEP Writing Assessment Rubric ? Excerpts from Assessment in Family Literacy Test Construction Excerpts from Commercial Standardized Tests Excerpts from Teacher Qualifications in Assessment I hope that you find these resources handy and useful. If you use them in any way, I would greatly appreciate any feedback or information on how you used them and if you indeed found them useful. Thank you! marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora at hotspurpartners.com _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.362 / Virus Database: 267.13.8/183 - Release Date: 11/25/2005 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.362 / Virus Database: 267.13.8/183 - Release Date: 11/25/2005 From marie.cora at hotspurpartners.com Tue Nov 29 09:56:44 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Tue, 29 Nov 2005 09:56:44 -0500 Subject: [Assessment] Move to fully moderated format today Message-ID: <004f01c5f4f5$1dd154b0$0202a8c0@frodo> Dear Discussion List Participants, Today, the National Institute for Literacy is moving the Assessment discussion list to a fully moderated format. Our goal is to enhance professional development for educators and practitioners through ongoing opportunities to learn, discuss, and reflect on critical literacy issues. There will not be significant changes in the way you receive your discussion list mail. Each list will have a moderator who will facilitate dialogue about the latest literacy research and its applications to instructional practice; promising policies and practices -- in addition to promoting the exchange of ideas, resources, and experience. The moderator will review messages posted to the list daily, prior to releasing it to subscribers. Please review the Discussion List Guidelines at http://dev.nifl.gov/lincs/discussions/list_guidelines.html for more information. As subscribers, you can continue to post to the list, the list email address is: assessment at dev.nifl.gov. The purpose of the Assessment list is to provide an on-going professional development forum for practitioners, program administrators, volunteers, researchers, and policy makers who interact with Assessment and Evaluation in the field of Adult Literacy. The focus of this professional development forum is to discuss issues relevant to multiple forms of Assessment and Evaluation as they relate to Adult Literacy; to provide the field with information and resources that can be used to develop, expand, and inform the Adult Literacy field on Assessment and Evaluation issues; to enrich and improve public policies related to Assessment and Evaluation by providing an open forum for the exchange of relevant policy ideas. These discussions can and should improve policy, practice, and research. Topics may include Assessment issues such as instruction, curricula, self-assessment, the GED, and the National Reporting System. This list is moderated by Marie Cora. We encourage discussion list participants to focus your contributions to the Assessment list. Your comments, suggestions, references, and ideas posted to the discussion lists continue serve as resources for enhancing the field's capacity and knowledge base. We encourage open discourse and an exchange of information, ideas, and practices among all list subscribers. As in the past, differences in perspectives and ideas are welcome, especially when they are voiced in the spirit of inquiry, curiosity, and mutual respect. Thank you for your dedication to this online community. We look forward to sharing and learning with you. Sincerely, Tanya Shuy and Mary Jo Maralit National Institute for Literacy -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051129/9c126d0a/attachment.html From marie.cora at hotspurpartners.com Tue Nov 29 10:44:44 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Tue, 29 Nov 2005 10:44:44 -0500 Subject: [Assessment] Discussions posted FYI In-Reply-To: <281DD0D97E3EC94FB83030B1379CE426010E1807@DOIT-EX302.exec.ds.state.ct.us> Message-ID: <007101c5f4fb$d29c8990$0202a8c0@frodo> Hi Ajit, Thanks for your email. Sorry to be so late in reply. Posting to a NIFL list is a public act. Copying something which has been posted in a public space, as long as it is properly attributed, doesn't require permission. However, if someone wished to remove (or have one of the Wiki Area Leaders remove) something posted to the ALE Wiki, this would be possible. The ALEWiki is an open space where anyone can add or modify information. It is being constructed to provide a comprehensive location for ABE information and learning, by people who work in various areas of ABE ? everyone, yourself included, is invited and encouraged to contribute to the resource. The NIFL lists (and other adult literacy education lists) are an important service to the field, as forums for lively discussions, conversations with guest experts, and broadly speaking for the field's professional development. The NIFL lists contribute some of the richest and most fundamental information to the ALEWiki and its mission to provide a thorough, practitioner-built resource for our field. The NIFL archives (nearly) all messages posted to the NIFL lists. Individuals who believe that a discussion is pertinent to an ALE Wiki topic area can copy selected discussions onto the Wiki. Anyone may do that. The idea is to identify a discussion which adds knowledge through research or practitioner professional wisdom. There is really no better place than the NIFL Lists to find such information, nor where you can find such a distinguished group of people who work in our field. I also personally believe it is a great thing to have the list discussions available in as many venues as possible, for access, credibility, better format for use for professional development, etc. Adult Ed has so few comprehensive resources, so the ones we do have should be highlighted, celebrated, and put to good use, in as many ways as possible. marie cora -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Gopalakrishnan, Ajit Sent: Monday, November 28, 2005 9:22 AM To: The Assessment Discussion List Subject: RE: [Assessment] Discussions posted FYI Hi Marie, Just wondering... Why are NIFL messages copied on to the ALEWiki? Does NIFL not archive them already? How are decisions made with regard to which threads and messages to copy? Who writes the organizing subject headers for the Wiki? Does the Wiki have or need NIFL's/author's permission to copy content from the list to the Wiki? Thanks. Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 Tel: (860) 807-2125 Fax: (860) 807-2062 ajit.gopalakrishnan at po.state.ct.us -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Marie Cora Sent: Sunday, November 27, 2005 3:46 PM To: assessment at dev.nifl.gov Subject: [Assessment] Discussions posted FYI Hello everyone, I hope this email finds you well. I have (finally!) finished putting together a number of discussion threads and writing accompanying summaries of discussions that were held here in this forum starting from fall of 2004 to present. Some of the discussions were Guest Discussions, others were conversations that carried on for a number of days (sometimes a couple of weeks) and provided rich ideas and in-depth thoughts and experiences in particular subject areas. You will be able to find all the Guest Discussions posted at the Guest Speaker Discussion Archive - but they will not be posted there for another week or so. The Guest Speaker Discussion Archive can be found at: http://www.nifl.gov/lincs/discussions/list_guests.html. In the meantime, both the Guest Discussions and regular discussions are posted at the ALEWiki Assessment Area: http://wiki.literacytent.org/index.php/Assessment_Information Click on Discussions and you will see the following listed there: Excerpts from High Stakes Testing and Standardized Assessment Measuring Literacy: Performance Levels for Adults, Interim Report Excerpts from discussion on Literacy vs. Reading, and TABE Excerpts from discussion on Literacy Needs and Accountability Versus Instruction The Adult Reading Components Study - ARCS Reading Diagnostic The (U.S.) National Reporting System (NRS) and Use of Test Scores ? Excerpts from discussion on Teacher Evaluation The REEP Writing Assessment Rubric ? Excerpts from Assessment in Family Literacy Test Construction Excerpts from Commercial Standardized Tests Excerpts from Teacher Qualifications in Assessment I hope that you find these resources handy and useful. If you use them in any way, I would greatly appreciate any feedback or information on how you used them and if you indeed found them useful. Thank you! marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora at hotspurpartners.com _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.362 / Virus Database: 267.13.8/183 - Release Date: 11/25/2005 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.362 / Virus Database: 267.13.8/183 - Release Date: 11/25/2005 _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From marie.cora at hotspurpartners.com Tue Nov 29 10:48:36 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Tue, 29 Nov 2005 10:48:36 -0500 Subject: [Assessment] Interesting GED discussion on NLA Message-ID: <007201c5f4fc$5cc3d100$0202a8c0@frodo> Hi everyone, There is an interesting discussion happening on the AAACE-NLA discussion list regarding "fast track GED programs", as it may pertain to state policy, incentive programs, or funder pressure for more GEDs. The discussion is being archived in the wiki for easy reference at: http://wiki.literacytent.org/index.php/AleGEDiscussion#Are_Fast_Track_GE D_Programs_a_Good_Investment.3F If you would like to participate in the discussion, subscribe/unsubscribe by visiting: http://lists.literacytent.org/mailman/listinfo/aaace-nla If you'd like to discuss the implications of fast track GED programs as it relates to assessment issues, the discussion is also welcome here. marie cora List Moderator -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051129/2823e44d/attachment.html From MKroege at ade.az.gov Tue Nov 29 10:48:31 2005 From: MKroege at ade.az.gov (Kroeger, Miriam) Date: Tue, 29 Nov 2005 08:48:31 -0700 Subject: [Assessment] DAR reading assessment Message-ID: <1DE339C47662EC4E992656C5E72AABC4382BAA@prodmail2.prod.root> Wne to the Reqding Profiles page and Test Bank - noticed that 10 states are using AMES - does anyone know which states? Are they still using it? -Miriam Kroeger Arizona -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Crawford, June Sent: Friday, November 18, 2005 9:51 AM To: The Assessment Discussion List Subject: RE: [Assessment] DAR reading assessment Please go to the National Institute for Literacy website and see the chart about the DAR that was developed for teachers of adult reading. If you have further questions about the DAR, you can write an e-mail and get a personal response. www.nifl.gov/readingprofiles/MC_Test_Bank.htm June Crawford -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov]On Behalf Of Karen Layton Sent: Friday, November 18, 2005 10:56 AM To: assessment at dev.nifl.gov Subject: [Assessment] DAR reading assessment Hello Everyone: Instructors at our agency have inquired about the DAR (Diagnostic Assessment of Reading) as a diagnostic tool to supplement instruction. Has anyone used this tool for adult literacy? Any information, or any experiences you have had with this instrument, will be most helpful. Thank you. Karen Layton, M.Ed. Instructional Manager, Technology and Distance Education Center for Adult Literacy & Basic Workforce Development Northampton Community College 570-688-9173 klayton at northampton.edu _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From PHANDY at wcboe.org Tue Nov 29 12:53:59 2005 From: PHANDY at wcboe.org (PATRICIA HANDY) Date: Tue, 29 Nov 2005 12:53:59 -0500 Subject: [Assessment] Testing replies Message-ID: Hi, Everyone, All interesting questions, and I look forward to reading others' replies. I have a comment in response to your "Attendance" section: Two years ago, we started having students sign in and out at arrival and departure, noting the times. Our goal was to be certain our attendance records were accurate, but we also got an unexpected bonus: Just that degree of accountability has improved our students' punctuality and, even more, stopped the practice of leaving class earlier and earlier as the term progresses.We still have to remind of what our policy is, but we continue to be pleased with the results of that one simple measure. Pat Handy 410-749-3217 Coordinator, Wicomico County Adult Learning Center Philmore Commons, Salisbury Confidentiality Note: This message may contain confidential information intended only for the use of the person named above and may contain communication protected by law. If you have received this message in error, you are hereby notified that any dissemination, distribution, copying or other use of this message is prohibited and you are requested to notify the sender immediately at his/her electronic mail. >>> marie.cora at hotspurpartners.com 11/23/05 10:24 AM >>> Good morning, afternoon, and evening to you all. Thanks for all the interesting questions, comments, and replies regarding the 2 topics "When to test?" and "Testing in small programs". I read that discussion with much interest. It was really nice to hear from some of you who have not posted to the List before - thank you!! I have some further questions and comments as well. GED: First, I wonder if anyone can speak further to some of the GED related comments and questions (although the resources that one person provided were great, so thanks for that). I would also like to know more about people's experience with the criteria for administering the Practice Tests, and also in terms of equating TABE and GED. I have heard that some programs struggle to get students to take the TABE post-test once those students have started focusing on the GED because they see no reason to complete the TABE (but this then affects the data that the program can collect in terms of measuring student progress). We don't discuss GED issues enough here, and I would like to see some change in this. Are there other GED questions/concerns that folks have? BEST Plus: Next, can anyone else comment on administering BEST Plus to large numbers of students? I am under the impression that the new computerized version really helps with this issue. Does anyone have experiences they can share in terms of this? Is it a matter of time? Or access to computers? Or scheduling logistics? Attendance: One person commented that they have a difficulty with students in terms of class start time, and that students filter in at all times during the allotted class schedule. I have heard that programs are starting to move away from Open Enrollment (which is a different issue) because this also causes disruptions in terms of the smooth delivery of curriculum and instruction. What do folks do in terms of students arriving late to class? I read with some emotion the other day in the Boston Globe, that in some high schools, classrooms (and even the school itself) lock out any student who arrives late. That's high school, not ABE. But I thought of that article when I read the person's post. I admit that I would be frustrated with this issue for the adult students who DO get there on time and are ready to work. It seems unfair for them to have to deal with this issue as well. Opportunities for outside practice: One post noted that some students excel because of their experiences outside of the classroom. I guess that's why in K-12 and traditional college educations, we get homework and if fortunate enough, study abroad. But the challenges inherent in ABE/ESOL often do not allow for assigning homework - although it seems a shame to be unable to take advantage of the fact that our students are already in an English-speaking country (regardless if they live in communities where they can easily avoid using English). Does anyone have examples, experiences, ideas to share on giving homework, or assignments to be completed outside of the class? Does it work out? What kinds of stuff do you ask your students to do? If you do this, how do you find activities/tasks that you feel confident your students will actually try to pursue? Class schedules: A couple of people commented on how they shifted their class offerings from fewer hours per week and longer sessions, to more hours per week and shorter sessions. I tried to find a resource (but failed.so far) that I read a few years ago that discussed research in this area and supports the notion that more intensive programs in shorter chunks are indeed more effective in terms of student retention and educational gain. Can anyone give us more examples of this type of shifting of your schedules? Does anyone know of a resource that discusses this? I will keep looking for the one I have - cuz I know it's in one of my piles somewhere. I keep thinking of NCSALL when thinking of this research. Using data for program improvement: I always love to read/hear about programs analyzing their program/student test data in order to improve their instructional or program practice. This is one of the single most powerful tools a program (and teacher!) can have to make what they do better. It's also one of the most infrequently employed, although I feel like this is a rising trend. If you have good stories to tell about using your data for program or instructional improvement, please do share with us! Test/Re-test guidelines: In terms of when to re-test, 30/40 hours indeed seems very low - and thanks to the person for providing the guideline from CASAS on re-test (which was about 80 hours I think - did you note that there is a minimum of 45 hours? Are there particular instances when one would re-test after so few hours?). I tried a bit to find the exact numbers for re-test on BEST Plus (but I think it's also 80 hours) and gave up for now - does anyone have that info handy? I think TABE is also around the same number of hours - there seems to be a standard around how much instruction is needed before you can see educational gain with a student. Is that right? Here is the link for the SABES (System for Adult Basic Education Support) Assessment Support Website that has info on tests and guidelines for testing. You can find some pretty good suggestions there around these issues. http://www.sabes.org/assessment/index.htm Thanks and I hope you all have a wonderful and safe holiday. marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora at hotspurpartners.com _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From davidsro at gse.harvard.edu Tue Nov 29 14:13:00 2005 From: davidsro at gse.harvard.edu (rosalind davidson) Date: Tue, 29 Nov 2005 14:13:00 -0500 Subject: [Assessment] DAR reading assessment In-Reply-To: <1DE339C47662EC4E992656C5E72AABC4382BAA@prodmail2.prod.root> References: <1DE339C47662EC4E992656C5E72AABC4382BAA@prodmail2.prod.root> Message-ID: <91CEEF7A5E191898559E8B64@Nic2-2> Miriam, The tally of tests used by states for reporting purposes is from 2001. We haven't sought any current information. R.D. --On Tuesday, November 29, 2005 8:48 AM -0700 "Kroeger, Miriam" wrote: > Wne to the Reqding Profiles page and Test Bank - noticed that 10 states > are using AMES - does anyone know which states? Are they still using > it? > > -Miriam Kroeger > Arizona > > -----Original Message----- > From: assessment-bounces at dev.nifl.gov > [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Crawford, June > Sent: Friday, November 18, 2005 9:51 AM > To: The Assessment Discussion List > Subject: RE: [Assessment] DAR reading assessment > > Please go to the National Institute for Literacy website and see the > chart about the DAR that was developed for teachers of adult reading. > If you have further questions about the DAR, you can write an e-mail and > get a personal response. www.nifl.gov/readingprofiles/MC_Test_Bank.htm > > > June Crawford > > -----Original Message----- > From: assessment-bounces at dev.nifl.gov > [mailto:assessment-bounces at dev.nifl.gov]On Behalf Of Karen Layton > Sent: Friday, November 18, 2005 10:56 AM > To: assessment at dev.nifl.gov > Subject: [Assessment] DAR reading assessment > > > Hello Everyone: > > Instructors at our agency have inquired about the DAR (Diagnostic > Assessment of Reading) as a diagnostic tool to supplement instruction. > Has anyone used this tool for adult literacy? > > Any information, or any experiences you have had with this instrument, > will be most helpful. > > Thank you. > > > > Karen Layton, M.Ed. > Instructional Manager, Technology and Distance Education > Center for Adult Literacy & Basic Workforce Development > Northampton Community College > 570-688-9173 > klayton at northampton.edu > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment Rosalind Davidson Research Associate National Center for the Study of Adult Learning and Literacy Harvard University Graduate School of Education Nichols House - Appian Way Cambridge, MA 02138 tel:(617) 496-8952 fax: (617) 495-4811 From khinson at future-gate.com Tue Nov 29 14:38:03 2005 From: khinson at future-gate.com (Katrina Hinson) Date: Tue, 29 Nov 2005 11:38:03 -0800 Subject: [Assessment] Re: Are Fast Track GED Programs a Good Investment Message-ID: <438C3D7F020000A000000861@smtp.us.future-gate.com smtp.de.future-gate.com> I just finished reading the emails related to this discussion. Personally, I'm not sure I like fast track programs at all although I understand the dire need some of our students are in when it comes to attaining their GED. It's almost as if it's a competition to "complete" the most students, especially when like in NC, we are moving to performance based funding. The number of GED Graduates has a direct impact on the amount of funding received. If what I've learned is correct, not only does it affect the funding we have at the state level but also at the federal level. With this kind of pressure, programs are bound to feel a strong need to "complete" a student - regardless of how and in some cases to how well educated the student leaves the program. That said, I think there is a need for a "fast track" in some cases. It really depends on the needs and goals of the student. That doesn't mean an instructor should sacrifice "knowledge" for a "test". I agree with Dr. Mumford comments in that students often are in such a hurry to "finish" that they rush and end up not having learned anything. Sometimes that "rush" feeling is prompted by outside factors out side of the school or basic skills program. I've encountered Department of Social Services workers who want a student to finish in X number of weeks or hours and who have no knowledge or understanding that a student may not be academically ready to do so. They don't understand that a student coming into a program at say a 3.9 or 5.1 TABE level may or may not be able to learn everything they need to know in such a short time span. I've encountered colleagues who commented that if I was worried about completion numbers and had DSS students in my class, that if I called the social worker they'd pull them out of class and replace them with someone who would finish. For me, it's not all about numbers. I understand and respect the need to meet performance standards as it relates to funding but I'm more concerned with ensuring that my students leave my class with SKILLs not just to pass the GED Test but to make them successful beyond my class whether they go to college or whether they enter the workforce. Each student that comes into my class has his or her own individual goals and needs. If I know a student does not plan to immediately attend college but rather to enter the workforce, and depending on the assessment outcomes of instructor made assessment material other than the TABE, I will work to move a student as quickly as he or she demonstrates capability. I definitely don't want to hinder a student from putting a roof over his or her head or finding a job, at the same time, I want them to be able to move beyond a low paying, low skill minimum wage job. If they don't have a solid foundation academically, even if they are stopping with the GED - they are limited in terms of accessing or attaining their full potential. AT the moment, it feels like there is no balance and a definite lack of understanding by those that develop state and national policies for the process and barriers faced by an adult learner. There seems to be a disconnect between the classroom and the policies themselves. We require students to pass the Official GED Practice test. I have found that the Practice Test is a good indicator of a students ability to pass the GED test. My school requires that a student attain a 500 or better on the practice test - this guideline is flexible to some degree. In the long run, I have been able to see that the stronger a person's practice test score the better he/she peforms on the actual test, not all the time but the majority of the time. Conversely, the weaker a student's practice test scores, the weaker he/she may do. While there may be a need to want to see student's "employed" and "completed" one of the goals should also to develop an "educated citizenry" that can actively shape his or her own future and the lives of those they are around - to educate people to be active participants in their community, schools, churches etc....to educate students to the voices they do have and to teach them to use that voice proactively in their own lives and the lives of their families - it's about giving students the necessary skills to succeed in MULTIPLE facets of their lives. It's NOT just about "passing the test". Without real knowledge - without giving our students the skills they need to think critically, analytically etc - we are doing them a disservice. If all we're after is fast tracking them towards a "GED" certificate - it would seem to me, we're only applying a band aid to the problems associated with low literacy skills. That's my two cents on the issue. From khinson at future-gate.com Tue Nov 29 19:55:47 2005 From: khinson at future-gate.com (Katrina Hinson) Date: Tue, 29 Nov 2005 16:55:47 -0800 Subject: [Assessment] Re: Testing replies Message-ID: <438C8813020000A00000086A@smtp.us.future-gate.com smtp.de.future-gate.com> I have inserted comments and questions below each of the sections listed below. >I have a comment in response to your "Attendance" section: Two years >ago, we started having students sign in and out at arrival and >departure, noting the times. Our goal was to be certain our attendance >records were accurate, but we also got an unexpected bonus: Just that >degree of accountability has improved our students' punctuality and, >even more, stopped the practice of leaving class earlier and earlier as >the term progresses.We still have to remind of what our policy is, but >we continue to be pleased with the results of that one simple measure. > My students sign in and out daily but I don't see it making them any more accountable than anything else I've seen. They still arrive late, leave early or skip class. We've discussed how being on time is essential in the workplace and setting good habits now is important. We've talked about being accountable for one's time and attendance but it's made little difference. How does having a student sign in or out make him or her more accountable and actually attend better? >GED: >First, I wonder if anyone can speak further to some of the GED related >comments and questions (although the resources that one person provided >were great, so thanks for that). I would also like to know more about >people's experience with the criteria for administering the Practice >Tests, and also in terms of equating TABE and GED. I have heard that >some programs struggle to get students to take the TABE post-test once >those students have started focusing on the GED because they see no >reason to complete the TABE (but this then affects the data that the >program can collect in terms of measuring student progress). Getting students post TABE tested after they have completed the GED is definitely an issue where I am. We've not come up with any solutions yet either - other than trying to TABE POST test them before they finish that final GED test. Our director is constantly stressing the point that they need to be pre and post tested but if a student finishes the GED test before it would be time to actually post test them, we often miss the opportunity and often can't get the student to return for additional testing either because they are taking other classes or because they are working. > >We don't discuss GED issues enough here, and I would like to see some >change in this. Are there other GED questions/concerns that folks have? > > >Attendance: >One person commented that they have a difficulty with students in terms >of class start time, and that students filter in at all times during the >allotted class schedule. I have heard that programs are starting to >move away from Open Enrollment (which is a different issue) because this >also causes disruptions in terms of the smooth delivery of curriculum >and instruction. What do folks do in terms of students arriving late to >class? I read with some emotion the other day in the Boston Globe, that >in some high schools, classrooms (and even the school itself) lock out >any student who arrives late. That's high school, not ABE. But I >thought of that article when I read the person's post. I admit that I >would be frustrated with this issue for the adult students who DO get >there on time and are ready to work. It seems unfair for them to have >to deal with this issue as well. > This is definitely an issue I have....students trickling in. It's disruptive to the flow of instruction and /or to the quiet of the room if others are working and the door keeps opening and closing because someone is entering. We have an open enrollment policy and I'm always getting new students up to and including the last day of a session before a holiday break. Additionally, because there is office space off of my class room, I have a steady stream of people all day long. I've been repeatedly told I can have no attendance policy of any kind in my class room because it violates the open enrollment policy. In the AHS aspect of our program, students had to make up time they missed but they are now moving away from that towards a competency based approach where hours are not necessarily what is looked out and in turn creating more of an open enrollment process in that area as well. I have students who come 1 day and never return or who return 15 weeks into a 16 week session. Lesson plans I make are always flexible and adaptable and I often find myself telling new students who've come into the middle of an ongoing exercise to just jump right in. Not only am I frustrated as a teacher but I know they are as well. It feels like a sink or swim exercise. I find that I can really only do group instruction on rare occasions because I never know which group of students are actually going to be present on a given day and because I'm bound to get a new one anywhere between 8 am and Noon and or between 1 and 5. This is probably one of the most frustrating aspects of what I do day to day. >Opportunities for outside practice: >One post noted that some students excel because of their experiences >outside of the classroom. I guess that's why in K-12 and traditional >college educations, we get homework and if fortunate enough, study >abroad. But the challenges inherent in ABE/ESOL often do not allow for >assigning homework - although it seems a shame to be unable to take >advantage of the fact that our students are already in an >English-speaking country (regardless if they live in communities where >they can easily avoid using English). Does anyone have examples, >experiences, ideas to share on giving homework, or assignments to be >completed outside of the class? Does it work out? What kinds of stuff >do you ask your students to do? If you do this, how do you find >activities/tasks that you feel confident your students will actually try >to pursue? > My students actually ASK for homework - not all of them mind you, but some. They approach it as - "the more work and effort I put into this, the greater the benefit for myself and or my family." I find it works. I also make available internet resources that students can use as study aids outside the classroom or even such programs like MySkillsTutor and A+Anywhere where students can get immediate feedback if they are working from home. I also give them an email address where they can contact me if they really get stuck. They also know that any question that stumps them is usually what I'll work on first thing in the morning with them. >Test/Re-test guidelines: >In terms of when to re-test, 30/40 hours indeed seems very low - and >thanks to the person for providing the guideline from CASAS on re-test >(which was about 80 hours I think - did you note that there is a minimum >of 45 hours? Are there particular instances when one would re-test >after so few hours?). I tried a bit to find the exact numbers for >re-test on BEST Plus (but I think it's also 80 hours) and gave up for >now - does anyone have that info handy? I think TABE is also around the >same number of hours - there seems to be a standard around how much >instruction is needed before you can see educational gain with a >student. Is that right? Here is the link for the SABES (System for >Adult Basic Education Support) Assessment Support Website that has info >on tests and guidelines for testing. You can find some pretty good >suggestions there around these issues. >http://www.sabes.org/assessment/index.htm I think testing/re-testing really varies from student to student - especially if during the intake assessment a student didn't do his or her best simply because they didn't want to. I think if a student can demonstrate mastery of skills needed to improve in areas he/she had an initially demonstrated weakness that to hold him or her in place simply because he or she lacks sufficient recommended hours is unwise and could lead to frustrating the student causing the student to quit altogether. How can anyone really quantify the amount of instruction that it takes - it varies from student to student - some may need more and some may need may less. The amount of instruction necessary might also vary on the type of information being taught. I think there are many factors that play into determining if or when someone is ready to test/retest. Regards Katrina Hinson -- No virus found in this outgoing message. Checked by AVG Anti-Virus. Version: 7.1.362 / Virus Database: 267.13.10/188 - Release Date: 11/29/05 We could learn a lot from crayons: some are sharp, some are pretty, some are dull, some have weird names, and all are different colors...but they all have to learn to live in the same box. From BELLA.HANSON at spps.org Wed Nov 30 10:00:34 2005 From: BELLA.HANSON at spps.org (BELLA.HANSON at spps.org) Date: Wed, 30 Nov 2005 09:00:34 -0600 Subject: [Assessment] DAR reading assessment Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051130/a9497907/attachment.html From phandy at wcboe.org Wed Nov 30 10:28:40 2005 From: phandy at wcboe.org (PATRICIA HANDY) Date: Wed, 30 Nov 2005 10:28:40 -0500 Subject: [Assessment] Re: Are Fast Track GED Programs a Good Investment Message-ID: I have been pondering the fast track vs. in-depth education dilemma for years so this has been a very interesting discussion. In-depth teaching would seem to serve the student better, but my observation is that many never reach the goal of passing the GED Test because they drop out before getting that far. Many are willing to spend a few months in class but not the six or more that are required to be well prepared. Even some who are committed when they begin class are blind-sided by life circumstances beyond their control and need to get a job, care for sick family member, etc. Because of all this, I have tended in recent years to lean toward fast-track teaching, or at least "faster-track." We do get a few more graduates this way, but I still feel unsettled about the ultimate value of this method. One solution is for graduates to remain in class even after passing the GED Test, with the goal of building a stronger foundation for their next step in life. I suppose this is a transitional class, but we do not use that designation. Only a few avail themselves of this option. In conclusion, I have a question: Is there information available showing how long the average student who starts at "x" level takes to be ready for the GED Test? We use CASAS Life Skills as our assessment tool so I would especially like to find information based on CASAS scores, e.g. how many hours of class time does it typically take a student with a 226 CASAS Math score to prepare for the GED Test? Thanks for any help you can give me on this. Pat Handy Pat Handy 410-749-3217 Coordinator, Wicomico County Adult Learning Center Philmore Commons, Salisbury Confidentiality Note: This message may contain confidential information intended only for the use of the person named above and may contain communication protected by law. If you have received this message in error, you are hereby notified that any dissemination, distribution, copying or other use of this message is prohibited and you are requested to notify the sender immediately at his/her electronic mail. >>> khinson at future-gate.com 11/29/05 2:38 PM >>> I just finished reading the emails related to this discussion. Personally, I'm not sure I like fast track programs at all although I understand the dire need some of our students are in when it comes to attaining their GED. It's almost as if it's a competition to "complete" the most students, especially when like in NC, we are moving to performance based funding. The number of GED Graduates has a direct impact on the amount of funding received. If what I've learned is correct, not only does it affect the funding we have at the state level but also at the federal level. With this kind of pressure, programs are bound to feel a strong need to "complete" a student - regardless of how and in some cases to how well educated the student leaves the program. That said, I think there is a need for a "fast track" in some cases. It really depends on the needs and goals of the student. That doesn't mean an instructor should sacrifice "knowledge" for a "test". I agree with Dr. Mumford comments in that students often are in such a hurry to "finish" that they rush and end up not having learned anything. Sometimes that "rush" feeling is prompted by outside factors out side of the school or basic skills program. I've encountered Department of Social Services workers who want a student to finish in X number of weeks or hours and who have no knowledge or understanding that a student may not be academically ready to do so. They don't understand that a student coming into a program at say a 3.9 or 5.1 TABE level may or may not be able to learn everything they need to know in such a short time span. I've encountered colleagues who commented that if I was worried about completion numbers and had DSS students in my class, that if I called the social worker they'd pull them out of class and replace them with someone who would finish. For me, it's not all about numbers. I understand and respect the need to meet performance standards as it relates to funding but I'm more concerned with ensuring that my students leave my class with SKILLs not just to pass the GED Test but to make them successful beyond my class whether they go to college or whether they enter the workforce. Each student that comes into my class has his or her own individual goals and needs. If I know a student does not plan to immediately attend college but rather to enter the workforce, and depending on the assessment outcomes of instructor made assessment material other than the TABE, I will work to move a student as quickly as he or she demonstrates capability. I definitely don't want to hinder a student from putting a roof over his or her head or finding a job, at the same time, I want them to be able to move beyond a low paying, low skill minimum wage job. If they don't have a solid foundation academically, even if they are stopping with the GED - they are limited in terms of accessing or attaining their full potential. AT the moment, it feels like there is no balance and a definite lack of understanding by those that develop state and national policies for the process and barriers faced by an adult learner. There seems to be a disconnect between the classroom and the policies themselves. We require students to pass the Official GED Practice test. I have found that the Practice Test is a good indicator of a students ability to pass the GED test. My school requires that a student attain a 500 or better on the practice test - this guideline is flexible to some degree. In the long run, I have been able to see that the stronger a person's practice test score the better he/she peforms on the actual test, not all the time but the majority of the time. Conversely, the weaker a student's practice test scores, the weaker he/she may do. While there may be a need to want to see student's "employed" and "completed" one of the goals should also to develop an "educated citizenry" that can actively shape his or her own future and the lives of those they are around - to educate people to be active participants in their community, schools, churches etc....to educate students to the voices they do have and to teach them to use that voice proactively in their own lives and the lives of their families - it's about giving students the necessary skills to succeed in MULTIPLE facets of their lives. It's NOT just about "passing the test". Without real knowledge - without giving our students the skills they need to think critically, analytically etc - we are doing them a disservice. If all we're after is fast tracking them towards a "GED" certificate - it would seem to me, we're only applying a band aid to the problems associated with low literacy skills. That's my two cents on the issue. _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From varshna.jackson at twc.state.tx.us Wed Nov 30 11:19:02 2005 From: varshna.jackson at twc.state.tx.us (Jackson, Varshna) Date: Wed, 30 Nov 2005 10:19:02 -0600 Subject: [Assessment] Re: Are Fast Track GED Programs a Good Investmen t Message-ID: It may be easier to see it from the student's perspective: what is the point of obtaining the GED? Is it to get a job that has a minimum requirement of a GED or HS diploma? Is it to gain entry to higher education? In either case, I see a fast-track GED program as a way for more students and more advanced students to meet their goals. It's like the HOV lane on the freeway during rush hour. How many students would sit in the stop-and-go traffic if they knew that with an additional passenger, they can take advantage of the 'short cut' without missing their exit? GED programs that make the extra effort are that extra passenger. As educators, we must be willing to use non-traditional methods for non-traditional students. The reference below to other agencies that operate under outcomes-based accountability systems is real. Here is an excerpt from the Asst. Secretary of Labor Emily DeRocco's that underscores the point I am making (link: http://www.doleta.gov/whatsnew/Derocco_speeches/2005-09-22.cfm): "But while much of the focus in government, in the media, and by ordinary Americans remains on grade school and high school education, it is really what happens after high school that determines the opportunities available to individuals. It is the post-high school education and training where talent development occurs. " It is about putting students in the driver's seat. Thanks, Varshna. Varshna Narumanchi-Jackson Texas Workforce Commission Email: varshna.jackson at twc.state.tx.us Phone: (512) 463-4245 Fax: (512) 463-7379 ----------------------------------------- Whatever you think you can do, or believe you can do, begin it. Action has magic, grace, and power in it. Goethe -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of PATRICIA HANDY Sent: Wednesday, November 30, 2005 9:29 AM To: djrosen at comcast.net; khinson at future-gate.com Cc: assessment at dev.nifl.gov Subject: Re: [Assessment] Re: Are Fast Track GED Programs a Good Investment I have been pondering the fast track vs. in-depth education dilemma for years so this has been a very interesting discussion. In-depth teaching would seem to serve the student better, but my observation is that many never reach the goal of passing the GED Test because they drop out before getting that far. Many are willing to spend a few months in class but not the six or more that are required to be well prepared. Even some who are committed when they begin class are blind-sided by life circumstances beyond their control and need to get a job, care for sick family member, etc. Because of all this, I have tended in recent years to lean toward fast-track teaching, or at least "faster-track." We do get a few more graduates this way, but I still feel unsettled about the ultimate value of this method. One solution is for graduates to remain in class even after passing the GED Test, with the goal of building a stronger foundation for their next step in life. I suppose this is a transitional class, but we do not use that designation. Only a few avail themselves of this option. In conclusion, I have a question: Is there information available showing how long the average student who starts at "x" level takes to be ready for the GED Test? We use CASAS Life Skills as our assessment tool so I would especially like to find information based on CASAS scores, e.g. how many hours of class time does it typically take a student with a 226 CASAS Math score to prepare for the GED Test? Thanks for any help you can give me on this. Pat Handy Pat Handy 410-749-3217 Coordinator, Wicomico County Adult Learning Center Philmore Commons, Salisbury Confidentiality Note: This message may contain confidential information intended only for the use of the person named above and may contain communication protected by law. If you have received this message in error, you are hereby notified that any dissemination, distribution, copying or other use of this message is prohibited and you are requested to notify the sender immediately at his/her electronic mail. >>> khinson at future-gate.com 11/29/05 2:38 PM >>> I just finished reading the emails related to this discussion. Personally, I'm not sure I like fast track programs at all although I understand the dire need some of our students are in when it comes to attaining their GED. It's almost as if it's a competition to "complete" the most students, especially when like in NC, we are moving to performance based funding. The number of GED Graduates has a direct impact on the amount of funding received. If what I've learned is correct, not only does it affect the funding we have at the state level but also at the federal level. With this kind of pressure, programs are bound to feel a strong need to "complete" a student - regardless of how and in some cases to how well educated the student leaves the program. That said, I think there is a need for a "fast track" in some cases. It really depends on the needs and goals of the student. That doesn't mean an instructor should sacrifice "knowledge" for a "test". I agree with Dr. Mumford comments in that students often are in such a hurry to "finish" that they rush and end up not having learned anything. Sometimes that "rush" feeling is prompted by outside factors out side of the school or basic skills program. I've encountered Department of Social Services workers who want a student to finish in X number of weeks or hours and who have no knowledge or understanding that a student may not be academically ready to do so. They don't understand that a student coming into a program at say a 3.9 or 5.1 TABE level may or may not be able to learn everything they need to know in such a short time span. I've encountered colleagues who commented that if I was worried about completion numbers and had DSS students in my class, that if I called the social worker they'd pull them out of class and replace them with someone who would finish. For me, it's not all about numbers. I understand and respect the need to meet performance standards as it relates to funding but I'm more concerned with ensuring that my students leave my class with SKILLs not just to pass the GED Test but to make them successful beyond my class whether they go to college or whether they enter the workforce. Each student that comes into my class has his or her own individual goals and needs. If I know a student does not plan to immediately attend college but rather to enter the workforce, and depending on the assessment outcomes of instructor made assessment material other than the TABE, I will work to move a student as quickly as he or she demonstrates capability. I definitely don't want to hinder a student from putting a roof over his or her head or finding a job, at the same time, I want them to be able to move beyond a low paying, low skill minimum wage job. If they don't have a solid foundation academically, even if they are stopping with the GED - they are limited in terms of accessing or attaining their full potential. AT the moment, it feels like there is no balance and a definite lack of understanding by those that develop state and national policies for the process and barriers faced by an adult learner. There seems to be a disconnect between the classroom and the policies themselves. We require students to pass the Official GED Practice test. I have found that the Practice Test is a good indicator of a students ability to pass the GED test. My school requires that a student attain a 500 or better on the practice test - this guideline is flexible to some degree. In the long run, I have been able to see that the stronger a person's practice test score the better he/she peforms on the actual test, not all the time but the majority of the time. Conversely, the weaker a student's practice test scores, the weaker he/she may do. While there may be a need to want to see student's "employed" and "completed" one of the goals should also to develop an "educated citizenry" that can actively shape his or her own future and the lives of those they are around - to educate people to be active participants in their community, schools, churches etc....to educate students to the voices they do have and to teach them to use that voice proactively in their own lives and the lives of their families - it's about giving students the necessary skills to succeed in MULTIPLE facets of their lives. It's NOT just about "passing the test". Without real knowledge - without giving our students the skills they need to think critically, analytically etc - we are doing them a disservice. If all we're after is fast tracking them towards a "GED" certificate - it would seem to me, we're only applying a band aid to the problems associated with low literacy skills. That's my two cents on the issue. _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From djrosen at comcast.net Wed Nov 30 12:11:10 2005 From: djrosen at comcast.net (David Rosen) Date: Wed, 30 Nov 2005 12:11:10 -0500 Subject: [Assessment] Re: Are Fast Track GED Programs a Good Investmen t In-Reply-To: References: Message-ID: <6EB08B03-004A-4C43-AD8D-5C396BE26DAE@comcast.net> Hello Varshna and others, I agree that it is a good idea to look at this from a student perspective. Let's identify as many actual purposes that students have for getting the GED, and then look at how realistic the GED goal is related to the purpose. Here's a start, and I hope you and others will add to this: Purposes for Getting a GED Get the GED so I can: 1. Get into the military In most states the GED is not accepted by most branches of the military but I understand that in some states this has recently changed, that the National Guard at least is recruiting students who have a GED -- and possibly without a GED on the condition that they get one. If anyone has information on this, please let us know. 2. Get a GED for the personal pride of having a high school equivalency diploma or certificate Getting the GED will accomplish this purpose. 3. Get a GED so I can go to college Many colleges also require an entrance test, and many (low-scoring but passing) GED holders still cannot pass this entrance test. In some cases the students are enrolled in developmental studies (or ESL/ ESOL courses). This is often a trap for students whose college financial aid is used up in these courses before they are ready to enroll in regular courses which count toward a college certificate or degree. Also there are cases where students who pass the college entrance requirement do not need to have a high school diploma or GED; so the GED is only useful in meeting this purpose if the student passes with high scores and is in other ways prepared for post- secondary work. This is sadly borne out by the percent of GED holders who get a college degree (under 4%). 4. Get a GED so I can keep my job -- my employer is requiring this Getting the GED will accomplish this purpose 5. Get a GED to enter a job training program Getting the GED will, in most cases, accomplish this; however, in some cases a GED is not required to enter if the student can show high scores in language arts and/or math on a standardized test like the TABE. 6. Get a GED to advance on the job Getting the GED will accomplish this purpose IF the employer only requires passing the GED. If the employer also assumes that the GED holder has good oral or written communication skills, the GED may or may not address that issue. If you disagree with my analysis of whether the GED will accomplish one of these purposes, refer to it by number and title and tell us all what should be added or changed. If we get good participation on this, we'll have a useful document for GED teachers everywhere to learn from -- and if it is put on the ALE Wiki -- add to or change. By the way, this discussion is taking place on the AAACE-NLA list, too, and is being archived on the ALE Wiki. If you want to be sure you see all the posts, go to the ALE Wiki. http://wiki.literacytent.org/index.php/AleGEDiscussion If you want to participate in all the online discussions, perhaps subscribe to the AAACE-NLA list, too. David J. Rosen djrosen at comcast.net On Nov 30, 2005, at 11:19 AM, Jackson, Varshna wrote: > It may be easier to see it from the student's perspective: what is > the point > of obtaining the GED? Is it to get a job that has a minimum > requirement of > a GED or HS diploma? Is it to gain entry to higher education? In > either > case, I see a fast-track GED program as a way for more students and > more > advanced students to meet their goals. It's like the HOV lane on the > freeway during rush hour. How many students would sit in the stop- > and-go > traffic if they knew that with an additional passenger, they can take > advantage of the 'short cut' without missing their exit? GED > programs that > make the extra effort are that extra passenger. As educators, we > must be > willing to use non-traditional methods for non-traditional students. > > The reference below to other agencies that operate under outcomes- > based > accountability systems is real. Here is an excerpt from the Asst. > Secretary > of Labor Emily DeRocco's that underscores the point I am making (link: > http://www.doleta.gov/whatsnew/Derocco_speeches/2005-09-22.cfm): > > "But while much of the focus in government, in the media, and by > ordinary > Americans remains on grade school and high school education, it is > really > what happens after high school that determines the opportunities > available > to individuals. It is the post-high school education and training > where > talent development occurs. " > > It is about putting students in the driver's seat. > > Thanks, Varshna. > Varshna Narumanchi-Jackson > Texas Workforce Commission > Email: varshna.jackson at twc.state.tx.us > Phone: (512) 463-4245 > Fax: (512) 463-7379 > ----------------------------------------- > Whatever you think you can do, or believe you can do, begin it. > Action has magic, grace, and power in it. Goethe > > > -----Original Message----- > From: assessment-bounces at dev.nifl.gov > [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of PATRICIA HANDY > Sent: Wednesday, November 30, 2005 9:29 AM > To: djrosen at comcast.net; khinson at future-gate.com > Cc: assessment at dev.nifl.gov > Subject: Re: [Assessment] Re: Are Fast Track GED Programs a Good > Investment > > > I have been pondering the fast track vs. in-depth education dilemma > for > years so this has been a very interesting discussion. In-depth > teaching > would seem to serve the student better, but my observation is that > many > never reach the goal of passing the GED Test because they drop out > before > getting that far. Many are willing to spend a few months in class > but not > the six or more that are required to be well prepared. Even some > who are > committed when they begin class are blind-sided by life > circumstances beyond > their control and need to get a job, care for sick family member, etc. > > Because of all this, I have tended in recent years to lean toward > fast-track > teaching, or at least "faster-track." We do get a few more > graduates this > way, but I still feel unsettled about the ultimate value of this > method. One > solution is for graduates to remain in class even after passing the > GED > Test, with the goal of building a stronger foundation for their > next step in > life. I suppose this is a transitional class, but we do not use that > designation. Only a few avail themselves of this option. > > In conclusion, I have a question: Is there information available > showing how > long the average student who starts at "x" level takes to be ready > for the > GED Test? We use CASAS Life Skills as our assessment tool so I would > especially like to find information based on CASAS scores, e.g. how > many > hours of class time does it typically take a student with a 226 > CASAS Math > score to prepare for the GED Test? Thanks for any help you can > give me on > this. Pat Handy > > Pat Handy > 410-749-3217 > Coordinator, Wicomico County Adult Learning Center > Philmore Commons, Salisbury > > Confidentiality Note: > This message may contain confidential information intended only for > the use > of the person named above and may contain communication protected > by law. > If you have received this message in error, you are hereby notified > that any > dissemination, distribution, copying or other use of this message is > prohibited and you are requested to notify the sender immediately > at his/her > electronic mail. >>>> khinson at future-gate.com 11/29/05 2:38 PM >>> > I just finished reading the emails related to this discussion. > Personally, I'm not sure I like fast track programs at all although I > understand the dire need some of our students are in when it comes to > attaining their GED. It's almost as if it's a competition to > "complete" the > most students, especially when like in NC, we are moving to > performance > based funding. The number of GED Graduates has a direct impact on the > amount of funding received. If what I've learned is correct, not > only does > it affect the funding we have at the state level but also at the > federal > level. With this kind of pressure, programs are bound to feel a > strong need > to "complete" a student - regardless of how and in some cases to > how well > educated the student leaves the program. > > That said, I think there is a need for a "fast track" in some > cases. It > really depends on the needs and goals of the student. That doesn't > mean an > instructor should sacrifice "knowledge" for a "test". I agree with Dr. > Mumford comments in that students often are in such a hurry to > "finish" that > they rush and end up not having learned anything. Sometimes that > "rush" > feeling is prompted by outside factors out side of the school or basic > skills program. I've encountered Department of Social Services > workers who > want a student to finish in X number of weeks or hours and who have no > knowledge or understanding that a student may not be academically > ready to > do so. They don't understand that a student coming into a program > at say a > 3.9 or 5.1 TABE level may or may not be able to learn everything > they need > to know in such a short time span. I've encountered colleagues who > commented > that if I was worried about completion numbers and had DSS > students in my > class, that if I called the social worker they'd pull them out of > class and > replace them with someone who would finish. For me, it's not all about > numbers. I understand and respect the need to meet performance > standards as > it relates to funding but I'm more concerned with ensuring that my > students > leave my class with SKILLs not just to pass the GED Test but to > make them > successful beyond my class whether they go to college or whether > they enter > the workforce. > > Each student that comes into my class has his or her own individual > goals > and needs. If I know a student does not plan to immediately attend > college > but rather to enter the workforce, and depending on the assessment > outcomes > of instructor made assessment material other than the TABE, I will > work to > move a student as quickly as he or she demonstrates capability. I > definitely don't want to hinder a student from putting a roof over > his or > her head or finding a job, at the same time, I want them to be able > to move > beyond a low paying, low skill minimum wage job. If they don't have > a solid > foundation academically, even if they are stopping with the GED - > they are > limited in terms of accessing or attaining their full potential. > > AT the moment, it feels like there is no balance and a definite > lack of > understanding by those that develop state and national policies > for the > process and barriers faced by an adult learner. There seems to be a > disconnect between the classroom and the policies themselves. > > We require students to pass the Official GED Practice test. I have > found > that the Practice Test is a good indicator of a students ability to > pass the > GED test. My school requires that a student attain a 500 or better > on the > practice test - this guideline is flexible to some degree. In the > long run, > I have been able to see that the stronger a person's practice test > score the > better he/she peforms on the actual test, not all the time but the > majority > of the time. Conversely, the weaker a student's practice test > scores, the > weaker he/she may do. > > While there may be a need to want to see student's "employed" and > "completed" one of the goals should also to develop an "educated > citizenry" > that can actively shape his or her own future and the lives of > those they > are around - to educate people to be active participants in their > community, > schools, churches etc....to educate students to the voices they do > have and > to teach them to use that voice proactively in their own lives and > the lives > of their families - it's about giving students the necessary skills to > succeed in MULTIPLE facets of their lives. It's NOT just about > "passing the > test". Without real knowledge > - without giving our students the skills they need to think > critically, > analytically etc - we are doing them a disservice. If all we're > after is > fast tracking them towards a "GED" certificate - it would seem to > me, we're > only applying a band aid to the problems associated with low literacy > skills. > > That's my two cents on the issue. > > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment From varshna.jackson at twc.state.tx.us Wed Nov 30 12:33:21 2005 From: varshna.jackson at twc.state.tx.us (Jackson, Varshna) Date: Wed, 30 Nov 2005 11:33:21 -0600 Subject: [Assessment] Re: Are Fast Track GED Programs a Good Investmen t Message-ID: David: I would love to see states' surveys of students' goals to lend support to the reasons stated below. This information would also, I feel, assist students in planning beyond the GED because, as you've noted below, the GED is not sufficient for many of the activities listed. We have to connect the dots forward so that students see, for example, that getting a GED and success in college courses relies on the rigor of the coursework and the investment in time and purpose to learn more than what is needed to pass the GED. Thanks, Varshna. -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of David Rosen Sent: Wednesday, November 30, 2005 11:11 AM To: The Assessment Discussion List Subject: Re: [Assessment] Re: Are Fast Track GED Programs a Good Investmen t Hello Varshna and others, I agree that it is a good idea to look at this from a student perspective. Let's identify as many actual purposes that students have for getting the GED, and then look at how realistic the GED goal is related to the purpose. Here's a start, and I hope you and others will add to this: Purposes for Getting a GED Get the GED so I can: 1. Get into the military In most states the GED is not accepted by most branches of the military but I understand that in some states this has recently changed, that the National Guard at least is recruiting students who have a GED -- and possibly without a GED on the condition that they get one. If anyone has information on this, please let us know. 2. Get a GED for the personal pride of having a high school equivalency diploma or certificate Getting the GED will accomplish this purpose. 3. Get a GED so I can go to college Many colleges also require an entrance test, and many (low-scoring but passing) GED holders still cannot pass this entrance test. In some cases the students are enrolled in developmental studies (or ESL/ ESOL courses). This is often a trap for students whose college financial aid is used up in these courses before they are ready to enroll in regular courses which count toward a college certificate or degree. Also there are cases where students who pass the college entrance requirement do not need to have a high school diploma or GED; so the GED is only useful in meeting this purpose if the student passes with high scores and is in other ways prepared for post- secondary work. This is sadly borne out by the percent of GED holders who get a college degree (under 4%). 4. Get a GED so I can keep my job -- my employer is requiring this Getting the GED will accomplish this purpose 5. Get a GED to enter a job training program Getting the GED will, in most cases, accomplish this; however, in some cases a GED is not required to enter if the student can show high scores in language arts and/or math on a standardized test like the TABE. 6. Get a GED to advance on the job Getting the GED will accomplish this purpose IF the employer only requires passing the GED. If the employer also assumes that the GED holder has good oral or written communication skills, the GED may or may not address that issue. If you disagree with my analysis of whether the GED will accomplish one of these purposes, refer to it by number and title and tell us all what should be added or changed. If we get good participation on this, we'll have a useful document for GED teachers everywhere to learn from -- and if it is put on the ALE Wiki -- add to or change. By the way, this discussion is taking place on the AAACE-NLA list, too, and is being archived on the ALE Wiki. If you want to be sure you see all the posts, go to the ALE Wiki. http://wiki.literacytent.org/index.php/AleGEDiscussion If you want to participate in all the online discussions, perhaps subscribe to the AAACE-NLA list, too. David J. Rosen djrosen at comcast.net On Nov 30, 2005, at 11:19 AM, Jackson, Varshna wrote: > It may be easier to see it from the student's perspective: what is > the point > of obtaining the GED? Is it to get a job that has a minimum > requirement of > a GED or HS diploma? Is it to gain entry to higher education? In > either > case, I see a fast-track GED program as a way for more students and > more > advanced students to meet their goals. It's like the HOV lane on the > freeway during rush hour. How many students would sit in the stop- > and-go > traffic if they knew that with an additional passenger, they can take > advantage of the 'short cut' without missing their exit? GED > programs that > make the extra effort are that extra passenger. As educators, we > must be > willing to use non-traditional methods for non-traditional students. > > The reference below to other agencies that operate under outcomes- > based > accountability systems is real. Here is an excerpt from the Asst. > Secretary > of Labor Emily DeRocco's that underscores the point I am making (link: > http://www.doleta.gov/whatsnew/Derocco_speeches/2005-09-22.cfm): > > "But while much of the focus in government, in the media, and by > ordinary > Americans remains on grade school and high school education, it is > really > what happens after high school that determines the opportunities > available > to individuals. It is the post-high school education and training > where > talent development occurs. " > > It is about putting students in the driver's seat. > > Thanks, Varshna. > Varshna Narumanchi-Jackson > Texas Workforce Commission > Email: varshna.jackson at twc.state.tx.us > Phone: (512) 463-4245 > Fax: (512) 463-7379 > ----------------------------------------- > Whatever you think you can do, or believe you can do, begin it. Action > has magic, grace, and power in it. Goethe > > > -----Original Message----- > From: assessment-bounces at dev.nifl.gov > [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of PATRICIA HANDY > Sent: Wednesday, November 30, 2005 9:29 AM > To: djrosen at comcast.net; khinson at future-gate.com > Cc: assessment at dev.nifl.gov > Subject: Re: [Assessment] Re: Are Fast Track GED Programs a Good > Investment > > > I have been pondering the fast track vs. in-depth education dilemma > for > years so this has been a very interesting discussion. In-depth > teaching > would seem to serve the student better, but my observation is that > many > never reach the goal of passing the GED Test because they drop out > before > getting that far. Many are willing to spend a few months in class > but not > the six or more that are required to be well prepared. Even some > who are > committed when they begin class are blind-sided by life > circumstances beyond > their control and need to get a job, care for sick family member, etc. > > Because of all this, I have tended in recent years to lean toward > fast-track > teaching, or at least "faster-track." We do get a few more > graduates this > way, but I still feel unsettled about the ultimate value of this > method. One > solution is for graduates to remain in class even after passing the > GED > Test, with the goal of building a stronger foundation for their > next step in > life. I suppose this is a transitional class, but we do not use that > designation. Only a few avail themselves of this option. > > In conclusion, I have a question: Is there information available > showing how > long the average student who starts at "x" level takes to be ready > for the > GED Test? We use CASAS Life Skills as our assessment tool so I would > especially like to find information based on CASAS scores, e.g. how > many > hours of class time does it typically take a student with a 226 > CASAS Math > score to prepare for the GED Test? Thanks for any help you can > give me on > this. Pat Handy > > Pat Handy > 410-749-3217 > Coordinator, Wicomico County Adult Learning Center > Philmore Commons, Salisbury > > Confidentiality Note: > This message may contain confidential information intended only for > the use > of the person named above and may contain communication protected > by law. > If you have received this message in error, you are hereby notified > that any > dissemination, distribution, copying or other use of this message is > prohibited and you are requested to notify the sender immediately > at his/her > electronic mail. >>>> khinson at future-gate.com 11/29/05 2:38 PM >>> > I just finished reading the emails related to this discussion. > Personally, I'm not sure I like fast track programs at all although I > understand the dire need some of our students are in when it comes to > attaining their GED. It's almost as if it's a competition to > "complete" the > most students, especially when like in NC, we are moving to > performance > based funding. The number of GED Graduates has a direct impact on the > amount of funding received. If what I've learned is correct, not > only does > it affect the funding we have at the state level but also at the > federal > level. With this kind of pressure, programs are bound to feel a > strong need > to "complete" a student - regardless of how and in some cases to > how well > educated the student leaves the program. > > That said, I think there is a need for a "fast track" in some > cases. It > really depends on the needs and goals of the student. That doesn't > mean an > instructor should sacrifice "knowledge" for a "test". I agree with Dr. > Mumford comments in that students often are in such a hurry to > "finish" that > they rush and end up not having learned anything. Sometimes that > "rush" > feeling is prompted by outside factors out side of the school or basic > skills program. I've encountered Department of Social Services > workers who > want a student to finish in X number of weeks or hours and who have no > knowledge or understanding that a student may not be academically > ready to > do so. They don't understand that a student coming into a program > at say a > 3.9 or 5.1 TABE level may or may not be able to learn everything > they need > to know in such a short time span. I've encountered colleagues who > commented > that if I was worried about completion numbers and had DSS > students in my > class, that if I called the social worker they'd pull them out of > class and > replace them with someone who would finish. For me, it's not all about > numbers. I understand and respect the need to meet performance > standards as > it relates to funding but I'm more concerned with ensuring that my > students > leave my class with SKILLs not just to pass the GED Test but to > make them > successful beyond my class whether they go to college or whether > they enter > the workforce. > > Each student that comes into my class has his or her own individual > goals > and needs. If I know a student does not plan to immediately attend > college > but rather to enter the workforce, and depending on the assessment > outcomes > of instructor made assessment material other than the TABE, I will > work to > move a student as quickly as he or she demonstrates capability. I > definitely don't want to hinder a student from putting a roof over > his or > her head or finding a job, at the same time, I want them to be able > to move > beyond a low paying, low skill minimum wage job. If they don't have > a solid > foundation academically, even if they are stopping with the GED - > they are > limited in terms of accessing or attaining their full potential. > > AT the moment, it feels like there is no balance and a definite > lack of > understanding by those that develop state and national policies > for the > process and barriers faced by an adult learner. There seems to be a > disconnect between the classroom and the policies themselves. > > We require students to pass the Official GED Practice test. I have > found > that the Practice Test is a good indicator of a students ability to > pass the > GED test. My school requires that a student attain a 500 or better > on the > practice test - this guideline is flexible to some degree. In the > long run, > I have been able to see that the stronger a person's practice test > score the > better he/she peforms on the actual test, not all the time but the > majority > of the time. Conversely, the weaker a student's practice test > scores, the > weaker he/she may do. > > While there may be a need to want to see student's "employed" and > "completed" one of the goals should also to develop an "educated > citizenry" > that can actively shape his or her own future and the lives of > those they > are around - to educate people to be active participants in their > community, > schools, churches etc....to educate students to the voices they do > have and > to teach them to use that voice proactively in their own lives and > the lives > of their families - it's about giving students the necessary skills to > succeed in MULTIPLE facets of their lives. It's NOT just about > "passing the > test". Without real knowledge > - without giving our students the skills they need to think > critically, > analytically etc - we are doing them a disservice. If all we're > after is > fast tracking them towards a "GED" certificate - it would seem to > me, we're > only applying a band aid to the problems associated with low literacy > skills. > > That's my two cents on the issue. > > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From sfallsliteracy at yahoo.com Wed Nov 30 12:27:22 2005 From: sfallsliteracy at yahoo.com (Nancy Hansen) Date: Wed, 30 Nov 2005 09:27:22 -0800 (PST) Subject: [Assessment] Move to fully moderated format today In-Reply-To: <004f01c5f4f5$1dd154b0$0202a8c0@frodo> Message-ID: <20051130172722.32513.qmail@web34715.mail.mud.yahoo.com> So Marie. Will this new "fully moderated format" require a change-back to a non-html setting I had to have in order to express an opinion about assessment issues? I have returned to our former format because the text setting wouldn't even allow me to underline or to type bold ... to say nothing of being able to change the font size or do a spell check. Nancy Hansen Sioux Falls, SD Marie Cora wrote: Dear Discussion List Participants, Today, the National Institute for Literacy is moving the Assessment discussion list to a fully moderated format. Our goal is to enhance professional development for educators and practitioners through ongoing opportunities to learn, discuss, and reflect on critical literacy issues. There will not be significant changes in the way you receive your discussion list mail. Each list will have a moderator who will facilitate dialogue about the latest literacy research and its applications to instructional practice; promising policies and practices -- in addition to promoting the exchange of ideas, resources, and experience. The moderator will review messages posted to the list daily, prior to releasing it to subscribers. Please review the Discussion List Guidelines at http://dev.nifl.gov/lincs/discussions/list_guidelines.html for more information. As subscribers, you can continue to post to the list, the list email address is: assessment at dev.nifl.gov. The purpose of the Assessment list is to provide an on-going professional development forum for practitioners, program administrators, volunteers, researchers, and policy makers who interact with Assessment and Evaluation in the field of Adult Literacy. The focus of this professional development forum is to discuss issues relevant to multiple forms of Assessment and Evaluation as they relate to Adult Literacy; to provide the field with information and resources that can be used to develop, expand, and inform the Adult Literacy field on Assessment and Evaluation issues; to enrich and improve public policies related to Assessment and Evaluation by providing an open forum for the exchange of relevant policy ideas. These discussions can and should improve policy, practice, and research. Topics may include Assessment issues such as instruction, curricula, self-assessment, the GED, and the National Reporting System. This list is moderated by Marie Cora. We encourage discussion list participants to focus your contributions to the Assessment list. Your comments, suggestions, references, and ideas posted to the discussion lists continue serve as resources for enhancing the field's capacity and knowledge base. We encourage open discourse and an exchange of information, ideas, and practices among all list subscribers. As in the past, differences in perspectives and ideas are welcome, especially when they are voiced in the spirit of inquiry, curiosity, and mutual respect. Thank you for your dedication to this online community. We look forward to sharing and learning with you. Sincerely, Tanya Shuy and Mary Jo Maralit National Institute for Literacy _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment --------------------------------- Yahoo! DSL Something to write home about. Just $16.99/mo. or less -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051130/28a82a11/attachment.html From cbower at necc.mass.edu Wed Nov 30 12:58:00 2005 From: cbower at necc.mass.edu (Bower, Carol) Date: Wed, 30 Nov 2005 12:58:00 -0500 Subject: [Assessment] Re: Are Fast Track GED Programs a Good Investmen t Message-ID: <1F64CFEE8902A248A8BE9EA760C0CE64615FD4@LAWEX01.necc.mass.edu> Ruth Derfler sent this out to all the GED chief examiners and in view of the ongoing discussion I thought you might find this useful. We are not sure if this has taken effect. Enlistment Option Helps Recruits Earn GEDs By Douglas Smith, Army News Service September 20, 2005 FORT KNOX, Ky. - The U.S. Army is expanding its eligibility criteria to include those individuals who desire to serve but do not yet possess the required education credentials. Through the Education Plus Program enlistment option, the Army will help qualified non-prior service recruits obtain a GED so they can enlist in the active Army or Army Reserve. To be eligible, individuals must have been withdrawn from high school for at least six months, meet their state's minimum age requirements for GED testing and achieve a qualifying score on the Armed Forces Qualification test. Recruiters will direct eligible recruits to approved GED programs in their area. Applicants must pass the GED test in order to complete the enlistment process and report to initial entry training. The program pays for the cost of basic GED training and the test at an approved location. Individuals interested in this enlistment option should visit their local recruiter for details. To learn more about Army opportunities, contact an Army recruiter. Carol Bower Director, NE SABES -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of David Rosen Sent: Wednesday, November 30, 2005 12:11 PM To: The Assessment Discussion List Subject: Re: [Assessment] Re: Are Fast Track GED Programs a Good Investmen t Hello Varshna and others, I agree that it is a good idea to look at this from a student perspective. Let's identify as many actual purposes that students have for getting the GED, and then look at how realistic the GED goal is related to the purpose. Here's a start, and I hope you and others will add to this: Purposes for Getting a GED Get the GED so I can: 1. Get into the military In most states the GED is not accepted by most branches of the military but I understand that in some states this has recently changed, that the National Guard at least is recruiting students who have a GED -- and possibly without a GED on the condition that they get one. If anyone has information on this, please let us know. 2. Get a GED for the personal pride of having a high school equivalency diploma or certificate Getting the GED will accomplish this purpose. 3. Get a GED so I can go to college Many colleges also require an entrance test, and many (low-scoring but passing) GED holders still cannot pass this entrance test. In some cases the students are enrolled in developmental studies (or ESL/ ESOL courses). This is often a trap for students whose college financial aid is used up in these courses before they are ready to enroll in regular courses which count toward a college certificate or degree. Also there are cases where students who pass the college entrance requirement do not need to have a high school diploma or GED; so the GED is only useful in meeting this purpose if the student passes with high scores and is in other ways prepared for post- secondary work. This is sadly borne out by the percent of GED holders who get a college degree (under 4%). 4. Get a GED so I can keep my job -- my employer is requiring this Getting the GED will accomplish this purpose 5. Get a GED to enter a job training program Getting the GED will, in most cases, accomplish this; however, in some cases a GED is not required to enter if the student can show high scores in language arts and/or math on a standardized test like the TABE. 6. Get a GED to advance on the job Getting the GED will accomplish this purpose IF the employer only requires passing the GED. If the employer also assumes that the GED holder has good oral or written communication skills, the GED may or may not address that issue. If you disagree with my analysis of whether the GED will accomplish one of these purposes, refer to it by number and title and tell us all what should be added or changed. If we get good participation on this, we'll have a useful document for GED teachers everywhere to learn from -- and if it is put on the ALE Wiki -- add to or change. By the way, this discussion is taking place on the AAACE-NLA list, too, and is being archived on the ALE Wiki. If you want to be sure you see all the posts, go to the ALE Wiki. http://wiki.literacytent.org/index.php/AleGEDiscussion If you want to participate in all the online discussions, perhaps subscribe to the AAACE-NLA list, too. David J. Rosen djrosen at comcast.net On Nov 30, 2005, at 11:19 AM, Jackson, Varshna wrote: > It may be easier to see it from the student's perspective: what is the > point of obtaining the GED? Is it to get a job that has a minimum > requirement of a GED or HS diploma? Is it to gain entry to higher > education? In either case, I see a fast-track GED program as a way > for more students and more advanced students to meet their goals. > It's like the HOV lane on the freeway during rush hour. How many > students would sit in the stop- and-go traffic if they knew that with > an additional passenger, they can take advantage of the 'short cut' > without missing their exit? GED programs that make the extra effort > are that extra passenger. As educators, we must be willing to use > non-traditional methods for non-traditional students. > > The reference below to other agencies that operate under outcomes- > based accountability systems is real. Here is an excerpt from the > Asst. > Secretary > of Labor Emily DeRocco's that underscores the point I am making (link: > http://www.doleta.gov/whatsnew/Derocco_speeches/2005-09-22.cfm): > > "But while much of the focus in government, in the media, and by > ordinary Americans remains on grade school and high school education, > it is really what happens after high school that determines the > opportunities available to individuals. It is the post-high school > education and training where talent development occurs. " > > It is about putting students in the driver's seat. > > Thanks, Varshna. > Varshna Narumanchi-Jackson > Texas Workforce Commission > Email: varshna.jackson at twc.state.tx.us > Phone: (512) 463-4245 > Fax: (512) 463-7379 > ----------------------------------------- > Whatever you think you can do, or believe you can do, begin it. > Action has magic, grace, and power in it. Goethe > > > -----Original Message----- > From: assessment-bounces at dev.nifl.gov > [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of PATRICIA HANDY > Sent: Wednesday, November 30, 2005 9:29 AM > To: djrosen at comcast.net; khinson at future-gate.com > Cc: assessment at dev.nifl.gov > Subject: Re: [Assessment] Re: Are Fast Track GED Programs a Good > Investment > > > I have been pondering the fast track vs. in-depth education dilemma > for years so this has been a very interesting discussion. In-depth > teaching would seem to serve the student better, but my observation is > that many never reach the goal of passing the GED Test because they > drop out before getting that far. Many are willing to spend a few > months in class but not the six or more that are required to be well > prepared. Even some who are committed when they begin class are > blind-sided by life circumstances beyond their control and need to get > a job, care for sick family member, etc. > > Because of all this, I have tended in recent years to lean toward > fast-track teaching, or at least "faster-track." We do get a few more > graduates this way, but I still feel unsettled about the ultimate > value of this method. One solution is for graduates to remain in class > even after passing the GED Test, with the goal of building a stronger > foundation for their next step in life. I suppose this is a > transitional class, but we do not use that designation. Only a few > avail themselves of this option. > > In conclusion, I have a question: Is there information available > showing how long the average student who starts at "x" level takes to > be ready for the GED Test? We use CASAS Life Skills as our assessment > tool so I would especially like to find information based on CASAS > scores, e.g. how many hours of class time does it typically take a > student with a 226 CASAS Math score to prepare for the GED Test? > Thanks for any help you can give me on this. Pat Handy > > Pat Handy > 410-749-3217 > Coordinator, Wicomico County Adult Learning Center Philmore Commons, > Salisbury > > Confidentiality Note: > This message may contain confidential information intended only for > the use of the person named above and may contain communication > protected by law. > If you have received this message in error, you are hereby notified > that any dissemination, distribution, copying or other use of this > message is prohibited and you are requested to notify the sender > immediately at his/her electronic mail. >>>> khinson at future-gate.com 11/29/05 2:38 PM >>> > I just finished reading the emails related to this discussion. > Personally, I'm not sure I like fast track programs at all although I > understand the dire need some of our students are in when it comes to > attaining their GED. It's almost as if it's a competition to > "complete" the most students, especially when like in NC, we are > moving to performance based funding. The number of GED Graduates has > a direct impact on the amount of funding received. If what I've > learned is correct, not only does it affect the funding we have at the > state level but also at the federal level. With this kind of pressure, > programs are bound to feel a strong need to "complete" a student - > regardless of how and in some cases to how well educated the student > leaves the program. > > That said, I think there is a need for a "fast track" in some cases. > It really depends on the needs and goals of the student. That doesn't > mean an instructor should sacrifice "knowledge" for a "test". I agree > with Dr. > Mumford comments in that students often are in such a hurry to > "finish" that they rush and end up not having learned anything. > Sometimes that "rush" > feeling is prompted by outside factors out side of the school or basic > skills program. I've encountered Department of Social Services workers > who want a student to finish in X number of weeks or hours and who > have no knowledge or understanding that a student may not be > academically ready to do so. They don't understand that a student > coming into a program at say a > 3.9 or 5.1 TABE level may or may not be able to learn everything they > need to know in such a short time span. I've encountered colleagues > who commented that if I was worried about completion numbers and had > DSS students in my class, that if I called the social worker they'd > pull them out of class and replace them with someone who would finish. > For me, it's not all about numbers. I understand and respect the need > to meet performance standards as it relates to funding but I'm more > concerned with ensuring that my students leave my class with SKILLs > not just to pass the GED Test but to make them successful beyond my > class whether they go to college or whether they enter the workforce. > > Each student that comes into my class has his or her own individual > goals and needs. If I know a student does not plan to immediately > attend college but rather to enter the workforce, and depending on > the assessment outcomes of instructor made assessment material other > than the TABE, I will work to move a student as quickly as he or she > demonstrates capability. I definitely don't want to hinder a student > from putting a roof over his or her head or finding a job, at the same > time, I want them to be able to move beyond a low paying, low skill > minimum wage job. If they don't have a solid foundation academically, > even if they are stopping with the GED - they are limited in terms of > accessing or attaining their full potential. > > AT the moment, it feels like there is no balance and a definite lack > of > understanding by those that develop state and national policies > for the > process and barriers faced by an adult learner. There seems to be a > disconnect between the classroom and the policies themselves. > > We require students to pass the Official GED Practice test. I have > found that the Practice Test is a good indicator of a students ability > to pass the GED test. My school requires that a student attain a 500 > or better on the practice test - this guideline is flexible to some > degree. In the long run, I have been able to see that the stronger a > person's practice test score the better he/she peforms on the actual > test, not all the time but the majority of the time. Conversely, the > weaker a student's practice test scores, the weaker he/she may do. > > While there may be a need to want to see student's "employed" and > "completed" one of the goals should also to develop an "educated > citizenry" > that can actively shape his or her own future and the lives of those > they are around - to educate people to be active participants in their > community, schools, churches etc....to educate students to the voices > they do have and to teach them to use that voice proactively in their > own lives and the lives of their families - it's about giving students > the necessary skills to succeed in MULTIPLE facets of their lives. > It's NOT just about "passing the test". Without real knowledge > - without giving our students the skills they need to think > critically, analytically etc - we are doing them a disservice. If all > we're after is fast tracking them towards a "GED" certificate - it > would seem to me, we're only applying a band aid to the problems > associated with low literacy skills. > > That's my two cents on the issue. > > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From khinson at future-gate.com Wed Nov 30 13:30:06 2005 From: khinson at future-gate.com (Katrina Hinson) Date: Wed, 30 Nov 2005 10:30:06 -0800 Subject: [Assessment] Re: Are Fast Track GED Programs a Good Investmen t Message-ID: <438D7F2A020000A00000086E@smtp.us.future-gate.com smtp.de.future-gate.com> What traits denote an "advanced student?" I've plenty of students that come in and have a 12.9 on their TABE placement and yet can't adequately pass the GED Practice test. Additionally, I've students that come in at 9.0 or better and can't pass the practice test either yet by definition, anyone in our program at 11.0 or better is considered "advanced". Fast tracking a student simply to increase outcomes really seems unfair to the student. Putting a student in the drivers seat should also mean you give the student all the information they need to drive the DISTANCE - you make sure they can read the road map rather than just giving them directions for the short trip. What happens if Avenue A is closed and they have to take an alternate route? They need the skills to succeed not only in the short term but also the long. Students who attain their GED for a job requirement also need to really be taught how to look at the long term implications of the job market and their GED ONLY avenue. In rural areas - at least from experience here, getting a GED and stopping won't promote advancement in the job place or adequate pay over time and leaves students limited in the jobs available. No student is going to sit in stop and go traffic if there is an easy route - at the same time, the easy route and faster route can also lead to more detrimental "accidents" because the care needed to navigate carefully was never shown - or in the case of our students, the knowledged needed to learn how to navigate the roadblocks was never given. I can see a "fast" track as an alternative in certain cases with demonstrated knowledge exists combined with the students goals etc as long as the student can see all the options and not just the "quickest" and "easiest." Regards Katrina Hinson >>> varshna.jackson at twc.state.tx.us >>> It may be easier to see it from the student's perspective: what is the point of obtaining the GED? Is it to get a job that has a minimum requirement of a GED or HS diploma? Is it to gain entry to higher education? In either case, I see a fast-track GED program as a way for more students and more advanced students to meet their goals. It's like the HOV lane on the freeway during rush hour. How many students would sit in the stop-and-go traffic if they knew that with an additional passenger, they can take advantage of the 'short cut' without missing their exit? GED programs that make the extra effort are that extra passenger. As educators, we must be willing to use non-traditional methods for non-traditional students. The reference below to other agencies that operate under outcomes-based accountability systems is real. Here is an excerpt from the Asst. Secretary of Labor Emily DeRocco's that underscores the point I am making (link: http://www.doleta.gov/whatsnew/Derocco_speeches/2005-09-22.cfm): "But while much of the focus in government, in the media, and by ordinary Americans remains on grade school and high school education, it is really what happens after high school that determines the opportunities available to individuals. It is the post-high school education and training where talent development occurs. " It is about putting students in the driver's seat. Thanks, Varshna. Varshna Narumanchi-Jackson Texas Workforce Commission Email: varshna.jackson at twc.state.tx.us Phone: (512) 463-4245 Fax: (512) 463-7379 ----------------------------------------- Whatever you think you can do, or believe you can do, begin it. Action has magic, grace, and power in it. Goethe -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of PATRICIA HANDY Sent: Wednesday, November 30, 2005 9:29 AM To: djrosen at comcast.net; khinson at future-gate.com Cc: assessment at dev.nifl.gov Subject: Re: [Assessment] Re: Are Fast Track GED Programs a Good Investment I have been pondering the fast track vs. in-depth education dilemma for years so this has been a very interesting discussion. In-depth teaching would seem to serve the student better, but my observation is that many never reach the goal of passing the GED Test because they drop out before getting that far. Many are willing to spend a few months in class but not the six or more that are required to be well prepared. Even some who are committed when they begin class are blind-sided by life circumstances beyond their control and need to get a job, care for sick family member, etc. Because of all this, I have tended in recent years to lean toward fast-track teaching, or at least "faster-track." We do get a few more graduates this way, but I still feel unsettled about the ultimate value of this method. One solution is for graduates to remain in class even after passing the GED Test, with the goal of building a stronger foundation for their next step in life. I suppose this is a transitional class, but we do not use that designation. Only a few avail themselves of this option. In conclusion, I have a question: Is there information available showing how long the average student who starts at "x" level takes to be ready for the GED Test? We use CASAS Life Skills as our assessment tool so I would especially like to find information based on CASAS scores, e.g. how many hours of class time does it typically take a student with a 226 CASAS Math score to prepare for the GED Test? Thanks for any help you can give me on this. Pat Handy Pat Handy 410-749-3217 Coordinator, Wicomico County Adult Learning Center Philmore Commons, Salisbury Confidentiality Note: This message may contain confidential information intended only for the use of the person named above and may contain communication protected by law. If you have received this message in error, you are hereby notified that any dissemination, distribution, copying or other use of this message is prohibited and you are requested to notify the sender immediately at his/her electronic mail. >>> khinson at future-gate.com 11/29/05 2:38 PM >>> I just finished reading the emails related to this discussion. Personally, I'm not sure I like fast track programs at all although I understand the dire need some of our students are in when it comes to attaining their GED. It's almost as if it's a competition to "complete" the most students, especially when like in NC, we are moving to performance based funding. The number of GED Graduates has a direct impact on the amount of funding received. If what I've learned is correct, not only does it affect the funding we have at the state level but also at the federal level. With this kind of pressure, programs are bound to feel a strong need to "complete" a student - regardless of how and in some cases to how well educated the student leaves the program. That said, I think there is a need for a "fast track" in some cases. It really depends on the needs and goals of the student. That doesn't mean an instructor should sacrifice "knowledge" for a "test". I agree with Dr. Mumford comments in that students often are in such a hurry to "finish" that they rush and end up not having learned anything. Sometimes that "rush" feeling is prompted by outside factors out side of the school or basic skills program. I've encountered Department of Social Services workers who want a student to finish in X number of weeks or hours and who have no knowledge or understanding that a student may not be academically ready to do so. They don't understand that a student coming into a program at say a 3.9 or 5.1 TABE level may or may not be able to learn everything they need to know in such a short time span. I've encountered colleagues who commented that if I was worried about completion numbers and had DSS students in my class, that if I called the social worker they'd pull them out of class and replace them with someone who would finish. For me, it's not all about numbers. I understand and respect the need to meet performance standards as it relates to funding but I'm more concerned with ensuring that my students leave my class with SKILLs not just to pass the GED Test but to make them successful beyond my class whether they go to college or whether they enter the workforce. Each student that comes into my class has his or her own individual goals and needs. If I know a student does not plan to immediately attend college but rather to enter the workforce, and depending on the assessment outcomes of instructor made assessment material other than the TABE, I will work to move a student as quickly as he or she demonstrates capability. I definitely don't want to hinder a student from putting a roof over his or her head or finding a job, at the same time, I want them to be able to move beyond a low paying, low skill minimum wage job. If they don't have a solid foundation academically, even if they are stopping with the GED - they are limited in terms of accessing or attaining their full potential. AT the moment, it feels like there is no balance and a definite lack of understanding by those that develop state and national policies for the process and barriers faced by an adult learner. There seems to be a disconnect between the classroom and the policies themselves. We require students to pass the Official GED Practice test. I have found that the Practice Test is a good indicator of a students ability to pass the GED test. My school requires that a student attain a 500 or better on the practice test - this guideline is flexible to some degree. In the long run, I have been able to see that the stronger a person's practice test score the better he/she peforms on the actual test, not all the time but the majority of the time. Conversely, the weaker a student's practice test scores, the weaker he/she may do. While there may be a need to want to see student's "employed" and "completed" one of the goals should also to develop an "educated citizenry" that can actively shape his or her own future and the lives of those they are around - to educate people to be active participants in their community, schools, churches etc....to educate students to the voices they do have and to teach them to use that voice proactively in their own lives and the lives of their families - it's about giving students the necessary skills to succeed in MULTIPLE facets of their lives. It's NOT just about "passing the test". Without real knowledge - without giving our students the skills they need to think critically, analytically etc - we are doing them a disservice. If all we're after is fast tracking them towards a "GED" certificate - it would seem to me, we're only applying a band aid to the problems associated with low literacy skills. That's my two cents on the issue. _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From marie.cora at hotspurpartners.com Wed Nov 30 13:47:03 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 30 Nov 2005 13:47:03 -0500 Subject: [Assessment] Move to fully moderated format today In-Reply-To: <20051130172722.32513.qmail@web34715.mail.mud.yahoo.com> Message-ID: <00b001c5f5de$74d1f9b0$0402a8c0@frodo> Hi Nancy, Thanks for this. Yes, you can post formatted mail now, but there are a couple of caveats (from Connie Harich, Tech Consultant for the Lists): "The Mailman mailing list program does allow us to post formatted email. However, please be aware that formatted email is viewed differently in different email programs. What appears fine in one program, may appear odd in another. Plain text is still the preferred format for posting since it appears the same in everyone's email program." I hope this helps. If this does not answer your question, please email me and we'll see what we can figure out. Thanks, marie List Moderator -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Nancy Hansen Sent: Wednesday, November 30, 2005 12:27 PM To: The Assessment Discussion List Subject: Re: [Assessment] Move to fully moderated format today So Marie. Will this new "fully moderated format" require a change-back to a non-html setting I had to have in order to express an opinion about assessment issues? I have returned to our former format because the text setting wouldn't even allow me to underline or to type bold ... to say nothing of being able to change the font size or do a spell check. Nancy Hansen Sioux Falls, SD Marie Cora wrote: Dear Discussion List Participants, Today, the National Institute for Literacy is moving the Assessment discussion list to a fully moderated format. Our goal is to enhance professional development for educators and practitioners through ongoing opportunities to learn, discuss, and reflect on critical literacy issues. There will not be significant changes in the way you receive your discussion list mail. Each list will h ave a moderator who will facilitate dialogue about the latest literacy research and its applications to instructional practice; promising policies and practices -- in addition to promoting the exchange of ideas, resources, and experience. The moderator will review messages posted to the list daily, prior to releasing it to subscribers. Please review the Discussion List Guidelines at http://dev.nifl.gov/lincs/discussions/list_guidelines.html for more information. As subscribers, you can continue to post to the list, the list email address is: assessment at dev.nifl.gov. The purpose of the Assessment list is to provide an on-going professional development forum for practitioners, program administrators, volunteers, researchers, and policy makers who interact with Assessment and Evaluation in the field of Adult Literacy. The focus of this professional development forum is to discuss issues relevant to multiple forms of Assessment and Evaluation as they relate to Adult Literacy; to provide the field with information and resources that can be used to develop, expand, and inform the Adult Literacy field on Assessment and Evaluation issues; to enrich and improve public policies related to Assessment and Evaluation by providing an open forum for the exchange of relevant policy ideas. These discussions can and should improve policy, practice, and research. Topics may include Assessment issues such as instruction, curricula, self-assessment, the GED, and the National Reporting System. This list is moderated by Marie Cora. We encourage discussion list participants to focus your contributions to the Assessment list. Your comments, suggestions, references, and ideas posted to the discussion lists continue serve as resources for enhancing the field's capacity and knowledge base. We encourage open discourse and an exchange of information, ideas, and practices among all list subscribers. As in the past, differences in perspectives and ideas are welcome, especially when they are voiced in the spirit of inquiry, curiosity, and mutual respect. Thank you for your dedication to this online community. We look forward to sharing and learning with you. Sincerely, Tanya Shuy and Mary Jo Maralit National Institute for Literacy _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment _____ Yahoo! DSL Something to write home about. Just $16.99/mo. or less -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051130/b58b3351/attachment.html From khinson at future-gate.com Wed Nov 30 13:54:30 2005 From: khinson at future-gate.com (Katrina Hinson) Date: Wed, 30 Nov 2005 10:54:30 -0800 Subject: [Assessment] Re: Are Fast Track GED Programs a Good Investmen t Message-ID: <438D84E0020000A000000873@smtp.us.future-gate.com smtp.de.future-gate.com> 1) NC National Guard does actively recruit from the GED pool - both those in class and those that have not yet finished. 2) Agreed - I've run across students who aren't going to be returning to the workforce - they're retired and/or disabled and they have no real desire to go to college - they simply want the GED for a sense of fullfillment. I've encountered house wives who had no immediate intention of entering the workforce but wanted to have their GED "just in case". 3) This is the are that concerns me the most with "fast tracking" a student. We've already encountered the inability to pass the placement test issue or to test out of the Remedial College classes when students have barely passing GED scores or who've obtained their GED years ago and waited to attend classes for myriad reasons. When students "rush" through class simply to get to the placement test and then aren't successful - it frustrates them. I have students come back and go "well I passed the GED why can't I pass this test". It's disheartening for everyone. Or worse, students get into a classroom environment and can't keep up with the pace of the work or the expectations. If our students don't truly learn what they are lacking, and if they have a desire to go to college, we are not meeting their goals if we send them to the next step unprepared for the rigors associated with a community college or even a university classroom. 4/6) This is a case where I can see a fast track program as a workable solution - especially if the person has held a job for a number of years and is having to return to school b/c of policy changes within the company. I've had students that come through the program that have been in that boat - a company got bought or sold and the new management wanted everyone to have a HSD or GED. In this case, a fast track option would work best . Again though, it depends on the goals of the student - 1) is this the only job they are ever going to hold 2) will they need to seek additional training later on down the road to get/keep a job or promotion Ultimately, the goal I think is to make sure the students have the tools necessary to be successful in life not just one day, but future days as well. Sometimes it may mean taking the time to talk about the options with your students. It may well also depend on the age of the student. An older student may respond one way where as a younger student that gets the information on the options available to him or her may decide that they want MORE than the GED. 5) I've seen this happen as well - especially when I worked in personnel. If the job was part of an assembly line - having the HSD or GED didn't matter as long as they did well on an aptitude test that was given by the employer. The jobs were often shift work and they had lower pay than their HSD/GED graduate counterparts in some cases. Opportunities for advancement were limited. We have students that often go to Job Corps or who enter our program after leaving job corp and have a desire to finish what they started there. I'm wondering if the answers/responses to 4-6 might actually vary regionally across the country depending on the job market needes of a specific area and the availability of a diverse work environment. I live in a very rural part of NC and the city/county I teach in is limited in terms of available jobs - thinks like meat packing plants, fast food, and assembly work along with custodial work in factories or universities. Most of these jobs start at minimum wage through a staffing company and the employee only gets a better pay if he/she gets hired by the actual company. Even then it's not often enough to make ends meet. For them to know economic success the younger ones I have know they have to be highly skilled and trained to compete with the higer skilled jobs outside the area etc. They know they can't stop with just a GED but have to actively work to make themselves a desirable employee - for most that means some kind of post secondary education/training. I guess that's why I'm having trouble with the fast tracking of students....who in some cases may barely pass the GED and then get thrown into an academic environment they are not ready for. I'd rather it take a bit longer for a student to earn his or her GED and have them leave my class not just succeeding on the GED test, but knowing they've actually learned it - not just for one test but for others that may come their way. Regards, Katrina Hinson >>> djrosen at comcast.net >>> Hello Varshna and others, I agree that it is a good idea to look at this from a student perspective. Let's identify as many actual purposes that students have for getting the GED, and then look at how realistic the GED goal is related to the purpose. Here's a start, and I hope you and others will add to this: Purposes for Getting a GED Get the GED so I can: 1. Get into the military In most states the GED is not accepted by most branches of the military but I understand that in some states this has recently changed, that the National Guard at least is recruiting students who have a GED -- and possibly without a GED on the condition that they get one. If anyone has information on this, please let us know. 2. Get a GED for the personal pride of having a high school equivalency diploma or certificate Getting the GED will accomplish this purpose. 3. Get a GED so I can go to college Many colleges also require an entrance test, and many (low-scoring but passing) GED holders still cannot pass this entrance test. In some cases the students are enrolled in developmental studies (or ESL/ ESOL courses). This is often a trap for students whose college financial aid is used up in these courses before they are ready to enroll in regular courses which count toward a college certificate or degree. Also there are cases where students who pass the college entrance requirement do not need to have a high school diploma or GED; so the GED is only useful in meeting this purpose if the student passes with high scores and is in other ways prepared for post- secondary work. This is sadly borne out by the percent of GED holders who get a college degree (under 4%). 4. Get a GED so I can keep my job -- my employer is requiring this Getting the GED will accomplish this purpose 5. Get a GED to enter a job training program Getting the GED will, in most cases, accomplish this; however, in some cases a GED is not required to enter if the student can show high scores in language arts and/or math on a standardized test like the TABE. 6. Get a GED to advance on the job Getting the GED will accomplish this purpose IF the employer only requires passing the GED. If the employer also assumes that the GED holder has good oral or written communication skills, the GED may or may not address that issue. If you disagree with my analysis of whether the GED will accomplish one of these purposes, refer to it by number and title and tell us all what should be added or changed. If we get good participation on this, we'll have a useful document for GED teachers everywhere to learn from -- and if it is put on the ALE Wiki -- add to or change. By the way, this discussion is taking place on the AAACE-NLA list, too, and is being archived on the ALE Wiki. If you want to be sure you see all the posts, go to the ALE Wiki. http://wiki.literacytent.org/index.php/AleGEDiscussion If you want to participate in all the online discussions, perhaps subscribe to the AAACE-NLA list, too. David J. Rosen djrosen at comcast.net On Nov 30, 2005, at 11:19 AM, Jackson, Varshna wrote: > It may be easier to see it from the student's perspective: what is > the point > of obtaining the GED? Is it to get a job that has a minimum > requirement of > a GED or HS diploma? Is it to gain entry to higher education? In > either > case, I see a fast-track GED program as a way for more students and > more > advanced students to meet their goals. It's like the HOV lane on the > freeway during rush hour. How many students would sit in the stop- > and-go > traffic if they knew that with an additional passenger, they can take > advantage of the 'short cut' without missing their exit? GED > programs that > make the extra effort are that extra passenger. As educators, we > must be > willing to use non-traditional methods for non-traditional students. > > The reference below to other agencies that operate under outcomes- > based > accountability systems is real. Here is an excerpt from the Asst. > Secretary > of Labor Emily DeRocco's that underscores the point I am making (link: > http://www.doleta.gov/whatsnew/Derocco_speeches/2005-09-22.cfm): > > "But while much of the focus in government, in the media, and by > ordinary > Americans remains on grade school and high school education, it is > really > what happens after high school that determines the opportunities > available > to individuals. It is the post-high school education and training > where > talent development occurs. " > > It is about putting students in the driver's seat. > > Thanks, Varshna. > Varshna Narumanchi-Jackson > Texas Workforce Commission > Email: varshna.jackson at twc.state.tx.us > Phone: (512) 463-4245 > Fax: (512) 463-7379 > ----------------------------------------- > Whatever you think you can do, or believe you can do, begin it. > Action has magic, grace, and power in it. Goethe > > > -----Original Message----- > From: assessment-bounces at dev.nifl.gov > [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of PATRICIA HANDY > Sent: Wednesday, November 30, 2005 9:29 AM > To: djrosen at comcast.net; khinson at future-gate.com > Cc: assessment at dev.nifl.gov > Subject: Re: [Assessment] Re: Are Fast Track GED Programs a Good > Investment > > > I have been pondering the fast track vs. in-depth education dilemma > for > years so this has been a very interesting discussion. In-depth > teaching > would seem to serve the student better, but my observation is that > many > never reach the goal of passing the GED Test because they drop out > before > getting that far. Many are willing to spend a few months in class > but not > the six or more that are required to be well prepared. Even some > who are > committed when they begin class are blind-sided by life > circumstances beyond > their control and need to get a job, care for sick family member, etc. > > Because of all this, I have tended in recent years to lean toward > fast-track > teaching, or at least "faster-track." We do get a few more > graduates this > way, but I still feel unsettled about the ultimate value of this > method. One > solution is for graduates to remain in class even after passing the > GED > Test, with the goal of building a stronger foundation for their > next step in > life. I suppose this is a transitional class, but we do not use that > designation. Only a few avail themselves of this option. > > In conclusion, I have a question: Is there information available > showing how > long the average student who starts at "x" level takes to be ready > for the > GED Test? We use CASAS Life Skills as our assessment tool so I would > especially like to find information based on CASAS scores, e.g. how > many > hours of class time does it typically take a student with a 226 > CASAS Math > score to prepare for the GED Test? Thanks for any help you can > give me on > this. Pat Handy > > Pat Handy > 410-749-3217 > Coordinator, Wicomico County Adult Learning Center > Philmore Commons, Salisbury > > Confidentiality Note: > This message may contain confidential information intended only for > the use > of the person named above and may contain communication protected > by law. > If you have received this message in error, you are hereby notified > that any > dissemination, distribution, copying or other use of this message is > prohibited and you are requested to notify the sender immediately > at his/her > electronic mail. >>>> khinson at future-gate.com 11/29/05 2:38 PM >>> > I just finished reading the emails related to this discussion. > Personally, I'm not sure I like fast track programs at all although I > understand the dire need some of our students are in when it comes to > attaining their GED. It's almost as if it's a competition to > "complete" the > most students, especially when like in NC, we are moving to > performance > based funding. The number of GED Graduates has a direct impact on the > amount of funding received. If what I've learned is correct, not > only does > it affect the funding we have at the state level but also at the > federal > level. With this kind of pressure, programs are bound to feel a > strong need > to "complete" a student - regardless of how and in some cases to > how well > educated the student leaves the program. > > That said, I think there is a need for a "fast track" in some > cases. It > really depends on the needs and goals of the student. That doesn't > mean an > instructor should sacrifice "knowledge" for a "test". I agree with Dr. > Mumford comments in that students often are in such a hurry to > "finish" that > they rush and end up not having learned anything. Sometimes that > "rush" > feeling is prompted by outside factors out side of the school or basic > skills program. I've encountered Department of Social Services > workers who > want a student to finish in X number of weeks or hours and who have no > knowledge or understanding that a student may not be academically > ready to > do so. They don't understand that a student coming into a program > at say a > 3.9 or 5.1 TABE level may or may not be able to learn everything > they need > to know in such a short time span. I've encountered colleagues who > commented > that if I was worried about completion numbers and had DSS > students in my > class, that if I called the social worker they'd pull them out of > class and > replace them with someone who would finish. For me, it's not all about > numbers. I understand and respect the need to meet performance > standards as > it relates to funding but I'm more concerned with ensuring that my > students > leave my class with SKILLs not just to pass the GED Test but to > make them > successful beyond my class whether they go to college or whether > they enter > the workforce. > > Each student that comes into my class has his or her own individual > goals > and needs. If I know a student does not plan to immediately attend > college > but rather to enter the workforce, and depending on the assessment > outcomes > of instructor made assessment material other than the TABE, I will > work to > move a student as quickly as he or she demonstrates capability. I > definitely don't want to hinder a student from putting a roof over > his or > her head or finding a job, at the same time, I want them to be able > to move > beyond a low paying, low skill minimum wage job. If they don't have > a solid > foundation academically, even if they are stopping with the GED - > they are > limited in terms of accessing or attaining their full potential. > > AT the moment, it feels like there is no balance and a definite > lack of > understanding by those that develop state and national policies > for the > process and barriers faced by an adult learner. There seems to be a > disconnect between the classroom and the policies themselves. > > We require students to pass the Official GED Practice test. I have > found > that the Practice Test is a good indicator of a students ability to > pass the > GED test. My school requires that a student attain a 500 or better > on the > practice test - this guideline is flexible to some degree. In the > long run, > I have been able to see that the stronger a person's practice test > score the > better he/she peforms on the actual test, not all the time but the > majority > of the time. Conversely, the weaker a student's practice test > scores, the > weaker he/she may do. > > While there may be a need to want to see student's "employed" and > "completed" one of the goals should also to develop an "educated > citizenry" > that can actively shape his or her own future and the lives of > those they > are around - to educate people to be active participants in their > community, > schools, churches etc....to educate students to the voices they do > have and > to teach them to use that voice proactively in their own lives and > the lives > of their families - it's about giving students the necessary skills to > succeed in MULTIPLE facets of their lives. It's NOT just about > "passing the > test". Without real knowledge > - without giving our students the skills they need to think > critically, > analytically etc - we are doing them a disservice. If all we're > after is > fast tracking them towards a "GED" certificate - it would seem to > me, we're > only applying a band aid to the problems associated with low literacy > skills. > > That's my two cents on the issue. > > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment > _______________________________________________ > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://dev.nifl.gov/mailman/listinfo/assessment _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From marie.cora at hotspurpartners.com Thu Dec 1 12:52:46 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Thu, 1 Dec 2005 12:52:46 -0500 Subject: [Assessment] Guest Discussion next week! Message-ID: <015001c5f6a0$0a4ce920$0402a8c0@frodo> Hello everyone, I wanted to remind you that we will have a Guest Discussion next week, Dec. 5 through 9, on this List. The focus is working with student goals. The full announcement is below. I hope to see you there! marie cora List Moderator Please join the National Institute for Literacy Assessment Discussion List for a Guest Discussion on "Countable Outcomes: Making Student Goals the Center of the Accountability System" Date: December 5 through 9, 2005 Guests: Massachusetts Statewide Trainers and Regional Contacts Countable Outcomes Statewide Trainers: Jim Ayers, Center for New Americans, Northampton Patty Ball, SABES Northeast Julie Crowley, Mount Wachusett Community College/Devens Learning Center John Fontes, Attleboro Public Schools ABE Program Michele Forlizzi, Consultant, SABES Northeast Tom Hoye, Taunton Public School/Bristol Community College Terry Miller, Northern Berkshire ABE Program/Massachusetts College of Liberal Arts Kevin O'Connor, Framingham Adult ESL PLUS Molly Root, Julie's Family Learning Program, South Boston Regional Contacts: (SABES stands for System for Adult Basic Education Support and is the professional development system for ABE in the state of Massachusetts) Carol Bower, SABES Northeast Sally Gabb, SABES Southeast Cathy Gannon, SABES Central Dori McCormack, SABES West John Zhang, SABES Boston Definition: The following is a definition of Countable Outcomes, taken from the Assessment Glossary section of the ALEWiki (http://wiki.literacytent.org/index.php/Assessment_Glossary): Countable Outcomes (from Adult and Community Learning Services, Massachusetts DOE: http://www.doe.mass.edu/acls/) Results that can be quantified; all measures of student outcomes except learning gains, including executive function skills, and affective-related measures. Learning gains are gains in speaking, listening, reading, writing, and numeracy. Executive function skills include problem-solving, critical thinking, and metacognition. Affective-related measures include self-esteem, self confidence, and interpersonal communication. Examples of Countable Outcomes include: number of people who get jobs, number of people who register to vote, number of people who achieve a GED. Background: For the past 5 years, Massachusetts has been working to make student-identified goals the central focus of its statewide accountability system. These outcomes are the achievement of the goals that students set and meet in their work with ABE and ESOL Programs. These goals are countable (as noted in the definition above) as opposed to measurable (for example, as with tests such as TABE or BEST Plus). The Massachusetts accountability system does include focus on measuring learning gains as required by the NRS, but it also focuses on helping students to identify and pursue the reasons for which they come to programs, and requires this work of programs in its state policy. The team of practitioners who work on the statewide level help the larger field understand what is required of programs in terms of policy, and help them to develop processes for successfully carrying out the Countable Outcomes policy. Suggested Preparations for the Discussion: At the SABES website, http://www.sabes.org/assessment/outcomes.htm, see the Countable Outcomes Chart, and Definitions and Required Documentation. Also at that page, you will see reports by 3 programs of their work on Countable Outcomes. I hope to provide you all with another resource that outlines the development history of Countable Outcomes and focus on student goals within the state of Massachusetts once we are closer to our discussion date. Please join us! marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora at hotspurpartners.com -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051201/b9a7fcd2/attachment.html From marie.cora at hotspurpartners.com Mon Dec 5 08:30:46 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Mon, 5 Dec 2005 08:30:46 -0500 Subject: [Assessment] EFF National Conference/new adult literacy assessments Message-ID: <002901c5f9a0$1a1f7540$0402a8c0@frodo> Dear everyone, The following announcement is from Diane Gardner. Thanks, marie ___________________________________ New Destinations to Literacy, Learning and Life: A National Conference on Adult Education December 14-15, 2005 Trump Plaza Atlantic City, New Jersey Hosted by Equipped for the Future And The New Jersey State Employment and Training Commission As we complete the final preparations for the conference, our excitement increases in anticipation of hearing from so many folks in the field who are integrating Equipped for the Future (EFF) standards- based instructional practices into their programs. As we began planning for this conference with our partners, we sent out a request for proposals, reaching out to the various programs and states that are implementing EFF, and we received proposals from across the country. In addition to the 24 EFF sessions that are scheduled, there are a number of sessions that have been coordinated through the New Jersey SETC, totaling 36 sessions over the course of the conference. We are pleased to have a colleague from India joining us as a conference presenter. I would also invite you to learn more about the new adult literacy assessments that Educational Testing Service (ETS) and several Charter states are working together to develop. Designed to measure adult learners' skills in reading and math, these standards-based assessments are linked to current research and theory. These web-delivered assessments will include open-ended tasks that measure and report learners' progress across a broad range of knowledge and skills. Because the assessments are computer-based, many of the administrative burdens associated with scoring, test administration, and record keeping will be eliminated or minimized. Irwin Kirsch from Educational Testing Service (ETS) will be at the conference to discuss this important new assessment. If you can not attend the conference, I urge you to contact him to learn more about the assessments and to consider your state's becoming a Charter member. It's not too late to register and join us in Atlantic City! For more information on the conference and to register go to http://www.njsetc.net Diane P. Gardner EFF Center The University of Tennessee Center for Literacy Studies 600 Henley Street, Suite 312 Knoxville, TN 37996-4135 865-974-9949 dgardner at utk.edu From marie.cora at hotspurpartners.com Mon Dec 5 11:40:49 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Mon, 5 Dec 2005 11:40:49 -0500 Subject: [Assessment] Guest discussion begins today! Message-ID: <003c01c5f9ba$a6a76a30$0402a8c0@frodo> Good morning, afternoon, and evening to you all, I hope this email finds you well. I'm pleased to welcome our guests from Massachusetts, who have been working on making student goals the focus of their statewide accountability system. The student goals are termed "countable outcomes". Guests will be on and off the List throughout the week, so we will probably hear from a variety of the folks listed below. Listmembers, please let us know what questions or comments you might have. If your program or state is working with student goals in any way, we would love to hear about that. I have reposted the announcement below for your information. Thanks! marie cora List Moderator ************ Please join the National Institute for Literacy Assessment Discussion List for a Guest Discussion on "Countable Outcomes: Making Student Goals the Center of the Accountability System" Date: December 5 through 9, 2005 Guests: Massachusetts Statewide Trainers and Regional Contacts Countable Outcomes Statewide Trainers: Jim Ayers, Center for New Americans, Northampton Patty Ball, SABES Northeast Julie Crowley, Mount Wachusett Community College/Devens Learning Center John Fontes, Attleboro Public Schools ABE Program Michele Forlizzi, Consultant, SABES Northeast Tom Hoye, Taunton Public School/Bristol Community College Terry Miller, Northern Berkshire ABE Program/Massachusetts College of Liberal Arts Kevin O'Connor, Framingham Adult ESL PLUS Molly Root, Julie's Family Learning Program, South Boston Regional Contacts: (SABES stands for System for Adult Basic Education Support and is the professional development system for ABE in the state of Massachusetts) Carol Bower, SABES Northeast Sally Gabb, SABES Southeast Cathy Gannon, SABES Central Dori McCormack, SABES West John Zhang, SABES Boston Definition: The following is a definition of Countable Outcomes, taken from the Assessment Glossary section of the ALEWiki (http://wiki.literacytent.org/index.php/Assessment_Glossary): Countable Outcomes (from Adult and Community Learning Services, Massachusetts DOE: http://www.doe.mass.edu/acls/) Results that can be quantified; all measures of student outcomes except learning gains, including executive function skills, and affective-related measures. Learning gains are gains in speaking, listening, reading, writing, and numeracy. Executive function skills include problem-solving, critical thinking, and metacognition. Affective-related measures include self-esteem, self confidence, and interpersonal communication. Examples of Countable Outcomes include: number of people who get jobs, number of people who register to vote, number of people who achieve a GED. Background: For the past 5 years, Massachusetts has been working to make student-identified goals the central focus of its statewide accountability system. These outcomes are the achievement of the goals that students set and meet in their work with ABE and ESOL Programs. These goals are countable (as noted in the definition above) as opposed to measurable (for example, as with tests such as TABE or BEST Plus). The Massachusetts accountability system does include focus on measuring learning gains as required by the NRS, but it also focuses on helping students to identify and pursue the reasons for which they come to programs, and requires this work of programs in its state policy. The team of practitioners who work on the statewide level help the larger field understand what is required of programs in terms of policy, and help them to develop processes for successfully carrying out the Countable Outcomes policy. Suggested Preparations for the Discussion: At the SABES website, http://www.sabes.org/assessment/outcomes.htm, see the Countable Outcomes Chart, and Definitions and Required Documentation. Also at that page, you will see reports by 3 programs of their work on Countable Outcomes. I hope to provide you all with another resource that outlines the development history of Countable Outcomes and focus on student goals within the state of Massachusetts once we are closer to our discussion date. Please join us! marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora at hotspurpartnerscom -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051205/a945340f/attachment.html From marie.cora at hotspurpartners.com Mon Dec 5 17:44:49 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Mon, 5 Dec 2005 17:44:49 -0500 Subject: [Assessment] Measuring outcomes Message-ID: <009701c5f9ed$8084f650$0402a8c0@frodo> Hi everyone, I'm reposting part of a message that was sent by Jennifer Harper at the end of this past October. She asks about measuring outcomes. Several email replies noted sources of student goals and other resources for surveying students. How do you measure success in your program? Do you depend on test results to help you? Do you use other methods? Do you use a combination of tests and something else? marie >We are trying to find ways of measuring outcomes. We decided >that it is best for literacy students to set their OWN >goals. One way we have decided to measure outcomes is >through a goals sheet. We would ask the students their goals >in the beginning of the program, and then interview them to >find out when they have achieved their goals. All of this >information would be recorded and used as a way of measuring >success. > >That is our main way of measuring outcomes. Do any of you >have interesting methods of measuring outcomes in literacy >programs that you would be willing to share? > >Thanks in advance, >Sincerely, >Jennifer Harper >JLHarp21 at aol.com (nifl archives: http://www.nifl.gov/nifl-assessment/2005/ Oct. 26 and 27, 2005) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051205/135d6be9/attachment.html From MMaralit at NIFL.gov Tue Dec 6 10:04:03 2005 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Tue, 6 Dec 2005 10:04:03 -0500 Subject: [Assessment] Subject: Join the NAAL mailing list Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932A75@wdcrobe2m03.ed.gov> Posted by request from the National Center for Education Statistics The National Center for Education Statistics (NCES) will soon be releasing the results of its 2003 National Assessment of Adult Literacy (NAAL) studies. To receive notification about NAAL upcoming reports and other products, simply fill out a short online form at http://www.edpubs.org/register/NAAL/ or call us at 1-877-433-7827. You will be included on the NAAL mailing list only if we hear from you. -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051206/7051e7af/attachment.html From koconnor at framingham.k12.ma.us Mon Dec 5 18:29:41 2005 From: koconnor at framingham.k12.ma.us (Kevin O'Connor) Date: Mon, 5 Dec 2005 18:29:41 -0500 Subject: [Assessment] Measuring outcomes Message-ID: Hi Jennifer, Thanks for your interest, and thanks to Marie for putting together this forum. I'm an assessment Specialist for a large, part-time adult ESL program, but my answer might surprise you. Of course we give tests; Massachusetts' DOE has worked hard on trying to find the best way to provide valid and reliable testing for Doe-funded ABE programs, and given the tests that are out there, they did a good job. But we also report time spent in class, and goals set and goals met, all in an effort to try to show the wonderful things that happen in our classes. Like you, we sit down and ask the student what are their reasons for wanting to learn with us, and we revisit them as often as we can. Whenever a student meets a goal, we have a statewide database called SMARTT (don't ask me what it stands for), in which we record goals. **PERSONAL STATEMENT ALERT** the following section gets long, (sorry) and may contain some opinion as well as fact- be warned ;-) What we do goes far beyond test scores. Of course literacy gains are what we're here for, but students aren't learning English because of its inventive and fascinating spelling- they are learning it to get better jobs, to enculturate in North American. These are the real reason why students come to our programs. We can measure a 78-point gain in the BEST Plus, and that's great, but for me, success is when a student is able to do something they couldn't before, at least in part because of our program's help. For me, success is when a student, who 5 years ago could NEVER imagine themselves speaking English, becomes the translator for a friend, or communicates in English with their doctor, their in-laws, their child's teacher, their new boyfriend or girlfriend. It is a sense of restored self-agency; people who come to a new land with new language and culture lose so much of their autonomy, and success is when they regain some measure of it. I believe that most ABE teachers feel this strongly, and the MA DOE gets this. There is a prevailing national trend in WIA towards ABE as strictly a worker-training program. The DOE in Massachusetts is hip to the fact that there is more going on, that there are other aspects to success that how to punch a clock or dress for an interview. So, since the 90's, it has worked to keep student goals at the center of the accountability system. Thankfully, the powers that be here in MA feel that goals are as important as test scores, but we needed to back this up with valid and reliable record-keeping to make it manifest up on the Hill, where positivism is the key, and no one believes anything that's not scientifically-verifiable. So we need to make copies of documentation like library cards, letters of closing, voter registration cards, etc, in order to prove that these things, these "outcomes" are actually happening to our students. Forgive my arch tone- I know that 39 million in state and federal funds is a lot of money, and people want oversight and bang for their buck, I just sometimes resent the time we take away from teaching in order to keep good records. I also fear that the only programs that are attractive to funders are those that pigeonhole learners into low-wage jobs with no career ladder, and that's not what our students deserve. At the turn of the last century, the immigration wave found an expanding industrial economy that readily absorbed them with only minor training. The turn of this century finds us in a post-industrial period, what Andrew Hargreaves calls "the Knowledge Society"; we need to move beyond filling in an application and being on time. Murnane and Levy's book, "Teaching the New Basic Skills", talks more about this, as does the MassINC report "New Skills for a New Economy"- there are "soft skills" that students need to succeed in today's economy- computer, teamwork, leadership, self-direction- these things don't show up on the REEP, the BEST Plus, the TABE, BUT I KNOW THEM WHEN I SEE THEM IN MY CLASS! So, in sum, in Massachusetts we report test scores, time spent in class, goals set and goals met; all this in effort to try to show the wonderful things that happen in our classes. Imagine you needed to scientifically verify your child's growth- it would be a list of stats (height and weight, etc); it would include narrative description of quotidian achievements (made and ashtray, played three innings in little league, made peace with sister, etc). It could not. However describe the miracle of watching someone grow and develop. I'm not comparing our adult students with children, mind you, just trying to show that the quality of human development loses a lot when quantified. ________________________________ From: assessment-bounces at dev.nifl.gov on behalf of Marie Cora Sent: Mon 12/5/2005 5:44 PM To: AssList Subject: [Assessment] Measuring outcomes Hi everyone, I'm reposting part of a message that was sent by Jennifer Harper at the end of this past October. She asks about measuring outcomes. Several email replies noted sources of student goals and other resources for surveying students. How do you measure success in your program? Do you depend on test results to help you? Do you use other methods? Do you use a combination of tests and something else? marie >We are trying to find ways of measuring outcomes. We decided >that it is best for literacy students to set their OWN >goals. One way we have decided to measure outcomes is >through a goals sheet. We would ask the students their goals >in the beginning of the program, and then interview them to >find out when they have achieved their goals. All of this >information would be recorded and used as a way of measuring >success. > >That is our main way of measuring outcomes. Do any of you >have interesting methods of measuring outcomes in literacy >programs that you would be willing to share? > >Thanks in advance, >Sincerely, >Jennifer Harper >JLHarp21 at aol.com (nifl archives: http://www.nifl.gov/nifl-assessment/2005/ Oct. 26 and 27, 2005) -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 11644 bytes Desc: not available Url : http://www.nifl.gov/pipermail/assessment/attachments/20051205/508dd2cd/attachment.bin From pmcnaughton at language.ca Tue Dec 6 10:43:05 2005 From: pmcnaughton at language.ca (Pauline Mcnaughton) Date: Tue, 6 Dec 2005 10:43:05 -0500 Subject: [Assessment] Measuring outcomes In-Reply-To: <009701c5f9ed$8084f650$0402a8c0@frodo> Message-ID: <001801c5fa7b$c055b150$9a01a8c0@language.ca> In Canada we have national Canadian Language Benchmarks - a standard used by the ESL community for the designing programs, curriculum, assessment and placement since 1996. We wanted to do more to put this information in the hands of learners so they could better manage and understand their own progress. Two new tools have proved invaluable in achieving this objective. The Canadian Language Benchmarks 12 levels were synthesized into 'Can Do" lists for each of the 4 skill areas (reading, writing, speaking, listening) and put on posters. We recommend that at least 3 levels be put up in a classroom to enable learners to track their progress - where they have come from and where they need to get to next. We also produced Can Do Checklists based on the posters for teachers to use with learners for self-assessment, goal setting and learner conferencing. You can download the can do checklists for free from the learners area of our website at if you'd like to see our model http://www.language.ca/display_page.asp?page_id=412 and the posters can be ordered through our website - but the content is the same. Although there are 12 benchmark levels we have 8 levels in posters and can do checklists. We're now working on levels 9 and 10. Often when I visit an ESL program I see the full range of posters up in a common area - and many teachers have reported tremendous success. Learners often co-relate what's going on in the classroom to the outcomes on the posters. Pauline McNaughton Executive Director / Directrice executive Centre for Canadian Language Benchmarks/Centre des niveaux de competence linguistique canadiens 200 Elgin Street, Suite 803 / 200 rue Elgin, piece 803 Ottawa, ON K2P 1L5 T (613) 230-7729 F (613) 230-9305 pmcnaughton at language.ca This communication is intended for the use of the recipient to which it is addressed, and may contain confidential, personal, and or privileged information. Please contact us immediately if you are not the intended recipient of this communication, and do not copy, distribute, or take action relying on it. Any communication received in error, or subsequent reply, should be deleted or destroyed. Le present message n'est destine qu'a la personne ou l'organisme auquel il est adresse et peut contenir de l'information confidentielle, personnelle ou privilegiee. Si vous n'etes pas le destinataire de ce message, informez-nous immediatement. Il est interdit de copier, diffuser ou engager des poursuites fondees sur son contenu. Si vous avez recu ce communique par erreur, ou une reponse subsequente, veuillez le supprimer ou le detruire. -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov]On Behalf Of Marie Cora Sent: December 5, 2005 5:45 PM To: AssList Subject: [Assessment] Measuring outcomes Hi everyone, I'm reposting part of a message that was sent by Jennifer Harper at the end of this past October. She asks about measuring outcomes. Several email replies noted sources of student goals and other resources for surveying students. How do you measure success in your program? Do you depend on test results to help you? Do you use other methods? Do you use a combination of tests and something else?marie >We are trying to find ways of measuring outcomes. We decided >that it is best for literacy students to set their OWN >goals. One way we have decided to measure outcomes is >through a goals sheet. We would ask the students their goals >in the beginning of the program, and then interview them to >find out when they have achieved their goals. All of this >information would be recorded and used as a way of measuring >success.> >That is our main way of measuring outcomes. Do any of you >have interesting methods of measuring outcomes in literacy >programs that you would be willing to share?> >Thanks in advance,>Sincerely,>Jennifer Harper>JLHarp21 at aol.com (nifl archives: http://www.nifl.gov/nifl-assessment/2005/ Oct. 26 and 27, 2005) -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051206/43976fcf/attachment.html From J_Crowley at mwcc.mass.edu Tue Dec 6 18:48:59 2005 From: J_Crowley at mwcc.mass.edu (Julie Crowley) Date: Tue, 6 Dec 2005 18:48:59 -0500 Subject: [Assessment] Measuring outcomes References: <009701c5f9ed$8084f650$0402a8c0@frodo> Message-ID: Hello Jennifer, I work in a large ABE program in Central Massachusetts. We have 5 sites and teach ESOL as well as GED prep in three levels. In Massachusetts we have state mandated assessments that show literacy gains fairly well in most cases. However, they do not measure everything a student gains from classes, especially where the students individual goals and learning expectations are concerned. In an effort to document specifically what was happening in classes and show outcomes, we took the Massachusetts curriculum frameworks and created curriculum maps. The maps are broken down into content areas and competencies. Some of the content areas are reading, writing, math, life skills, workplace skills, and health. The skills that the student will be able to demonstrate and the CF and EFF strands and standards are also noted on the maps. The competencies are listed on curriculum sequence maps which show an expectation of what grade level equivalent the student might be if they were able to demonstrate specific skills noted on the map. Each student folder contains a map that the teacher uses to check off what was covered and what skills the student can demonstrate from class. If a student moves up levels or to different sites at the program, their individual map follows them. This allows the next instructor to see what the student has covered and what they need to work on. The map is a tool that is used by site coordinators and instructors, along with assessment scores and goal sheets to help in class placement. They help maintain continuity in the students learning that hopefully helps them meet their goals. The maps are also helpful to instuctors, allowing them to reflect on what they have covered and decide where the holes are. I think it is terrific that you have your students choosing their own goals and that you take the time to follow-up at a later date to see if the goals were met, either through classroom learning or some other venue. It shows the student how much you value what they want and how important it is to your program to make sure they have succeeded. We also allow the student to determine their own goals. Our classroom instructors do lessons with the classes in the beginning of the year to teach students about goals; what they are, how to take steps to meet them, etc. In addition, we have the instructors look at the students goals and then adjust their curriculum and lesson planning to help the students meet their goals. The staff also meet with the student to follow-up on goals that are met, help brainstorm reasons why a goal might not be met, and formulate plans to help the student meet all their goals. Curriculum maps and showing students what skills they have gained can be very helpful when a student gets frustrated and doesn't think they are making gains. It also shows the steps they are taking to meet goals such as GED attainment. I hope this was helpful. All the best, Julie Crowley Assistant Director, MWCC/ABE ________________________________ From: assessment-bounces at dev.nifl.gov on behalf of Marie Cora Sent: Mon 12/5/2005 5:44 PM To: AssList Subject: [Assessment] Measuring outcomes Hi everyone, I'm reposting part of a message that was sent by Jennifer Harper at the end of this past October. She asks about measuring outcomes. Several email replies noted sources of student goals and other resources for surveying students. How do you measure success in your program? Do you depend on test results to help you? Do you use other methods? Do you use a combination of tests and something else? marie >We are trying to find ways of measuring outcomes. We decided >that it is best for literacy students to set their OWN >goals. One way we have decided to measure outcomes is >through a goals sheet. We would ask the students their goals >in the beginning of the program, and then interview them to >find out when they have achieved their goals. All of this >information would be recorded and used as a way of measuring >success. > >That is our main way of measuring outcomes. Do any of you >have interesting methods of measuring outcomes in literacy >programs that you would be willing to share? > >Thanks in advance, >Sincerely, >Jennifer Harper >JLHarp21 at aol.com (nifl archives: http://www.nifl.gov/nifl-assessment/2005/ Oct. 26 and 27, 2005) -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: application/ms-tnef Size: 9988 bytes Desc: not available Url : http://www.nifl.gov/pipermail/assessment/attachments/20051206/709dd5f5/attachment.bin From marie.cora at hotspurpartners.com Wed Dec 7 09:44:05 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 7 Dec 2005 09:44:05 -0500 Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests Message-ID: <014a01c5fb3c$aced75a0$0402a8c0@frodo> Hello everyone, Some interesting thoughts about GED are still floating around.... marie -----Original Message----- From: aaace-nla-bounces at lists.literacytent.org [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of Reeder, Nancy Sent: Tuesday, December 06, 2005 1:55 PM To: National Literacy Advocacy List sponsored by AAACE Subject: RE: [AAACE-NLA] GED policy: No-fee GED tests Hi all, Here at Pima Community College, we charge $75 to take the tests and have some avenues to help with the fee. Nancy Nancy Reeder Advanced Program Manager Eastside Learning Center Pima College Adult Education 1630 S. Alvernon Tucson, AZ 85712 520/881-5520 -----Original Message----- From: aaace-nla-bounces at lists.literacytent.org [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of tanya tweeton Sent: Tuesday, December 06, 2005 9:44 AM To: National Literacy Advocacy List sponsored by AAACE Subject: Re: [AAACE-NLA] GED policy: No-fee GED tests Can anyone explain why there is such a discrepancy in the fees nationally for the GED? Here in Broward County Florida, the students are charged 60 dollars. What in the world does 180 dollars pay for? Are the colleges making money off these exams? I am confused. Aren't there state regulations as to what can be charged? Tanya Tweeton ESOL and GEd Programs Ft. lauderdale, Florida --- Kathleenmuro at aol.com wrote: > Hello, everyone. Long time, no talk. > > Some of the most expensive GED testing fees are in > the areas where the need > is the greatest, people are the poorest, and > communities cannot recruit good > jobs because of their low educational attainment > rates. > > Here on the US-Mexico border, New Mexico State > University, the testing > center for border New Mexico, charges $180. El Paso > Community College charges $85. > These fees are an enormous barrier to learners, > especially young people who > are most likely to pass the GED and have the most at > stake. NMSU does attempt > to find external funds to pay a portion of the fee, > but it is not enough. > > I used to do work in industry recruitment, and I > have experience with > companies rejecting our area because of our low high > school attainment rates, > taking their hundreds of jobs (starting pay $24,000) > to Phoenix, Tucson, > Albuquerque, or Austin instead. I have talked myself > blue in the face at EPCC in the > past to see the fees dropped or waived, to no avail. > > Penny wise and pound foolish. > > Kathleen Bombach > > _______________________________________________ > AAACE-NLA mailing list: > AAACE-NLA at lists.literacytent.org > http://lists.literacytent.org/mailman/listinfo/aaace-nla > LiteracyTent: web hosting, news, community and > goodies for literacy > http://literacytent.org > Edith Hamilton: It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought -- that is to be educated. __________________________________________ Yahoo! DSL - Something to write home about. Just $16.99/mo. or less. dsl.yahoo.com _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org From jgore at readingconnections.org Wed Dec 7 09:54:31 2005 From: jgore at readingconnections.org (Jenny Gore) Date: Wed, 7 Dec 2005 09:54:31 -0500 Subject: [Assessment] Measuring outcomes References: <009701c5f9ed$8084f650$0402a8c0@frodo> Message-ID: <158401c5fb3e$22239ab0$0901a8c0@RCLAB8> Are these maps something that can be shared by email or Internet link? Jennifer B. Gore Executive Director Reading Connections 122 N. Elm St., Suite 520 Greensboro, NC 27401 (336) 230-2223 15th Year Celebration - 1990-2005 Since 1990, Reading Connections has assisted adults through a wide variety of learning methods to promote the attainment of competencies needed in today's society, to prepare adults for active and responsible participation as citizens, and to empower adults to be successful in their work and family lives. Join us as we celebrate 15 years of service to make widespread illiteracy an issue of the past! ----- Original Message ----- From: "Julie Crowley" To: "The Assessment Discussion List" Sent: Tuesday, December 06, 2005 6:48 PM Subject: RE: [Assessment] Measuring outcomes Hello Jennifer, I work in a large ABE program in Central Massachusetts. We have 5 sites and teach ESOL as well as GED prep in three levels. In Massachusetts we have state mandated assessments that show literacy gains fairly well in most cases. However, they do not measure everything a student gains from classes, especially where the students individual goals and learning expectations are concerned. In an effort to document specifically what was happening in classes and show outcomes, we took the Massachusetts curriculum frameworks and created curriculum maps. The maps are broken down into content areas and competencies. Some of the content areas are reading, writing, math, life skills, workplace skills, and health. The skills that the student will be able to demonstrate and the CF and EFF strands and standards are also noted on the maps. The competencies are listed on curriculum sequence maps which show an expectation of what grade level equivalent the student might be if they were able to demonstrate specific skills noted on the map. Each student folder contains a map that the teacher uses to check off what was covered and what skills the student can demonstrate from class. If a student moves up levels or to different sites at the program, their individual map follows them. This allows the next instructor to see what the student has covered and what they need to work on. The map is a tool that is used by site coordinators and instructors, along with assessment scores and goal sheets to help in class placement. They help maintain continuity in the students learning that hopefully helps them meet their goals. The maps are also helpful to instuctors, allowing them to reflect on what they have covered and decide where the holes are. I think it is terrific that you have your students choosing their own goals and that you take the time to follow-up at a later date to see if the goals were met, either through classroom learning or some other venue. It shows the student how much you value what they want and how important it is to your program to make sure they have succeeded. We also allow the student to determine their own goals. Our classroom instructors do lessons with the classes in the beginning of the year to teach students about goals; what they are, how to take steps to meet them, etc. In addition, we have the instructors look at the students goals and then adjust their curriculum and lesson planning to help the students meet their goals. The staff also meet with the student to follow-up on goals that are met, help brainstorm reasons why a goal might not be met, and formulate plans to help the student meet all their goals. Curriculum maps and showing students what skills they have gained can be very helpful when a student gets frustrated and doesn't think they are making gains. It also shows the steps they are taking to meet goals such as GED attainment. I hope this was helpful. All the best, Julie Crowley Assistant Director, MWCC/ABE ________________________________ From: assessment-bounces at dev.nifl.gov on behalf of Marie Cora Sent: Mon 12/5/2005 5:44 PM To: AssList Subject: [Assessment] Measuring outcomes Hi everyone, I'm reposting part of a message that was sent by Jennifer Harper at the end of this past October. She asks about measuring outcomes. Several email replies noted sources of student goals and other resources for surveying students. How do you measure success in your program? Do you depend on test results to help you? Do you use other methods? Do you use a combination of tests and something else? marie >We are trying to find ways of measuring outcomes. We decided >that it is best for literacy students to set their OWN >goals. One way we have decided to measure outcomes is >through a goals sheet. We would ask the students their goals >in the beginning of the program, and then interview them to >find out when they have achieved their goals. All of this >information would be recorded and used as a way of measuring >success. > >That is our main way of measuring outcomes. Do any of you >have interesting methods of measuring outcomes in literacy >programs that you would be willing to share? > >Thanks in advance, >Sincerely, >Jennifer Harper >JLHarp21 at aol.com > (nifl archives: http://www.nifl.gov/nifl-assessment/2005/ Oct. 26 and 27, 2005) -------------------------------------------------------------------------------- > > ------------------------------- > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment > From khinson at future-gate.com Wed Dec 7 10:13:42 2005 From: khinson at future-gate.com (Katrina Hinson) Date: Wed, 07 Dec 2005 07:13:42 -0800 Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests Message-ID: <43968BA6020000A0000008DB@smtp.us.future-gate.com smtp.de.future-gate.com> I was reading these and was shocked at what I read. I teach at a community college in NC and we only currently charge 7.50 for the test. Likewise, I'd like to know what $180 is needed for in terms of GED testing. Regards Katrina Hinson >>> marie.cora at hotspurpartners.com >>> Hello everyone, Some interesting thoughts about GED are still floating around.... marie -----Original Message----- From: aaace-nla-bounces at lists.literacytent.org [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of Reeder, Nancy Sent: Tuesday, December 06, 2005 1:55 PM To: National Literacy Advocacy List sponsored by AAACE Subject: RE: [AAACE-NLA] GED policy: No-fee GED tests Hi all, Here at Pima Community College, we charge $75 to take the tests and have some avenues to help with the fee. Nancy Nancy Reeder Advanced Program Manager Eastside Learning Center Pima College Adult Education 1630 S. Alvernon Tucson, AZ 85712 520/881-5520 -----Original Message----- From: aaace-nla-bounces at lists.literacytent.org [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of tanya tweeton Sent: Tuesday, December 06, 2005 9:44 AM To: National Literacy Advocacy List sponsored by AAACE Subject: Re: [AAACE-NLA] GED policy: No-fee GED tests Can anyone explain why there is such a discrepancy in the fees nationally for the GED? Here in Broward County Florida, the students are charged 60 dollars. What in the world does 180 dollars pay for? Are the colleges making money off these exams? I am confused. Aren't there state regulations as to what can be charged? Tanya Tweeton ESOL and GEd Programs Ft. lauderdale, Florida --- Kathleenmuro at aol.com wrote: > Hello, everyone. Long time, no talk. > > Some of the most expensive GED testing fees are in > the areas where the need > is the greatest, people are the poorest, and > communities cannot recruit good > jobs because of their low educational attainment > rates. > > Here on the US-Mexico border, New Mexico State > University, the testing > center for border New Mexico, charges $180. El Paso > Community College charges $85. > These fees are an enormous barrier to learners, > especially young people who > are most likely to pass the GED and have the most at > stake. NMSU does attempt > to find external funds to pay a portion of the fee, > but it is not enough. > > I used to do work in industry recruitment, and I > have experience with > companies rejecting our area because of our low high > school attainment rates, > taking their hundreds of jobs (starting pay $24,000) > to Phoenix, Tucson, > Albuquerque, or Austin instead. I have talked myself > blue in the face at EPCC in the > past to see the fees dropped or waived, to no avail. > > Penny wise and pound foolish. > > Kathleen Bombach > > _______________________________________________ > AAACE-NLA mailing list: > AAACE-NLA at lists.literacytent.org > http://lists.literacytent.org/mailman/listinfo/aaace-nla > LiteracyTent: web hosting, news, community and > goodies for literacy > http://literacytent.org > Edith Hamilton: It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought -- that is to be educated. __________________________________________ Yahoo! DSL - Something to write home about. Just $16.99/mo. or less. dsl.yahoo.com _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org ------------------------------- National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment From marie.cora at hotspurpartners.com Wed Dec 7 10:34:48 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 7 Dec 2005 10:34:48 -0500 Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests Message-ID: <016d01c5fb43$c2c10f20$0402a8c0@frodo> Another post......I remember that Rhode Island (but RIers - correct me if this has changed since I lived there in the 90s) charged $30 for the entire battery of GED tests (so if you paid when you took only one, they kept a record of that and you did not need to pay again.) Also, you could have the fee waived if you were able to show financial burden - which from what I understood, was pretty easy to accomplish. I know that some parts of the GED Tests are nationally standardized - like administration and scoring (I think?), but other parts are determined by the states (like pricing, age when you can take the test, etc.) marie -----Original Message----- From: aaace-nla-bounces at lists.literacytent.org [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of Mae Dick Sent: Tuesday, December 06, 2005 4:00 PM To: aaace-nla at lists.literacytent.org Subject: Re: [AAACE-NLA] GED policy: No-fee GED tests There is no fee to take the test in New York State. >>> tweeton204 at yahoo.com 12/6/2005 11:43:54 AM >>> Can anyone explain why there is such a discrepancy in the fees nationally for the GED? Here in Broward County Florida, the students are charged 60 dollars. What in the world does 180 dollars pay for? Are the colleges making money off these exams? I am confused. Aren't there state regulations as to what can be charged? Tanya Tweeton ESOL and GEd Programs Ft. lauderdale, Florida --- Kathleenmuro at aol.com wrote: > Hello, everyone. Long time, no talk. > > Some of the most expensive GED testing fees are in > the areas where the need > is the greatest, people are the poorest, and > communities cannot recruit good > jobs because of their low educational attainment > rates. > > Here on the US-Mexico border, New Mexico State > University, the testing > center for border New Mexico, charges $180. El Paso > Community College charges $85. > These fees are an enormous barrier to learners, > especially young people who > are most likely to pass the GED and have the most at > stake. NMSU does attempt > to find external funds to pay a portion of the fee, > but it is not enough. > > I used to do work in industry recruitment, and I > have experience with > companies rejecting our area because of our low high > school attainment rates, > taking their hundreds of jobs (starting pay $24,000) > to Phoenix, Tucson, > Albuquerque, or Austin instead. I have talked myself > blue in the face at EPCC in the > past to see the fees dropped or waived, to no avail. > > Penny wise and pound foolish. > > Kathleen Bombach > > _______________________________________________ > AAACE-NLA mailing list: > AAACE-NLA at lists.literacytent.org > http://lists.literacytent.org/mailman/listinfo/aaace-nla > LiteracyTent: web hosting, news, community and > goodies for literacy > http://literacytent.org > Edith Hamilton: It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought -- that is to be educated. __________________________________________ Yahoo! DSL * Something to write home about. Just $16.99/mo. or less. dsl.yahoo.com _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org From tomchoye at comcast.net Wed Dec 7 10:36:50 2005 From: tomchoye at comcast.net (Tom Hoye) Date: Wed, 7 Dec 2005 10:36:50 -0500 Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests References: <43968BA6020000A0000008DB@smtp.us.future-gate.comsmtp.de.future-gate.com> Message-ID: <00fb01c5fb44$0aec3f90$0201000a@tomhoye> In MA there is a 65 charge for GED but in Rhode Island it is much cheaper. Perhaps someone in RI can tell us what the charge is now. Tom ----- Original Message ----- From: "Katrina Hinson" To: ; Sent: Wednesday, December 07, 2005 10:13 AM Subject: Re: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests I was reading these and was shocked at what I read. I teach at a community college in NC and we only currently charge 7.50 for the test. Likewise, I'd like to know what $180 is needed for in terms of GED testing. Regards Katrina Hinson >>> marie.cora at hotspurpartners.com >>> Hello everyone, Some interesting thoughts about GED are still floating around.... marie -----Original Message----- From: aaace-nla-bounces at lists.literacytent.org [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of Reeder, Nancy Sent: Tuesday, December 06, 2005 1:55 PM To: National Literacy Advocacy List sponsored by AAACE Subject: RE: [AAACE-NLA] GED policy: No-fee GED tests Hi all, Here at Pima Community College, we charge $75 to take the tests and have some avenues to help with the fee. Nancy Nancy Reeder Advanced Program Manager Eastside Learning Center Pima College Adult Education 1630 S. Alvernon Tucson, AZ 85712 520/881-5520 -----Original Message----- From: aaace-nla-bounces at lists.literacytent.org [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of tanya tweeton Sent: Tuesday, December 06, 2005 9:44 AM To: National Literacy Advocacy List sponsored by AAACE Subject: Re: [AAACE-NLA] GED policy: No-fee GED tests Can anyone explain why there is such a discrepancy in the fees nationally for the GED? Here in Broward County Florida, the students are charged 60 dollars. What in the world does 180 dollars pay for? Are the colleges making money off these exams? I am confused. Aren't there state regulations as to what can be charged? Tanya Tweeton ESOL and GEd Programs Ft. lauderdale, Florida --- Kathleenmuro at aol.com wrote: > Hello, everyone. Long time, no talk. > > Some of the most expensive GED testing fees are in > the areas where the need > is the greatest, people are the poorest, and > communities cannot recruit good > jobs because of their low educational attainment > rates. > > Here on the US-Mexico border, New Mexico State > University, the testing > center for border New Mexico, charges $180. El Paso > Community College charges $85. > These fees are an enormous barrier to learners, > especially young people who > are most likely to pass the GED and have the most at > stake. NMSU does attempt > to find external funds to pay a portion of the fee, > but it is not enough. > > I used to do work in industry recruitment, and I > have experience with > companies rejecting our area because of our low high > school attainment rates, > taking their hundreds of jobs (starting pay $24,000) > to Phoenix, Tucson, > Albuquerque, or Austin instead. I have talked myself > blue in the face at EPCC in the > past to see the fees dropped or waived, to no avail. > > Penny wise and pound foolish. > > Kathleen Bombach > > _______________________________________________ > AAACE-NLA mailing list: > AAACE-NLA at lists.literacytent.org > http://lists.literacytent.org/mailman/listinfo/aaace-nla > LiteracyTent: web hosting, news, community and > goodies for literacy > http://literacytent.org > Edith Hamilton: It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought -- that is to be educated. __________________________________________ Yahoo! DSL - Something to write home about. Just $16.99/mo. or less. dsl.yahoo.com _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org ------------------------------- National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment ------------------------------- National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment From marie.cora at hotspurpartners.com Wed Dec 7 10:51:26 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 7 Dec 2005 10:51:26 -0500 Subject: [Assessment] Measuring outcomes In-Reply-To: <158401c5fb3e$22239ab0$0901a8c0@RCLAB8> Message-ID: <017b01c5fb46$158705a0$0402a8c0@frodo> Hi Jennifer and everyone, You can find the Massachusetts curriculum frameworks on-line at: http://www.doe.mass.edu/acls/frameworks/ The EFF (Equipped for the Future) Content Standards, role maps, purposes for learning and common activities can be found on-line at: http://eff.cls.utk.edu/fundamentals/default.htm The maps that Julie describes in her post are unique to her program - perhaps she can let us know about accessibility when she returns to the discussion. marie cora -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Jenny Gore Sent: Wednesday, December 07, 2005 9:55 AM To: The Assessment Discussion List Subject: Re: [Assessment] Measuring outcomes Are these maps something that can be shared by email or Internet link? Jennifer B. Gore Executive Director Reading Connections 122 N. Elm St., Suite 520 Greensboro, NC 27401 (336) 230-2223 15th Year Celebration - 1990-2005 Since 1990, Reading Connections has assisted adults through a wide variety of learning methods to promote the attainment of competencies needed in today's society, to prepare adults for active and responsible participation as citizens, and to empower adults to be successful in their work and family lives. Join us as we celebrate 15 years of service to make widespread illiteracy an issue of the past! ----- Original Message ----- From: "Julie Crowley" To: "The Assessment Discussion List" Sent: Tuesday, December 06, 2005 6:48 PM Subject: RE: [Assessment] Measuring outcomes Hello Jennifer, I work in a large ABE program in Central Massachusetts. We have 5 sites and teach ESOL as well as GED prep in three levels. In Massachusetts we have state mandated assessments that show literacy gains fairly well in most cases. However, they do not measure everything a student gains from classes, especially where the students individual goals and learning expectations are concerned. In an effort to document specifically what was happening in classes and show outcomes, we took the Massachusetts curriculum frameworks and created curriculum maps. The maps are broken down into content areas and competencies. Some of the content areas are reading, writing, math, life skills, workplace skills, and health. The skills that the student will be able to demonstrate and the CF and EFF strands and standards are also noted on the maps. The competencies are listed on curriculum sequence maps which show an expectation of what grade level equivalent the student might be if they were able to demonstrate specific skills noted on the map. Each student folder contains a map that the teacher uses to check off what was covered and what skills the student can demonstrate from class. If a student moves up levels or to different sites at the program, their individual map follows them. This allows the next instructor to see what the student has covered and what they need to work on. The map is a tool that is used by site coordinators and instructors, along with assessment scores and goal sheets to help in class placement. They help maintain continuity in the students learning that hopefully helps them meet their goals. The maps are also helpful to instuctors, allowing them to reflect on what they have covered and decide where the holes are. I think it is terrific that you have your students choosing their own goals and that you take the time to follow-up at a later date to see if the goals were met, either through classroom learning or some other venue. It shows the student how much you value what they want and how important it is to your program to make sure they have succeeded. We also allow the student to determine their own goals. Our classroom instructors do lessons with the classes in the beginning of the year to teach students about goals; what they are, how to take steps to meet them, etc. In addition, we have the instructors look at the students goals and then adjust their curriculum and lesson planning to help the students meet their goals. The staff also meet with the student to follow-up on goals that are met, help brainstorm reasons why a goal might not be met, and formulate plans to help the student meet all their goals. Curriculum maps and showing students what skills they have gained can be very helpful when a student gets frustrated and doesn't think they are making gains. It also shows the steps they are taking to meet goals such as GED attainment. I hope this was helpful. All the best, Julie Crowley Assistant Director, MWCC/ABE ________________________________ From: assessment-bounces at dev.nifl.gov on behalf of Marie Cora Sent: Mon 12/5/2005 5:44 PM To: AssList Subject: [Assessment] Measuring outcomes Hi everyone, I'm reposting part of a message that was sent by Jennifer Harper at the end of this past October. She asks about measuring outcomes. Several email replies noted sources of student goals and other resources for surveying students. How do you measure success in your program? Do you depend on test results to help you? Do you use other methods? Do you use a combination of tests and something else? marie >We are trying to find ways of measuring outcomes. We decided >that it is best for literacy students to set their OWN >goals. One way we have decided to measure outcomes is >through a goals sheet. We would ask the students their goals >in the beginning of the program, and then interview them to >find out when they have achieved their goals. All of this >information would be recorded and used as a way of measuring >success. > >That is our main way of measuring outcomes. Do any of you >have interesting methods of measuring outcomes in literacy >programs that you would be willing to share? > >Thanks in advance, >Sincerely, >Jennifer Harper >JLHarp21 at aol.com > (nifl archives: http://www.nifl.gov/nifl-assessment/2005/ Oct. 26 and 27, 2005) ------------------------------------------------------------------------ -------- > > ------------------------------- > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment > ------------------------------- National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment From tomchoye at comcast.net Wed Dec 7 10:40:36 2005 From: tomchoye at comcast.net (Tom Hoye) Date: Wed, 7 Dec 2005 10:40:36 -0500 Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests References: <016d01c5fb43$c2c10f20$0402a8c0@frodo> Message-ID: <000501c5fb44$916f1010$0201000a@tomhoye> I believe in MA they pay the adminstrators of the test out of the money they collect for the test. Someone can correct me if I am wrong. Tom ----- Original Message ----- From: "Marie Cora" To: "AssList" Sent: Wednesday, December 07, 2005 10:34 AM Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests > Another post......I remember that Rhode Island (but RIers - correct me > if this has changed since I lived there in the 90s) charged $30 for the > entire battery of GED tests (so if you paid when you took only one, they > kept a record of that and you did not need to pay again.) > > Also, you could have the fee waived if you were able to show financial > burden - which from what I understood, was pretty easy to accomplish. > > I know that some parts of the GED Tests are nationally standardized - > like administration and scoring (I think?), but other parts are > determined by the states (like pricing, age when you can take the test, > etc.) > marie > > -----Original Message----- > From: aaace-nla-bounces at lists.literacytent.org > [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of Mae Dick > Sent: Tuesday, December 06, 2005 4:00 PM > To: aaace-nla at lists.literacytent.org > Subject: Re: [AAACE-NLA] GED policy: No-fee GED tests > > There is no fee to take the test in New York State. > >>>> tweeton204 at yahoo.com 12/6/2005 11:43:54 AM >>> > Can anyone explain why there is such a discrepancy in > the fees nationally for the GED? Here in Broward > County Florida, the students are charged 60 dollars. > What in the world does 180 dollars pay for? Are the > colleges making money off these exams? I am confused. > Aren't there state regulations as to what can be > charged? > > Tanya Tweeton > ESOL and GEd Programs > Ft. lauderdale, Florida > > > > --- Kathleenmuro at aol.com wrote: > >> Hello, everyone. Long time, no talk. >> >> Some of the most expensive GED testing fees are in >> the areas where the need >> is the greatest, people are the poorest, and >> communities cannot recruit good >> jobs because of their low educational attainment >> rates. >> >> Here on the US-Mexico border, New Mexico State >> University, the testing >> center for border New Mexico, charges $180. El Paso >> Community College charges $85. >> These fees are an enormous barrier to learners, >> especially young people who >> are most likely to pass the GED and have the most at >> stake. NMSU does attempt >> to find external funds to pay a portion of the fee, >> but it is not enough. >> >> I used to do work in industry recruitment, and I >> have experience with >> companies rejecting our area because of our low high >> school attainment rates, >> taking their hundreds of jobs (starting pay $24,000) >> to Phoenix, Tucson, >> Albuquerque, or Austin instead. I have talked myself >> blue in the face at EPCC in the >> past to see the fees dropped or waived, to no avail. >> >> Penny wise and pound foolish. >> >> Kathleen Bombach >> > _______________________________________________ >> AAACE-NLA mailing list: >> AAACE-NLA at lists.literacytent.org >> > http://lists.literacytent.org/mailman/listinfo/aaace-nla >> LiteracyTent: web hosting, news, community and >> goodies for literacy >> http://literacytent.org >> > > > Edith Hamilton: > It has always seemed strange to me that in our endless discussions about > education so little stress is laid on the pleasure of becoming an > educated person, the enormous interest it adds to life. To be able to be > caught up into the world of thought -- that is to be educated. > > > > __________________________________________ > Yahoo! DSL * Something to write home about. > Just $16.99/mo. or less. > dsl.yahoo.com > > _______________________________________________ > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org > http://lists.literacytent.org/mailman/listinfo/aaace-nla > LiteracyTent: web hosting, news, community and goodies for literacy > http://literacytent.org > > _______________________________________________ > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org > http://lists.literacytent.org/mailman/listinfo/aaace-nla > LiteracyTent: web hosting, news, community and goodies for literacy > http://literacytent.org > > > ------------------------------- > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment From cook.sandra at northlandscollege.sk.ca Wed Dec 7 11:19:42 2005 From: cook.sandra at northlandscollege.sk.ca (Cook.Sandra) Date: Wed, 7 Dec 2005 10:19:42 -0600 Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests In-Reply-To: <014a01c5fb3c$aced75a0$0402a8c0@frodo> Message-ID: <002001c5fb4a$0952cc20$786dbd0a@nlcadmin.ca> I know here, that is Northern Sask. the test is 35.00 and is given every 2 or 3 months. Other then that you must be at least 17 years of age. -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Marie Cora Sent: Wednesday, December 07, 2005 8:44 AM To: 'AssList' Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests Hello everyone, Some interesting thoughts about GED are still floating around.... marie -----Original Message----- From: aaace-nla-bounces at lists.literacytent.org [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of Reeder, Nancy Sent: Tuesday, December 06, 2005 1:55 PM To: National Literacy Advocacy List sponsored by AAACE Subject: RE: [AAACE-NLA] GED policy: No-fee GED tests Hi all, Here at Pima Community College, we charge $75 to take the tests and have some avenues to help with the fee. Nancy Nancy Reeder Advanced Program Manager Eastside Learning Center Pima College Adult Education 1630 S. Alvernon Tucson, AZ 85712 520/881-5520 -----Original Message----- From: aaace-nla-bounces at lists.literacytent.org [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of tanya tweeton Sent: Tuesday, December 06, 2005 9:44 AM To: National Literacy Advocacy List sponsored by AAACE Subject: Re: [AAACE-NLA] GED policy: No-fee GED tests Can anyone explain why there is such a discrepancy in the fees nationally for the GED? Here in Broward County Florida, the students are charged 60 dollars. What in the world does 180 dollars pay for? Are the colleges making money off these exams? I am confused. Aren't there state regulations as to what can be charged? Tanya Tweeton ESOL and GEd Programs Ft. lauderdale, Florida --- Kathleenmuro at aol.com wrote: > Hello, everyone. Long time, no talk. > > Some of the most expensive GED testing fees are in > the areas where the need > is the greatest, people are the poorest, and > communities cannot recruit good > jobs because of their low educational attainment > rates. > > Here on the US-Mexico border, New Mexico State > University, the testing > center for border New Mexico, charges $180. El Paso > Community College charges $85. > These fees are an enormous barrier to learners, > especially young people who > are most likely to pass the GED and have the most at > stake. NMSU does attempt > to find external funds to pay a portion of the fee, > but it is not enough. > > I used to do work in industry recruitment, and I > have experience with > companies rejecting our area because of our low high > school attainment rates, > taking their hundreds of jobs (starting pay $24,000) > to Phoenix, Tucson, > Albuquerque, or Austin instead. I have talked myself > blue in the face at EPCC in the > past to see the fees dropped or waived, to no avail. > > Penny wise and pound foolish. > > Kathleen Bombach > > _______________________________________________ > AAACE-NLA mailing list: > AAACE-NLA at lists.literacytent.org > http://lists.literacytent.org/mailman/listinfo/aaace-nla > LiteracyTent: web hosting, news, community and > goodies for literacy > http://literacytent.org > Edith Hamilton: It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought -- that is to be educated. __________________________________________ Yahoo! DSL - Something to write home about. Just $16.99/mo. or less. dsl.yahoo.com _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org ------------------------------- National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment From Tina_Luffman at yc.edu Wed Dec 7 14:08:14 2005 From: Tina_Luffman at yc.edu (Tina_Luffman at yc.edu) Date: Wed, 7 Dec 2005 12:08:14 -0700 Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests Message-ID: An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051207/95c76c77/attachment.html From marie.cora at hotspurpartners.com Wed Dec 7 14:34:18 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 7 Dec 2005 14:34:18 -0500 Subject: [Assessment] student goals/EFF/other frameworks Message-ID: <01d601c5fb65$37a81c40$0402a8c0@frodo> Hi everyone, I wonder if someone out there can comment on the EFF Framework in terms of its focus on student goals? I also wonder if there are other frameworks that specifically put the focus on the students goals? Thanks! marie -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051207/91b3bffb/attachment.html From marie.cora at hotspurpartners.com Wed Dec 7 14:38:24 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 7 Dec 2005 14:38:24 -0500 Subject: [Assessment] another thought about....Outcomes Message-ID: <01e701c5fb65$ca78a4e0$0402a8c0@frodo> Hi again, I'm also thinking about the "outcomes" part - a goal is one thing, but the outcome is another. They are related, can sometimes be one and the same, sometimes be completely different from each other. What are your ideas, thoughts, and questions about goals as they relate (or not) to outcomes? marie -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051207/2ca481e0/attachment.html From akohring at utk.edu Wed Dec 7 16:27:03 2005 From: akohring at utk.edu (Aaron Kohring) Date: Wed, 07 Dec 2005 16:27:03 -0500 Subject: [Assessment] student goals/EFF/other frameworks In-Reply-To: <01d601c5fb65$37a81c40$0402a8c0@frodo> Message-ID: <5.1.0.14.2.20051207161611.03b13088@pop.utk.edu> Greetings all, Marie, you are certainly correct that Equipped for the Future focused on learners from the very beginning. Over 1500 learners helped us understand the reasons why adults seek further education (see http://eff.cls.utk.edu/fundamentals/purposes.htm). ACCESS To gain access to information and resources so that adults can orient themselves in the world VOICE To express ideas and opinions with the confidence they will be heard and taken into account ACTION To solve problems and make decisions without having to rely on others to mediate the world for them BRIDGE TO THE FUTURE Learning to learn so that adults can be prepared to keep up with the world as it changes The EFF Toolkit is a growing resource that brings together examples from the field where instructors have worked with learners to set goals and plan instruction. I'd recommend taking a look at some of the Tools that have been collected or developed here for some ideas: http://eff.cls.utk.edu/toolkit/tools.htm Aaron At 02:34 PM 12/7/2005 -0500, you wrote: >Hi everyone, > > > >I wonder if someone out there can comment on the EFF Framework in terms of >its focus on student goals? > > > >I also wonder if there are other frameworks that specifically put the >focus on the students goals? > > > >Thanks! > >marie > >------------------------------- >National Insitute for Literacy >Assessment mailing list >Assessment at dev.nifl.gov >To unsubscribe or change your subscription settings, please go to >http://www.nifl.gov/mailman/listinfo/assessment Aaron Kohring Coordinator, LINCS Literacy & Learning Disabilities Special Collection Moderator, NIFL Content Standards Discussion List Center for Literacy Studies, University of Tennessee EFF Center for Training and Technical Assistance Phone:(865) 974-4109 main (865) 974-4258 direct Fax: (865) 974-3857 e-mail: akohring at utk.edu From MMaralit at NIFL.gov Thu Dec 8 16:51:04 2005 From: MMaralit at NIFL.gov (Maralit, Mary Jo) Date: Thu, 8 Dec 2005 16:51:04 -0500 Subject: [Assessment] NAAL Webcast on Dec. 15 Message-ID: <4062487BDB6029428A763CAEF4E1FE5B0B932AC0@wdcrobe2m03.ed.gov> Join us for a LIVE webcast of a new release from the National Center for Education Statistics ? A First Look at the Literacy of America?s Adults in the 21st Century WHEN: December 15, 2005 9:30 a.m. ? 10:30 a.m. EST For more information about this webcast, go to: http://www.nifl.gov/ or http://www.nifl.gov/nifl/webcasts/20051215/webcast12-15.html (Please access the site 30 minutes prior to the event to follow the webcast guidelines.) ---------------------------------------------------------------------------- -------------------------------- The U.S. Department of Education?s National Center for Education Statistics (NCES) in the Institute of Education Sciences (IES) invites you to view the live webcast of the release of the first national findings on adult literacy since 1992. Results from the 2003 National Assessment of Adult Literacy (NAAL) will be released on December 15 at 9:30 a.m. EST. At that time, NCES will release two initial reports on NAAL: A First Look at the Literacy of America?s Adults in the 21st Century presents key results?including changes in adult literacy since 1992 and performance by gender, race/ethnicity, age, language spoken before starting school, educational attainment, and employment status. A companion report, Key Concepts and Features of the 2003 National Assessment of Adult Literacy, describes the assessment?s key features and major data types. These reports will be available online at http://nces.ed.gov/naal beginning at 9:30 a.m. EST. An online live chat moderated by NCES Associate Commissioner Peggy Carr will be available to all at 1:00 p.m. EST, December 15, at the NCES website at http://nces.ed.gov/naal. Jaleh Behroozi Soroui Education Statistics Services Institute (ESSI) American Institutes for Research 1990 K Street, NW Suite 500 Washington, DC 20006 Phone: 202/403-6958 email: jsoroui at air.org From koconnor at framingham.k12.ma.us Thu Dec 8 21:57:30 2005 From: koconnor at framingham.k12.ma.us (Kevin O'Connor) Date: Thu, 8 Dec 2005 21:57:30 -0500 Subject: [Assessment] another thought about....Outcomes Message-ID: It occurs to me that I sometimes forget that the way we do things here in Massachusetts is not the same way that other states do ABE business. Here, funding for adult ABE is routed through the state Department of Education, and through the Regional Training Boards. Then diverse agencies response to an RFP and may be able to provide adult ed. It could be community-based organizations, local educational organizations, higher ed providers, unions or others. Each kind of organization brings its owns ideology, its own priorities, its own philosophy and pedagogy... its own goals and outcomes, in other words. I understand that in other states this isn't always the case; in some states adult ed is strictly the bailiwick of higher ed, for example. I know that this can lead to different agendas when it comes to ed assessment (focus on basic lit, transitional skills, oral communication). But how has this affected the ground-level focus on goals? Does the funder in your state have particular favorites? -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov]On Behalf Of Marie Cora Sent: Wednesday, December 07, 2005 2:38 PM To: AssList Subject: [Assessment] another thought about....Outcomes Hi again, I'm also thinking about the "outcomes" part - a goal is one thing, but the outcome is another. They are related, can sometimes be one and the same, sometimes be completely different from each other. What are your ideas, thoughts, and questions about goals as they relate (or not) to outcomes? marie -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051208/215c76da/attachment.html From MKroege at ade.az.gov Fri Dec 9 11:17:32 2005 From: MKroege at ade.az.gov (Kroeger, Miriam) Date: Fri, 9 Dec 2005 09:17:32 -0700 Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests Message-ID: <1DE339C47662EC4E992656C5E72AABC4382BD6@prodmail2.prod.root> Is anyone making a chart of these charges by state/jurisdiction by any chance? It's difficult enough to try to track who charges what between states - imagine if there is a great difference within a state!! In addition to fees for testing, how about ease of getting the information back to the instructional program?? -Miriam Kroeger Arizona -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Marie Cora Sent: Wednesday, December 07, 2005 8:35 AM To: AssList Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests Another post......I remember that Rhode Island (but RIers - correct me if this has changed since I lived there in the 90s) charged $30 for the entire battery of GED tests (so if you paid when you took only one, they kept a record of that and you did not need to pay again.) Also, you could have the fee waived if you were able to show financial burden - which from what I understood, was pretty easy to accomplish. I know that some parts of the GED Tests are nationally standardized - like administration and scoring (I think?), but other parts are determined by the states (like pricing, age when you can take the test, etc.) marie -----Original Message----- From: aaace-nla-bounces at lists.literacytent.org [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of Mae Dick Sent: Tuesday, December 06, 2005 4:00 PM To: aaace-nla at lists.literacytent.org Subject: Re: [AAACE-NLA] GED policy: No-fee GED tests There is no fee to take the test in New York State. >>> tweeton204 at yahoo.com 12/6/2005 11:43:54 AM >>> Can anyone explain why there is such a discrepancy in the fees nationally for the GED? Here in Broward County Florida, the students are charged 60 dollars. What in the world does 180 dollars pay for? Are the colleges making money off these exams? I am confused. Aren't there state regulations as to what can be charged? Tanya Tweeton ESOL and GEd Programs Ft. lauderdale, Florida --- Kathleenmuro at aol.com wrote: > Hello, everyone. Long time, no talk. > > Some of the most expensive GED testing fees are in the areas where the > need is the greatest, people are the poorest, and communities cannot > recruit good jobs because of their low educational attainment rates. > > Here on the US-Mexico border, New Mexico State University, the testing > center for border New Mexico, charges $180. El Paso Community College > charges $85. > These fees are an enormous barrier to learners, especially young > people who are most likely to pass the GED and have the most at stake. > NMSU does attempt to find external funds to pay a portion of the fee, > but it is not enough. > > I used to do work in industry recruitment, and I have experience with > companies rejecting our area because of our low high school attainment > rates, taking their hundreds of jobs (starting pay $24,000) to > Phoenix, Tucson, Albuquerque, or Austin instead. I have talked myself > blue in the face at EPCC in the past to see the fees dropped or > waived, to no avail. > > Penny wise and pound foolish. > > Kathleen Bombach > > _______________________________________________ > AAACE-NLA mailing list: > AAACE-NLA at lists.literacytent.org > http://lists.literacytent.org/mailman/listinfo/aaace-nla > LiteracyTent: web hosting, news, community and goodies for literacy > http://literacytent.org > Edith Hamilton: It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought -- that is to be educated. __________________________________________ Yahoo! DSL * Something to write home about. Just $16.99/mo. or less. dsl.yahoo.com _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org _______________________________________________ AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/aaace-nla LiteracyTent: web hosting, news, community and goodies for literacy http://literacytent.org ------------------------------- National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment From tomchoye at comcast.net Fri Dec 9 11:45:07 2005 From: tomchoye at comcast.net (Tom Hoye) Date: Fri, 9 Dec 2005 11:45:07 -0500 Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests References: <1DE339C47662EC4E992656C5E72AABC4382BD6@prodmail2.prod.root> Message-ID: <007001c5fcdf$e960f800$0201000a@tomhoye> MA charges the same in all the state. They do get back to us who passes. It may take some time but we do find out. We get the results through our SMARTT system. Tom ----- Original Message ----- From: "Kroeger, Miriam" To: "The Assessment Discussion List" Sent: Friday, December 09, 2005 11:17 AM Subject: Re: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests > Is anyone making a chart of these charges by state/jurisdiction by any > chance? It's difficult enough to try to track who charges what between > states - imagine if there is a great difference within a state!! In > addition to fees for testing, how about ease of getting the information > back to the instructional program?? > > -Miriam Kroeger > Arizona > > -----Original Message----- > From: assessment-bounces at dev.nifl.gov > [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Marie Cora > Sent: Wednesday, December 07, 2005 8:35 AM > To: AssList > Subject: [Assessment] FW: [AAACE-NLA] GED policy: No-fee GED tests > > Another post......I remember that Rhode Island (but RIers - correct me > if this has changed since I lived there in the 90s) charged $30 for the > entire battery of GED tests (so if you paid when you took only one, they > kept a record of that and you did not need to pay again.) > > Also, you could have the fee waived if you were able to show financial > burden - which from what I understood, was pretty easy to accomplish. > > I know that some parts of the GED Tests are nationally standardized - > like administration and scoring (I think?), but other parts are > determined by the states (like pricing, age when you can take the test, > etc.) > marie > > -----Original Message----- > From: aaace-nla-bounces at lists.literacytent.org > [mailto:aaace-nla-bounces at lists.literacytent.org] On Behalf Of Mae Dick > Sent: Tuesday, December 06, 2005 4:00 PM > To: aaace-nla at lists.literacytent.org > Subject: Re: [AAACE-NLA] GED policy: No-fee GED tests > > There is no fee to take the test in New York State. > >>>> tweeton204 at yahoo.com 12/6/2005 11:43:54 AM >>> > Can anyone explain why there is such a discrepancy in the fees > nationally for the GED? Here in Broward County Florida, the students > are charged 60 dollars. > What in the world does 180 dollars pay for? Are the colleges making > money off these exams? I am confused. > Aren't there state regulations as to what can be charged? > > Tanya Tweeton > ESOL and GEd Programs > Ft. lauderdale, Florida > > > > --- Kathleenmuro at aol.com wrote: > >> Hello, everyone. Long time, no talk. >> >> Some of the most expensive GED testing fees are in the areas where the > >> need is the greatest, people are the poorest, and communities cannot >> recruit good jobs because of their low educational attainment rates. >> >> Here on the US-Mexico border, New Mexico State University, the testing > >> center for border New Mexico, charges $180. El Paso Community College > >> charges $85. >> These fees are an enormous barrier to learners, especially young >> people who are most likely to pass the GED and have the most at stake. > >> NMSU does attempt to find external funds to pay a portion of the fee, > >> but it is not enough. >> >> I used to do work in industry recruitment, and I have experience with >> companies rejecting our area because of our low high school attainment > >> rates, taking their hundreds of jobs (starting pay $24,000) to >> Phoenix, Tucson, Albuquerque, or Austin instead. I have talked myself >> blue in the face at EPCC in the past to see the fees dropped or >> waived, to no avail. >> >> Penny wise and pound foolish. >> >> Kathleen Bombach >> > _______________________________________________ >> AAACE-NLA mailing list: >> AAACE-NLA at lists.literacytent.org >> > http://lists.literacytent.org/mailman/listinfo/aaace-nla >> LiteracyTent: web hosting, news, community and goodies for literacy >> http://literacytent.org >> > > > Edith Hamilton: > It has always seemed strange to me that in our endless discussions about > education so little stress is laid on the pleasure of becoming an > educated person, the enormous interest it adds to life. To be able to be > caught up into the world of thought -- that is to be educated. > > > > __________________________________________ > Yahoo! DSL * Something to write home about. > Just $16.99/mo. or less. > dsl.yahoo.com > > _______________________________________________ > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org > http://lists.literacytent.org/mailman/listinfo/aaace-nla > LiteracyTent: web hosting, news, community and goodies for literacy > http://literacytent.org > > _______________________________________________ > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org > http://lists.literacytent.org/mailman/listinfo/aaace-nla > LiteracyTent: web hosting, news, community and goodies for literacy > http://literacytent.org > > > ------------------------------- > National Insitute for Literacy > Assessment mailing list > Assessment at dev.nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment > > ------------------------------- > National Insitute for Literacy > Assessment mailing list > Assessment at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment From marie.cora at hotspurpartners.com Fri Dec 9 14:30:36 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Fri, 9 Dec 2005 14:30:36 -0500 Subject: [Assessment] FW: Have We Flat-Lined in Reading? Message-ID: <036b01c5fcf7$08178d10$0402a8c0@frodo> -----Original Message----- From: tsticht at znet.com [mailto:tsticht at znet.com] Sent: Friday, December 09, 2005 1:26 PM To: marie.cora at hotspurpartners.com; jataylor at utk.edu; blv1 at psu.edu; dgreenberg at gsu.edu Subject: Have We Flat-Lined in Reading? November 25, 2005 Have We "Flat-Lined" After Thirty Years of Intensive Care for Reading? Tom Sticht International Consultant in Adult Education Over thirty years ago the United States admitted reading instruction into the intensive care unit of the nation's "Reading Failure Prevention and Remediation Hospital." Educational researchers, educators, government funding agencies, private foundations, publishers, and numerous citizen groups rushed in to administer emergency care with programs such as Head Start, then Early Head Start, numerous private preschools, kindergarten, the Elementary and Secondary Education Act (ESEA), other special programs, and thousands of off-the-shelf books telling parents how to teach their infants and preschoolers how to read at home. Unfortunately, data from the National Center for Education Statistics released this year indicate that, despite heroic efforts, with costs easily in the range of 500 billion to one trillion dollars, the National Assessment of Educational Progress (NAEP), the nation's indicator of the health of the reading instruction patient, has flat-lined. From 1971 up to 2004, reading scores for 9, 13 and 17 year olds are so flat that if you were a patient in an intensive care unit and had your health monitoring indicators go as flat as the 30-year NAEP data you would be declared dead! A graph of average scores on the NAEP for 9, 13, or 17 year olds for the thirty year period from 1971 to 2004, on a scale ranging from 200 to around 320 scale scores, shows that 9 year olds increased from 208 in 1971 to 215 in 1980, then fell to 209 in 1990 and then rose again to 219 in 2004. This is only 4 scale score points higher than in 1980. This is evidence of ups and downs over a thirty year period but no real improvement. There is a similar lack of evidence of any improvement for 13 and 17 year olds over this period. The lack of evidence for gains by 9 year olds is made even more apparent, and disappointing, when the data for 9 year olds at differing percentiles of achievement are examined. In 1971 students at the 90th percentile scored 260, then rose gradually to 266 in 1990 and then fell to 264 in 2004. Nine year olds at the 50th percentile scored as indicated above. Really poorly reading students, those at the 10th percentile scored 152 in 1971, then rose to 165 in 1980 and then rose again to 169 in 2004, though the latter was not statistically greater than 25 years ago in 1980. Thirteen year olds at the 10th percentile scored 208 in 1971, rose to 213 in 1988, and then fell to 210 in 2004. The least able 17 year old readers, those at the 10th percentile, scored 225 in 1971, rose to 241 in 1988, and then fell to 227 in 2004. The data for some three decades do not show great increases in reading achievement for 9, 13, or 17 year olds at various percentile ranks. For the most part, whether at the 90th percentile, the middle 50th percentile, or the bottom, the 10th percentile, student achievement has fluctuated a bit from assessment to assessment, but on balance does not seem to have made much, if any improvement, and certainly not improvement that would have any significant practical consequences. The NAEP data do show that as children go up through primary, elementary, and secondary school, they do get better at reading across the percentile spectrum. But in 2004 the bottom ten percent of 17 year olds scored below the median for 13 year olds, and were just 6 scale score points above the median for 9 year olds. These poorly scoring students will no doubt be those who will later discover the real life importance of literacy and will enter into adult basic education to try to gain skills needed to support themselves and their families. Data for Adults It should be recalled that adults are children who have grown up. The purpose of reading instruction and other education in the K-12 system is to produce literate adults. The 1992 National Adult Literacy Survey (NALS) provides some data bearing on the issue of whether tens of billions of dollars in compensatory or remedial education in the K-12 system have brought about increases in adult literacy. The NALS assessed adult literacy using three scales: Prose, Document and Quantitative. A report on the Literacy of Older Adults in America, from the National Center for Education Statistics in Washington DC, November 1996 (p. 35) reported data on the age and literacy proficiency for adults with varying amounts of education. Using just the data for adults with high school diplomas or GEDs, and just the Prose scale, because all three scales have similar findings, the average literacy proficiencies for three age groups were: Age Proficiency 16-24 274 25-59 273 60-69 262 Adults in the 16 to 24 age range got their diplomas or GEDs in 1992 to 1984. Adults in the 25 to 59 age range got their diplomas or GEDs in 1983 to 1949. Adults in the 60 to 69 age range got their diplomas or GEDs in 1948 to 1939. Similar findings held across age groups for adults with 0-12 or some post-secondary education, though with differences in the proficiency scores due to less or more education relative to the high school diploma/GED. >From these NALS data, it appears that for adults graduating from high school across this 62 year period, their literacy skills do not vary much on the average. This would seem to indicate that regardless of whether the schools emphasized a code (phonics) or meaning (whole language) emphasis during this time, or had the benefits of feedback from the National Assessment of Educational Progress (NAEP) from the 1970s up to the time of the NALS assessment, once adults get out of high school and spend some time in other activities, excepting post-secondary education, their literacy skills don't differ very much, at least for the high school graduate adults sampled in 1992 and assessed using the functional literacy tasks of the NALS. Today, as in the past, tens of billions of dollars are being spent in special programs to raise the literacy skills of children, while at the same time expenditures for adult literacy education have been and still are trivial. This goes on despite the fact that for the last 30 years the K-12 system has been graduating millions of young adults below the 20th and 10th percentiles of reading as measured by the NAEP, with no apparent improvement in the proficiency scores for students at these percentile ranks, and there is little evidence that this can or will be turned around anytime soon. It is extraordinary that policies that attempt to take children away from their families and "fix" them in the institutional settings of preschools or the public schools, and then return them to their debilitating home lives, still command such massive amounts of funding, while there is great reluctance to acknowledge and meet the needs of the children's parents for continuing education. This situation prevails despite the extensive research which exists to suggest that, through the intergenerational transfer of language and literacy, it seems highly likely that serious investments in the education of adults could improve the educability of their children. Given the data of the last thirty years indicating mostly failure to improve children's learning of language and literacy in the schools and up into adulthood, even those at the 10th percentile, it seems that some new strategy for improving children's and hence adult's literacy is called for. There is a grossly under-funded and under-developed Adult Education and Literacy System (AELS) in the United States with over 3,000 programs and close to 3 million enrollees per year. But the federal level of funding is less than $225 per enrollee, and even with state contributions added in, the per enrollee is just some $650 averaged across the U. S. This is less than one tenth what is spent per enrollee on Head Start, where it is mostly the children of these poorly literate adults who are being served. Perhaps now, after spending 30 years trying, and apparently "flat-lining" in our attempts to raise the reading achievement of children through schemes that largely ignore the literacy education needs of the children's parents, it may be time to acknowledge the existence of this system and to provide the funding and other resources it needs to produce genuine and extensive improvements in the literacy and lives of adults. Massive injections of adult literacy education might just be what is needed to resuscitate a reading instruction patient that is presently in a deep coma. And we should do this before the patient goes completely brain-dead. Thomas G. Sticht International Consultant in Adult Education 2062 Valley View Blvd. El Cajon, CA 92019-2059 Tel/fax: (619) 444-9133 Email: tsticht at aznet.net From marie.cora at hotspurpartners.com Mon Dec 12 12:32:23 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Mon, 12 Dec 2005 12:32:23 -0500 Subject: [Assessment] Discussion thanks Message-ID: <001b01c5ff42$03d03bb0$0402a8c0@frodo> Hi everyone, I would like to thank our guests from last week's discussion for their participation. I hope that list members found the forum interesting. Please continue to share your questions and comments regarding student goals if you are so inclined. Thanks, marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora at hotspurpartnerscom -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051212/1a3b589a/attachment.html From marie.cora at hotspurpartners.com Tue Dec 20 15:46:24 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Tue, 20 Dec 2005 15:46:24 -0500 Subject: [Assessment] NAAL release Message-ID: <007c01c605a6$736840c0$0402a8c0@frodo> Dear List Members, Last Thursday, Dec. 15 the results of the NAAL (National Assessment of Adult Literacy) were released, and some interesting discussions ensued on the NLA List (http://lists.literacytent.org/mailman/listinfo/aaace-nla). To find information on the NAAL and its background, as well as discussion threads from the NLA, go to the ALE Wiki, Public Policy area at: http://wiki.literacytent.org/index.php/Public_Policy If you would like to hold discussions on the NAAL, please do not hesitate. Thanks, marie cora Assessment Discussion List Moderator -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051220/1838a594/attachment.html From marie.cora at hotspurpartners.com Wed Dec 21 13:09:52 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 21 Dec 2005 13:09:52 -0500 Subject: [Assessment] Your questions re: the NAAL Message-ID: <00da01c60659$be1808e0$0402a8c0@frodo> Dear List Members, Mark Kutner of American Institutes of Research (AIR) is on the List and would be glad to answer any questions people may have regarding the NAAL. One of Mark's many projects is the NAAL study - you are director of that project, isn't that right Mark? Folks, please take this opportunity to ask any questions you might have. For information on adult education related projects at AIR, go to: http://www.air.org/projects/projects_ehd_adult_ed.aspx Thanks, marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Marie Cora Sent: Tuesday, December 20, 2005 3:46 PM To: AssList Subject: [Assessment] NAAL release Dear List Members, Last Thursday, Dec. 15 the results of the NAAL (National Assessment of Adult Literacy) were released, and some interesting discussions ensued on the NLA List (http://lists.literacytent.org/mailman/listinfo/aaace-nla). To find information on the NAAL and its background, as well as discussion threads from the NLA, go to the ALE Wiki, Public Policy area at: http://wikiliteracytent.org/index.php/Public_Policy If you would like to hold discussions on the NAAL, please do not hesitate. Thanks, marie cora Assessment Discussion List Moderator -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051221/c6400939/attachment.html From marie.cora at hotspurpartners.com Wed Dec 21 13:32:48 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Wed, 21 Dec 2005 13:32:48 -0500 Subject: [Assessment] Testing replies Message-ID: <00eb01c6065c$f20e5020$0402a8c0@frodo> Dear Assessment Listserv Members, A couple weeks ago, there was some discussion about administering BEST Plus to large groups of students, and on the number of instructional hours needed before re-testing. Marie asked me to respond to the entire list. Below are the original questions and then my responses. If you have any questions, please don't hesitate to contact me via phone or email. Sincerely, Breana Abbott Bayraktar BEST Plus Training and Operations Manager Center for Applied Linguistics (202) 355-1563 breana at cal.org ORIGINAL QUESTION: Next, can anyone else comment on administering BEST Plus to large numbers of students? I am under the impression that the new computerized version really helps with this issue. Does anyone have experiences they can share in terms of this? Is it a matter of time? Or access to computers? Or scheduling logistics? RESPONSE: We have found that successful use of BEST Plus with large numbers of students requires planning in terms of providing a sufficient number of computers, training enough test administrators, and considering logistical concerns. On average, BEST Plus takes from 5 to 20 minutes to administer, with most examinees falling in the 7 to 12 minute range. Naturally, examinees with higher-proficiency take more time to test, and examinees with lower proficiency take less time to test. BEST Plus, like the BEST Oral Interview, is a one-on-one assessment of oral English ability. It is not group-administered. BEST Plus has been successfully implemented in many large programs across the country; feedback that we have received indicates that even large programs benefit from BEST Plus' ability to measure students' progress, place students, and report scores to the NRS. One of the key points to address when using BEST Plus is the use of computers. Will your program be using the print-based or computer-adaptive version? Even when using the print version, it is necessary to enter the scores into the software program to get the final scale score which can be used for reporting purposes. Many programs have set aside specific computers to only be used for testing. Sometimes this is a desktop computer, but often it is a laptop. Since the technical requirements for BEST Plus are not advanced (basically, any computer with a CD-Rom drive using Windows 95 or higher will work), there is no need to have brand-new or sophisticated computers. As with any assessment, appropriate space and amount of time for testing (a computer or table if administering print-based) is needed. Staffing considerations include needing test administrators and possibly someone who is tech-savvy to manage tests and test data. In terms of test administrators, programs need to consider their program's rate of teacher turnover, since most test administrators are presumably teachers, when deciding on how many test administrators to train. Some programs may need to plan for a 10% teacher turnover or more by either planning on having a training session each year or by having a state trainer available to train one or two people at a time. BEST Plus does recommend that teachers not test their own students. One final thing to think about is who you will be testing. Many programs test all of their students with BEST Plus upon entry into the program and then again at program-determined intervals. Some programs test only certain populations with BEST Plus, perhaps only the students for whom the program receives state or federal funding, or students in a specific class (classes focusing on the development of listening and speaking skills) or certain levels. Choosing and implementing an assessment is never a decision made lightly, but we hope that these suggestions help to make that choice easier. If anyone has any questions or comments, please feel free to contact us at best-plus at cal.org or to visit our Web site at www.best-plus.net. ORIGINAL QUESTION: In terms of when to re-test, 30/40 hours indeed seems very low - and thanks to the person for providing the guideline from CASAS on re-test (which was about 80 hours I think - did you note that there is a minimum of 45 hours? Are there particular instances when one would re-test after so few hours?). I tried a bit to find the exact numbers for re-test on BEST Plus (but I think it's also 80 hours) and gave up for now - does anyone have that info handy? I think TABE is also around the same number of hours - there seems to be a standard around how much instruction is needed before you can see educational gain with a student. Is that right? Here is the link for the SABES (System for Adult Basic Education Support) Assessment Support Website that has info on tests and guidelines for testing. You can find some pretty good suggestions there around these issues. RESPONSE: Because program-related factors such as intensity of instruction, class size, teacher training and experience, and appropriate curricula and materials will affect language learning proficiency gains, programs should consider these factors when determining timing for pre- and post-testing. There should be 60 hours minimum between pre- and post-testing, but 80-100 hours is strongly recommended. If the hours for a course of instruction exceed the recommended number of hours, post-testing may take place at the end of the instructional session. BEST Plus is currently conducting a research study to examine the impact of varying levels of instructional hours and programs on gains as reported with BEST Plus. We anticipate having the results of this study available in late 2006. For more information, please contact us at best-plus at cal.org. -----Original Message----- From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Marie Cora Sent: Wednesday, November 23, 2005 10:25 AM To: assessment at dev.nifl.gov Subject: [Assessment] Testing replies Good morning, afternoon, and evening to you all. Thanks for all the interesting questions, comments, and replies regarding the 2 topics "When to test?" and "Testing in small programs". I read that discussion with much interest. It was really nice to hear from some of you who have not posted to the List before - thank you!! I have some further questions and comments as well. GED: First, I wonder if anyone can speak further to some of the GED related comments and questions (although the resources that one person provided were great, so thanks for that). I would also like to know more about people's experience with the criteria for administering the Practice Tests, and also in terms of equating TABE and GED. I have heard that some programs struggle to get students to take the TABE post-test once those students have started focusing on the GED because they see no reason to complete the TABE (but this then affects the data that the program can collect in terms of measuring student progress). We don't discuss GED issues enough here, and I would like to see some change in this. Are there other GED questions/concerns that folks have? BEST Plus: Next, can anyone else comment on administering BEST Plus to large numbers of students? I am under the impression that the new computerized version really helps with this issue. Does anyone have experiences they can share in terms of this? Is it a matter of time? Or access to computers? Or scheduling logistics? Attendance: One person commented that they have a difficulty with students in terms of class start time, and that students filter in at all times during the allotted class schedule. I have heard that programs are starting to move away from Open Enrollment (which is a different issue) because this also causes disruptions in terms of the smooth delivery of curriculum and instruction. What do folks do in terms of students arriving late to class? I read with some emotion the other day in the Boston Globe, that in some high schools, classrooms (and even the school itself) lock out any student who arrives late. That's high school, not ABE. But I thought of that article when I read the person's post. I admit that I would be frustrated with this issue for the adult students who DO get there on time and are ready to work. It seems unfair for them to have to deal with this issue as well. Opportunities for outside practice: One post noted that some students excel because of their experiences outside of the classroom. I guess that's why in K-12 and traditional college educations, we get homework and if fortunate enough, study abroad. But the challenges inherent in ABE/ESOL often do not allow for assigning homework - although it seems a shame to be unable to take advantage of the fact that our students are already in an English-speaking country (regardless if they live in communities where they can easily avoid using English). Does anyone have examples, experiences, ideas to share on giving homework, or assignments to be completed outside of the class? Does it work out? What kinds of stuff do you ask your students to do? If you do this, how do you find activities/tasks that you feel confident your students will actually try to pursue? Class schedules: A couple of people commented on how they shifted their class offerings from fewer hours per week and longer sessions, to more hours per week and shorter sessions. I tried to find a resource (but failed.so far) that I read a few years ago that discussed research in this area and supports the notion that more intensive programs in shorter chunks are indeed more effective in terms of student retention and educational gain. Can anyone give us more examples of this type of shifting of your schedules? Does anyone know of a resource that discusses this? I will keep looking for the one I have - cuz I know it's in one of my piles somewhere. I keep thinking of NCSALL when thinking of this research. Using data for program improvement: I always love to read/hear about programs analyzing their program/student test data in order to improve their instructional or program practice. This is one of the single most powerful tools a program (and teacher!) can have to make what they do better. It's also one of the most infrequently employed, although I feel like this is a rising trend. If you have good stories to tell about using your data for program or instructional improvement, please do share with us! Test/Re-test guidelines: In terms of when to re-test, 30/40 hours indeed seems very low - and thanks to the person for providing the guideline from CASAS on re-test (which was about 80 hours I think - did you note that there is a minimum of 45 hours? Are there particular instances when one would re-test after so few hours?). I tried a bit to find the exact numbers for re-test on BEST Plus (but I think it's also 80 hours) and gave up for now - does anyone have that info handy? I think TABE is also around the same number of hours - there seems to be a standard around how much instruction is needed before you can see educational gain with a student. Is that right? Here is the link for the SABES (System for Adult Basic Education Support) Assessment Support Website that has info on tests and guidelines for testing. You can find some pretty good suggestions there around these issues. http://www.sabes.org/assessment/index.htm Thanks and I hope you all have a wonderful and safe holiday. marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ marie.cora at hotspurpartners.com _______________________________________________ National Insitute for Literacy Assessment mailing list Assessment at dev.nifl.gov To unsubscribe or change your subscription settings, please go to http://dev.nifl.gov/mailman/listinfo/assessment From Ajit.Gopalakrishnan at po.state.ct.us Wed Dec 21 14:02:40 2005 From: Ajit.Gopalakrishnan at po.state.ct.us (Gopalakrishnan, Ajit) Date: Wed, 21 Dec 2005 14:02:40 -0500 Subject: [Assessment] Your questions re: the NAAL Message-ID: <281DD0D97E3EC94FB83030B1379CE42601349CBE@DOIT-EX302.exec.ds.state.ct.us> Hello Mark, Hope you are well. I have two questions: The first is about state level data. Will there be any specific state level data for those states that did not pay to have their sample sizes increased? I presume it is inappropriate to apply the national percentages to a states? adult population. I am not sure how this was handled with the 1993 NALS but it appears that some extrapolation was done in the late 90s to arrive at state level estimates. My second question is about the four literacy levels. I understand that these levels are different from the NRS levels but is there any way to establish some comparison? For example, can the descriptors for these four levels be compared with the NRS level descriptors? Knowing this would help to establish more precisely the need for the adult education system. Thanks. Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 Tel: (860) 807-2125 Fax: (860) 807-2062 HYPERLINK "mailto:ajit.gopalakrishnan at po.state.ct.us"ajit.gopalakrishnan at po.state.ct.us _____ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Marie Cora Sent: Wednesday, December 21, 2005 1:10 PM To: 'AssList' Subject: [Assessment] Your questions re: the NAAL Dear List Members, Mark Kutner of American Institutes of Research (AIR) is on the List and would be glad to answer any questions people may have regarding the NAAL. One of Mark?s many projects is the NAAL study ? you are director of that project, isn?t that right Mark? Folks, please take this opportunity to ask any questions you might have. For information on adult education related projects at AIR, go to: HYPERLINK "http://www.air.org/projects/projects_ehd_adult_ed.aspx"http://www.air.org/projects/projects_ehd_adult_ed.aspx Thanks, marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at HYPERLINK "http://literacy.kent.edu/Midwest/assessment/"http://literacy.kent.edu/Midwest/assessment/ -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Marie Cora Sent: Tuesday, December 20, 2005 3:46 PM To: AssList Subject: [Assessment] NAAL release Dear List Members, Last Thursday, Dec. 15 the results of the NAAL (National Assessment of Adult Literacy) were released, and some interesting discussions ensued on the NLA List (HYPERLINK "http://lists.literacytent.org/mailman/listinfo/aaace-nla"http://lists.literacytent.org/mailman/listinfo/aaace-nla). To find information on the NAAL and its background, as well as discussion threads from the NLA, go to the ALE Wiki, Public Policy area at: HYPERLINK "http://wiki.literacytent.org/index.php/Public_Policy"http://wikiliteracytent.org/index.php/Public_Policy If you would like to hold discussions on the NAAL, please do not hesitate. Thanks, marie cora Assessment Discussion List Moderator -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051221/b8e87816/attachment.html From MKutner at air.org Wed Dec 21 14:46:14 2005 From: MKutner at air.org (Kutner, Mark) Date: Wed, 21 Dec 2005 14:46:14 -0500 Subject: [Assessment] Your questions re: the NAAL Message-ID: Hi Ajit. Now that the first NAAL report is out, all is well :) We are busy finalizing the next report which is scheduled for release in the Spring. A model for developing small area estimates to estimate state level data for non-participating states, as well as sub-state data is under development. The work is being supported by NCES in response to state concerns. When this project is completed, non-participating states will have state-level and sub-state level estimates of prose literacy. Also, for the states that purchased a state sample their sub-state estimates will be more statistically precise. This work is being conducted by Westat, with AIR as a subcontractor. We will have a better idea about the time frame for the release of these small area estimates in the next couple of months, although as an NCES funded activity the work is subject to stringent technical review which can be somewhat time consuming. Trying to link the NRS and NAAL levels is a complicated task. However, I strongly believe that the NAAL data in of itself certainly demonstrates the need for the adult education system. While a lot of media attention has focused on the adults with Below Basic literacy, many adult education clients are likely in the Basic literacy level. The abilities associated with below Below Basic literacy certainly places limits on adults as they undertake activities related to their roles as parents, workers, and members of the community. I hope this helps. Mark _____ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Gopalakrishnan, Ajit Sent: Wednesday, December 21, 2005 2:03 PM To: The Assessment Discussion List Subject: Re: [Assessment] Your questions re: the NAAL Hello Mark, Hope you are well. I have two questions: The first is about state level data. Will there be any specific state level data for those states that did not pay to have their sample sizes increased? I presume it is inappropriate to apply the national percentages to a states' adult population. I am not sure how this was handled with the 1993 NALS but it appears that some extrapolation was done in the late 90s to arrive at state level estimates. My second question is about the four literacy levels. I understand that these levels are different from the NRS levels but is there any way to establish some comparison? For example, can the descriptors for these four levels be compared with the NRS level descriptors? Knowing this would help to establish more precisely the need for the adult education system. Thanks. Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 Tel: (860) 807-2125 Fax: (860) 807-2062 ajit.gopalakrishnan at po.state.ct.us _____ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Marie Cora Sent: Wednesday, December 21, 2005 1:10 PM To: 'AssList' Subject: [Assessment] Your questions re: the NAAL Dear List Members, Mark Kutner of American Institutes of Research (AIR) is on the List and would be glad to answer any questions people may have regarding the NAAL. One of Mark's many projects is the NAAL study - you are director of that project, isn't that right Mark? Folks, please take this opportunity to ask any questions you might have. For information on adult education related projects at AIR, go to: http://www.air.org/projects/projects_ehd_adult_ed.aspx Thanks, marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Marie Cora Sent: Tuesday, December 20, 2005 3:46 PM To: AssList Subject: [Assessment] NAAL release Dear List Members, Last Thursday, Dec. 15 the results of the NAAL (National Assessment of Adult Literacy) were released, and some interesting discussions ensued on the NLA List (http://lists.literacytent.org/mailman/listinfo/aaace-nla). To find information on the NAAL and its background, as well as discussion threads from the NLA, go to the ALE Wiki, Public Policy area at: http://wikiliteracytent.org/index.php/Public_Policy If you would like to hold discussions on the NAAL, please do not hesitate. Thanks, marie cora Assessment Discussion List Moderator -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051221/93056e2a/attachment.html From Ajit.Gopalakrishnan at po.state.ct.us Wed Dec 21 15:04:11 2005 From: Ajit.Gopalakrishnan at po.state.ct.us (Gopalakrishnan, Ajit) Date: Wed, 21 Dec 2005 15:04:11 -0500 Subject: [Assessment] Your questions re: the NAAL Message-ID: <281DD0D97E3EC94FB83030B1379CE42601349CEA@DOIT-EX302.exec.ds.state.ct.us> Thanks Mark for the prompt response. I appreciate your clarification with respect to the level descriptors and the challenge in aligning them with the NRS descriptors. I agree that media attention has focused on the Below Basic level. In addition to that level, adult ed?s role relative to basic skill development for individuals in the Basic level is pretty clear. After reading the descriptors and seeing some sample test items, it seems to me that the adult education role may extend into the higher levels, especially in terms of document and quantitative literacy. However, without some formal alignment with the NRS, I wonder how the adult education system will be able to make the argument for the great extent of need for its services. Thanks. Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 Tel: (860) 807-2125 Fax: (860) 807-2062 HYPERLINK "mailto:ajit.gopalakrishnan at po.state.ct.us"ajit.gopalakrishnan at po.state.ct.us _____ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Wednesday, December 21, 2005 2:46 PM To: The Assessment Discussion List Subject: Re: [Assessment] Your questions re: the NAAL Hi Ajit. Now that the first NAAL report is out, all is well :) We are busy finalizing the next report which is scheduled for release in the Spring. A model for developing small area estimates to estimate state level data for non-participating states, as well as sub-state data is under development. The work is being supported by NCES in response to state concerns. When this project is completed, non-participating states will have state-level and sub-state level estimates of prose literacy. Also, for the states that purchased a state sample their sub-state estimates will be more statistically precise. This work is being conducted by Westat, with AIR as a subcontractor. We will have a better idea about the time frame for the release of these small area estimates in the next couple of months, although as an NCES funded activity the work is subject to stringent technical review which can be somewhat time consuming. Trying to link the NRS and NAAL levels is a complicated task. However, I strongly believe that the NAAL data in of itself certainly demonstrates the need for the adult education system. While a lot of media attention has focused on the adults with Below Basic literacy, many adult education clients are likely in the Basic literacy level. The abilities associated with below Below Basic literacy certainly places limits on adults as they undertake activities related to their roles as parents, workers, and members of the community. I hope this helps. Mark _____ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Gopalakrishnan, Ajit Sent: Wednesday, December 21, 2005 2:03 PM To: The Assessment Discussion List Subject: Re: [Assessment] Your questions re: the NAAL Hello Mark, Hope you are well. I have two questions: The first is about state level data. Will there be any specific state level data for those states that did not pay to have their sample sizes increased? I presume it is inappropriate to apply the national percentages to a states? adult population. I am not sure how this was handled with the 1993 NALS but it appears that some extrapolation was done in the late 90s to arrive at state level estimates. My second question is about the four literacy levels. I understand that these levels are different from the NRS levels but is there any way to establish some comparison? For example, can the descriptors for these four levels be compared with the NRS level descriptors? Knowing this would help to establish more precisely the need for the adult education system. Thanks. Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 Tel: (860) 807-2125 Fax: (860) 807-2062 HYPERLINK "mailto:ajit.gopalakrishnan at po.state.ct.us"ajit.gopalakrishnan at po.state.ct.us _____ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Marie Cora Sent: Wednesday, December 21, 2005 1:10 PM To: 'AssList' Subject: [Assessment] Your questions re: the NAAL Dear List Members, Mark Kutner of American Institutes of Research (AIR) is on the List and would be glad to answer any questions people may have regarding the NAAL. One of Mark?s many projects is the NAAL study ? you are director of that project, isn?t that right Mark? Folks, please take this opportunity to ask any questions you might have. For information on adult education related projects at AIR, go to: HYPERLINK "http://www.air.org/projects/projects_ehd_adult_ed.aspx"http://www.air.org/projects/projects_ehd_adult_ed.aspx Thanks, marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at HYPERLINK "http://literacy.kent.edu/Midwest/assessment/"http://literacy.kent.edu/Midwest/assessment/ -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Marie Cora Sent: Tuesday, December 20, 2005 3:46 PM To: AssList Subject: [Assessment] NAAL release Dear List Members, Last Thursday, Dec. 15 the results of the NAAL (National Assessment of Adult Literacy) were released, and some interesting discussions ensued on the NLA List (HYPERLINK "http://lists.literacytent.org/mailman/listinfo/aaace-nla"http://lists.literacytent.org/mailman/listinfo/aaace-nla). To find information on the NAAL and its background, as well as discussion threads from the NLA, go to the ALE Wiki, Public Policy area at: HYPERLINK "http://wiki.literacytent.org/index.php/Public_Policy"http://wikiliteracytent.org/index.php/Public_Policy If you would like to hold discussions on the NAAL, please do not hesitate. Thanks, marie cora Assessment Discussion List Moderator -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051221/7ae93126/attachment.html From djrosen at comcast.net Wed Dec 21 16:18:29 2005 From: djrosen at comcast.net (David Rosen) Date: Wed, 21 Dec 2005 16:18:29 -0500 Subject: [Assessment] Has U.S. Literacy increased, declined or stayed the same? In-Reply-To: <00da01c60659$be1808e0$0402a8c0@frodo> References: <00da01c60659$be1808e0$0402a8c0@frodo> Message-ID: Hello Mark, A colleague, on another list, writes: ??in a decade in which the use of computer technology in our schools and colleges, and in the culture at large, has expanded significantly. . . the general level of literacy has declined.? He cites as evidence that the general level of literacy has declined this text: "Here are the findings as summarized by Grover Whitehurst of the Department of Education: his words, not mine. 'Educational Attainment: 1992-2003 I will now present the results on change in scores between 1992 and 2003 for selected educational attainment levels. There were no increases in literacy in any of any of the educational attainment levels. Prose literacy decreased among adults at every level of education. This decrease calls out for more research. On the quantitative scale, there were no changes in literacy at any level of educational attainment. For document literacy, those with higher levels of education showed a decline while those with less education had no change. With scores dropping in prose literacy for every level of education, you might wonder why there was no overall decline in the average score for this type of literacy. This is because adults with higher educational levels tend to outperform those with lower educational levels, and the percentage of adults with high educational levels-those with "some college" or more-has been increasing, while the percentage with low levels of education has been declining. We have more higher-scoring adults with high levels of education, and fewer lower scoring adults with low levels of education, which offsets the fact that average scores for highly educated adults are declining.' and adds: So: the point stands. In a decade of massive growth in the use of computers and the Internet in and out of school and college there has been no improvement in the literacy level of the nation's adults. Prose and document literacy have declined." Leaving aside who said or wrote the paragraph on Educational Attainment 1992-2003 (I think it may have been Mark Schneider ) I am wondering if this is the right conclusion to draw from the NAAL results. On the DOE press release, it seems to me, there was a different overall conclusion: ?The National Assessment of Adult Literacy (NAAL), released today by the National Center for Education Statistics (NCES), found little change between 1992 and 2003 in adults' ability to read and understand sentences and paragraphs or to understand documents such as job applications.? ?African Americans scored higher in 2003 than in 1992 in all three categories, increasing 16 points in quantitative, eight points in document and six points in prose literacy. Overall, adults have improved in document and quantitative literacy with a smaller percentage of adults in 2003 in the Below Basic category compared to 1992. Whites, African Americans and Asian/Pacific Islanders have improved in all three measures of literacy with a smaller percentage in 2003 in the Below Basic category compared to 1992.? ?Hispanic adults showed a decrease in scores for both prose and document literacy and a higher percentage in the Below Basic category. The report also showed that five percent of U.S. adults, about 11 million people, were termed "nonliterate" in English, meaning interviewers could not communicate with them or that they were unable to answer a minimum number of questions.? ?Other report highlights: ? White adults' scores were up nine points in quantitative, but were unchanged in prose and document literacy. ? Hispanic adults' scores declined in prose and document literacy 18 points and 14 points, respectively, but were unchanged in quantitative literacy. ? Asian/Pacific Islanders' scores increased 16 points in prose literacy, but were unchanged in document and quantitative literacy. ? Among those who spoke only Spanish before starting school, scores were down 17 points in prose and document literacy between 1992 and 2003.? Press Release from the U.S. Department of education http://www.ed.gov/news/pressreleases/2005/12/12152005.html Mark, has the general level of literacy in the U.S. from 1992 ? 2003 declined, increased or stayed the same? Thanks, David J. Rosen Adult Literacy Advocate DJRosen at comcast.net On Dec 21, 2005, at 1:09 PM, Marie Cora wrote: > Dear List Members, > > > > Mark Kutner of American Institutes of Research (AIR) is on the List > and would be glad to answer any questions people may have regarding > the NAAL. One of Mark?s many projects is the NAAL study ? you are > director of that project, isn?t that right Mark? Folks, please > take this opportunity to ask any questions you might have. > > > > For information on adult education related projects at AIR, go to: > http://www.air.org/projects/projects_ehd_adult_ed.aspx > > > > Thanks, > > > > marie coraModerator, The National Institute for Literacy Assessment > Discussion List, and Coordinator/Developer LINCS Assessment Special > Collection at http://literacy.kent.edu/Midwest/assessment/ > > > > > -----Original Message----- > From: assessment-bounces at nifl.gov [mailto:assessment- > bounces at nifl.gov] On Behalf Of Marie Cora > Sent: Tuesday, December 20, 2005 3:46 PM > To: AssList > Subject: [Assessment] NAAL release > > > > Dear List Members, > > > > Last Thursday, Dec. 15 the results of the NAAL (National Assessment > of Adult Literacy) were released, and some interesting discussions > ensued on the NLA List (http://lists.literacytent.org/mailman/ > listinfo/aaace-nla). > > > > To find information on the NAAL and its background, as well as > discussion threads from the NLA, go to the ALE Wiki, Public Policy > area at: > > http://wikiliteracytent.org/index.php/Public_Policy > > > > If you would like to hold discussions on the NAAL, please do not > hesitate. > > > > Thanks, > > marie cora > > Assessment Discussion List Moderator > > > > > ------------------------------- > National Insitute for Literacy > Assessment mailing list > Assessment at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment From marie.cora at hotspurpartners.com Thu Dec 22 08:30:28 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Thu, 22 Dec 2005 08:30:28 -0500 Subject: [Assessment] Your questions re: the NAAL Message-ID: <002901c606fb$e01b20b0$0402a8c0@frodo> -----Original Message----- From: Gopalakrishnan, Ajit [mailto:Ajit.Gopalakrishnan at po.state.ct.us] Sent: Wednesday, December 21, 2005 3:04 PM To: The Assessment Discussion List Subject: RE: [Assessment] Your questions re: the NAAL Thanks Mark for the prompt response. I appreciate your clarification with respect to the level descriptors and the challenge in aligning them with the NRS descriptors. I agree that media attention has focused on the Below Basic level. In addition to that level, adult ed's role relative to basic skill development for individuals in the Basic level is pretty clear. After reading the descriptors and seeing some sample test items, it seems to me that the adult education role may extend into the higher levels, especially in terms of document and quantitative literacy. However, without some formal alignment with the NRS, I wonder how the adult education system will be able to make the argument for the great extent of need for its services. Thanks. Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 Tel: (860) 807-2125 Fax: (860) 807-2062 ajit.gopalakrishnan at postate.ct.us . _____ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Kutner, Mark Sent: Wednesday, December 21, 2005 2:46 PM To: The Assessment Discussion List Subject: Re: [Assessment] Your questions re: the NAAL Hi Ajit. Now that the first NAAL report is out, all is well :) We are busy finalizing the next report which is scheduled for release in the Spring. A model for developing small area estimates to estimate state level data for non-participating states, as well as sub-state data is under development. The work is being supported by NCES in response to state concerns. When this project is completed, non-participating states will have state-level and sub-state level estimates of prose literacy. Also, for the states that purchased a state sample their sub-state estimates will be more statistically precise. This work is being conducted by Westat, with AIR as a subcontractor. We will have a better idea about the time frame for the release of these small area estimates in the next couple of months, although as an NCES funded activity the work is subject to stringent technical review which can be somewhat time consuming. Trying to link the NRS and NAAL levels is a complicated task. However, I strongly believe that the NAAL data in of itself certainly demonstrates the need for the adult education system. While a lot of media attention has focused on the adults with Below Basic literacy, many adult education clients are likely in the Basic literacy level. The abilities associated with below Below Basic literacy certainly places limits on adults as they undertake activities related to their roles as parents, workers, and members of the community. I hope this helps. Mark _____ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Gopalakrishnan, Ajit Sent: Wednesday, December 21, 2005 2:03 PM To: The Assessment Discussion List Subject: Re: [Assessment] Your questions re: the NAAL Hello Mark, Hope you are well. I have two questions: The first is about state level data. Will there be any specific state level data for those states that did not pay to have their sample sizes increased? I presume it is inappropriate to apply the national percentages to a states' adult population. I am not sure how this was handled with the 1993 NALS but it appears that some extrapolation was done in the late 90s to arrive at state level estimates. My second question is about the four literacy levels. I understand that these levels are different from the NRS levels but is there any way to establish some comparison? For example, can the descriptors for these four levels be compared with the NRS level descriptors? Knowing this would help to establish more precisely the need for the adult education system. Thanks. Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 Tel: (860) 807-2125 Fax: (860) 807-2062 ajit.gopalakrishnan at postate.ct.us . _____ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Marie Cora Sent: Wednesday, December 21, 2005 1:10 PM To: 'AssList' Subject: [Assessment] Your questions re: the NAAL Dear List Members, Mark Kutner of American Institutes of Research (AIR) is on the List and would be glad to answer any questions people may have regarding the NAAL. One of Mark's many projects is the NAAL study - you are director of that project, isn't that right Mark? Folks, please take this opportunity to ask any questions you might have. For information on adult education related projects at AIR, go to: http://www.air.org/projects/projects_ehd_adult_ed.aspx Thanks, marie cora Moderator, The National Institute for Literacy Assessment Discussion List, and Coordinator/Developer LINCS Assessment Special Collection at http://literacy.kent.edu/Midwest/assessment/ -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Marie Cora Sent: Tuesday, December 20, 2005 3:46 PM To: AssList Subject: [Assessment] NAAL release Dear List Members, Last Thursday, Dec. 15 the results of the NAAL (National Assessment of Adult Literacy) were released, and some interesting discussions ensued on the NLA List (http://lists.literacytent.org/mailman/listinfo/aaace-nla). To find information on the NAAL and its background, as well as discussion threads from the NLA, go to the ALE Wiki, Public Policy area at: http://wikiliteracytent.org/index.php/Public_Policy If you would like to hold discussions on the NAAL, please do not hesitate. Thanks, marie cora Assessment Discussion List Moderator -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -- No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -- No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.371 / Virus Database: 267.14.1/207 - Release Date: 12/19/2005 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20051222/20752737/attachment.html From MKutner at air.org Thu Dec 22 16:12:17 2005 From: MKutner at air.org (Kutner, Mark) Date: Thu, 22 Dec 2005 16:12:17 -0500 Subject: [Assessment] Has U.S. Literacy increased, declined or stayed the same? Message-ID: Hi there David, Your provide a lot of interesting and intriguing comments in your email below. At the end of your email, however, you ask the question which I believe is what you would like me to answer: "Mark, has the general level of literacy in the U.S. from 1992 - 2003 declined, increased or stayed the same?" Our report shows that the general level of literacy has remained the same on the prose and document scales, and has increased on the quantitative scale. NAAL is able to detail literacy levels, but not literacy requirements, which I believe is the point of the earlier part of your email. NAAL, as in most comprehensive studies, provides really good news and news that is not so good. There has been a statistically significant increase in the scores of Black adults over the past decade on all three scales. Data cannot provide causal inferences about why the literacy of Black adults has increased, but additional NAAL analyses will be looking at possible reasons, including increased educational opporutnities. The decline in scores for adults whose first language is Spanish is of course very disturbing. Additional analyses that we hope to conduct will explore in greater depth the why this decline might be taking place. In addition to increased immigration, the 2003 NAAL also provides what we believe is more accurate data about the literacy of Spanish speaking adults. As detailed on page 18 of the report, the NAAL allowed Spanish speaking adults to read and answer the easy literacy tasks at the beginning of the assessment in Spanish (although the materials from which they needed to find the answer was in English). It seems that fewer adults were excluded from the assessment than were in 1992. Our next report will provide more in-depth information about these adults through the Adult Literacy Supplmental Assessment, as well as a fluency assessment. Quantitative literacy scores have increased over the past decade, and I find this quite promising given the computer age we live in. As we write on page 18 of the report, respondents in 2003 were allowed to use calculators unlike in 1992 so that the assessment better reflects the demands of every day life. The fact that quantitative scores increased may mean that adults in this country are becoming familiar with the technical tools that they will need to succeed I the coming years. Yes I certainly am aware that calculators are not computers, and that there is a digital divide in the country; the next NAAL report will provide more detail about computer use and literacy levels. Pardon me if I have gone off on a tangent and not completely addressed your question. I am very excited about the information that is available in NAAL, as well as the additional data that will be available through future reports. Please let me know if I can provide any additional clarifications. Regards, Mark -----Original Message----- From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of David Rosen Sent: Wednesday, December 21, 2005 4:18 PM To: The Assessment Discussion List Subject: [Assessment] Has U.S. Literacy increased,declined or stayed the same? Hello Mark, A colleague, on another list, writes: "...in a decade in which the use of computer technology in our schools and colleges, and in the culture at large, has expanded significantly. . . the general level of literacy has declined." He cites as evidence that the general level of literacy has declined this text: "Here are the findings as summarized by Grover Whitehurst of the Department of Education: his words, not mine. 'Educational Attainment: 1992-2003 I will now present the results on change in scores between 1992 and 2003 for selected educational attainment levels. There were no increases in literacy in any of any of the educational attainment levels. Prose literacy decreased among adults at every level of education. This decrease calls out for more research. On the quantitative scale, there were no changes in literacy at any level of educational attainment. For document literacy, those with higher levels of education showed a decline while those with less education had no change. With scores dropping in prose literacy for every level of education, you might wonder why there was no overall decline in the average score for this type of literacy. This is because adults with higher educational levels tend to outperform those with lower educational levels, and the percentage of adults with high educational levels-those with "some college" or more-has been increasing, while the percentage with low levels of education has been declining. We have more higher-scoring adults with high levels of education, and fewer lower scoring adults with low levels of education, which offsets the fact that average scores for highly educated adults are declining.' and adds: So: the point stands. In a decade of massive growth in the use of computers and the Internet in and out of school and college there has been no improvement in the literacy level of the nation's adults. Prose and document literacy have declined." Leaving aside who said or wrote the paragraph on Educational Attainment 1992-2003 (I think it may have been Mark Schneider ) I am wondering if this is the right conclusion to draw from the NAAL results. On the DOE press release, it seems to me, there was a different overall conclusion: "The National Assessment of Adult Literacy (NAAL), released today by the National Center for Education Statistics (NCES), found little change between 1992 and 2003 in adults' ability to read and understand sentences and paragraphs or to understand documents such as job applications." "African Americans scored higher in 2003 than in 1992 in all three categories, increasing 16 points in quantitative, eight points in document and six points in prose literacy. Overall, adults have improved in document and quantitative literacy with a smaller percentage of adults in 2003 in the Below Basic category compared to 1992. Whites, African Americans and Asian/Pacific Islanders have improved in all three measures of literacy with a smaller percentage in 2003 in the Below Basic category compared to 1992." "Hispanic adults showed a decrease in scores for both prose and document literacy and a higher percentage in the Below Basic category. The report also showed that five percent of U.S. adults, about 11 million people, were termed "nonliterate" in English, meaning interviewers could not communicate with them or that they were unable to answer a minimum number of questions." "Other report highlights: * White adults' scores were up nine points in quantitative, but were unchanged in prose and document literacy. * Hispanic adults' scores declined in prose and document literacy 18 points and 14 points, respectively, but were unchanged in quantitative literacy. * Asian/Pacific Islanders' scores increased 16 points in prose literacy, but were unchanged in document and quantitative literacy. * Among those who spoke only Spanish before starting school, scores were down 17 points in prose and document literacy between 1992 and 2003." Press Release from the U.S. Department of education http://www.ed.gov/news/pressreleases/2005/12/12152005.html Mark, has the general level of literacy in the U.S. from 1992 - 2003 declined, increased or stayed the same? Thanks, David J. Rosen Adult Literacy Advocate DJRosen at comcast.net On Dec 21, 2005, at 1:09 PM, Marie Cora wrote: > Dear List Members, > > > > Mark Kutner of American Institutes of Research (AIR) is on the List > and would be glad to answer any questions people may have regarding > the NAAL. One of Mark's many projects is the NAAL study - you are > director of that project, isn't that right Mark? Folks, please take > this opportunity to ask any questions you might have. > > > > For information on adult education related projects at AIR, go to: > http://www.air.org/projects/projects_ehd_adult_ed.aspx > > > > Thanks, > > > > marie coraModerator, The National Institute for Literacy Assessment > Discussion List, and Coordinator/Developer LINCS Assessment Special > Collection at http://literacy.kent.edu/Midwest/assessment/ > > > > > -----Original Message----- > From: assessment-bounces at nifl.gov [mailto:assessment- > bounces at nifl.gov] On Behalf Of Marie Cora > Sent: Tuesday, December 20, 2005 3:46 PM > To: AssList > Subject: [Assessment] NAAL release > > > > Dear List Members, > > > > Last Thursday, Dec. 15 the results of the NAAL (National Assessment > of Adult Literacy) were released, and some interesting discussions > ensued on the NLA List (http://lists.literacytent.org/mailman/ > listinfo/aaace-nla). > > > > To find information on the NAAL and its background, as well as > discussion threads from the NLA, go to the ALE Wiki, Public Policy > area at: > > http://wikiliteracytent.org/index.php/Public_Policy > > > > If you would like to hold discussions on the NAAL, please do not > hesitate. > > > > Thanks, > > marie cora > > Assessment Discussion List Moderator > > > > > ------------------------------- > National Insitute for Literacy > Assessment mailing list > Assessment at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment ------------------------------- National Insitute for Literacy Assessment mailing list Assessment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment From djrosen at comcast.net Thu Dec 22 19:32:14 2005 From: djrosen at comcast.net (David Rosen) Date: Thu, 22 Dec 2005 19:32:14 -0500 Subject: [Assessment] Has U.S. Literacy increased, declined or stayed the same? In-Reply-To: References: Message-ID: Thanks, Mark. That affirms my understanding. Now the only puzzle is that "Educational Attainment: 1992-2003" paragraph. I can't figure out how it fits with the overall conclusions. It would seem to be saying the opposite. Mark Schneider warned that this might be tough to understand at the session with the press on 12/15. I think he said about that last sentence that it took him six years to understand it. Can you shed any light on what the paragraph means and why it doesn't seem to support the overall findings? David David J. Rosen djrosen at comcast.net On Dec 22, 2005, at 4:12 PM, Kutner, Mark wrote: > Hi there David, > > Your provide a lot of interesting and intriguing comments in your > email > below. At the end of your email, however, you ask the question > which I > believe is what you would like me to answer: > > "Mark, has the general level of literacy in the U.S. from 1992 - 2003 > declined, increased or stayed the same?" > > Our report shows that the general level of literacy has remained the > same on the prose and document scales, and has increased on the > quantitative scale. NAAL is able to detail literacy levels, but not > literacy requirements, which I believe is the point of the earlier > part > of your email. > > NAAL, as in most comprehensive studies, provides really good news and > news that is not so good. There has been a statistically significant > increase in the scores of Black adults over the past decade on all > three > scales. Data cannot provide causal inferences about why the > literacy of > Black adults has increased, but additional NAAL analyses will be > looking > at possible reasons, including increased educational opporutnities. > > The decline in scores for adults whose first language is Spanish is of > course very disturbing. Additional analyses that we hope to conduct > will explore in greater depth the why this decline might be taking > place. In addition to increased immigration, the 2003 NAAL also > provides what we believe is more accurate data about the literacy of > Spanish speaking adults. As detailed on page 18 of the report, the > NAAL > allowed Spanish speaking adults to read and answer the easy literacy > tasks at the beginning of the assessment in Spanish (although the > materials from which they needed to find the answer was in > English). It > seems that fewer adults were excluded from the assessment than were in > 1992. Our next report will provide more in-depth information about > these > adults through the Adult Literacy Supplmental Assessment, as well as a > fluency assessment. > > Quantitative literacy scores have increased over the past decade, > and I > find this quite promising given the computer age we live in. As we > write on page 18 of the report, respondents in 2003 were allowed to > use > calculators unlike in 1992 so that the assessment better reflects the > demands of every day life. The fact that quantitative scores > increased > may mean that adults in this country are becoming familiar with the > technical tools that they will need to succeed I the coming years. > Yes > I certainly am aware that calculators are not computers, and that > there > is a digital divide in the country; the next NAAL report will provide > more detail about computer use and literacy levels. > > Pardon me if I have gone off on a tangent and not completely addressed > your question. I am very excited about the information that is > available in NAAL, as well as the additional data that will be > available > through future reports. Please let me know if I can provide any > additional clarifications. > > Regards, > > Mark > > > -----Original Message----- > From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] > On Behalf Of David Rosen > Sent: Wednesday, December 21, 2005 4:18 PM > To: The Assessment Discussion List > Subject: [Assessment] Has U.S. Literacy increased,declined or > stayed the > same? > > Hello Mark, > > A colleague, on another list, writes: "...in a decade in which the use > of computer technology in our schools and colleges, and in the culture > at large, has expanded significantly. . . the general level of > literacy > has declined." He cites as evidence that the general level of literacy > has declined this text: > > "Here are the findings as summarized by Grover Whitehurst of the > Department of Education: his words, not mine. > > 'Educational Attainment: 1992-2003 > I will now present the results on change in scores between 1992 and > 2003 for > selected educational attainment levels. There were no increases in > literacy in any of any of the educational attainment levels. Prose > literacy decreased among adults at every level of education. This > decrease calls out for more research. On the quantitative scale, there > were no changes in literacy at any level of educational attainment. > For > document literacy, those with higher levels of education showed a > decline while those with less education had no change. With scores > dropping in prose literacy for every level of education, you might > wonder why there was no overall decline in the average score for this > type of literacy. This is because adults with higher educational > levels > tend to outperform those with lower educational levels, and the > percentage of adults with high educational levels-those with "some > college" or more-has been increasing, while the percentage with low > levels of education has been declining. We have more higher-scoring > adults with high levels of education, and fewer lower scoring adults > with low levels of education, which offsets the fact that average > scores > for highly educated adults are declining.' > > and adds: > > So: the point stands. In a decade of massive growth in the use of > computers and the Internet in and out of school and college there has > been no improvement in the literacy level of the nation's adults. > Prose and document literacy have declined." > > Leaving aside who said or wrote the paragraph on Educational > Attainment > 1992-2003 (I think it may have been Mark Schneider ) I am wondering if > this is the right conclusion to draw from the NAAL results. On the > DOE > press release, it seems to me, there was a different overall > conclusion: > > "The National Assessment of Adult Literacy (NAAL), released today > by the > National Center for Education Statistics (NCES), found little change > between 1992 and 2003 in adults' ability to read and understand > sentences and paragraphs or to understand documents such as job > applications." > > "African Americans scored higher in 2003 than in 1992 in all three > categories, increasing 16 points in quantitative, eight points in > document and six points in prose literacy. Overall, adults have > improved > in document and quantitative literacy with a smaller percentage of > adults in 2003 in the Below Basic category compared to 1992. Whites, > African Americans and Asian/Pacific Islanders have improved in all > three > measures of literacy with a smaller percentage in 2003 in the Below > Basic category compared to 1992." > > "Hispanic adults showed a decrease in scores for both prose and > document > literacy and a higher percentage in the Below Basic category. The > report > also showed that five percent of U.S. adults, about 11 million people, > were termed "nonliterate" in English, meaning interviewers could not > communicate with them or that they were unable to answer a minimum > number of questions." > > "Other report highlights: > * White adults' scores were up nine points in quantitative, but were > unchanged in prose and document literacy. > * Hispanic adults' scores declined in prose and document literacy 18 > points and 14 points, respectively, but were unchanged in quantitative > literacy. > * Asian/Pacific Islanders' scores increased 16 points in prose > literacy, > but were unchanged in document and quantitative literacy. > * Among those who spoke only Spanish before starting school, scores > were > down 17 points in prose and document literacy between 1992 and 2003." > > Press Release from the U.S. Department of education > http://www.ed.gov/news/pressreleases/2005/12/12152005.html > > Mark, has the general level of literacy in the U.S. from 1992 - 2003 > declined, increased or stayed the same? > > > Thanks, > > David J. Rosen > Adult Literacy Advocate > DJRosen at comcast.net > > On Dec 21, 2005, at 1:09 PM, Marie Cora wrote: > >> Dear List Members, >> >> >> >> Mark Kutner of American Institutes of Research (AIR) is on the List >> and would be glad to answer any questions people may have regarding >> the NAAL. One of Mark's many projects is the NAAL study - you are >> director of that project, isn't that right Mark? Folks, please take >> this opportunity to ask any questions you might have. >> >> >> >> For information on adult education related projects at AIR, go to: >> http://www.air.org/projects/projects_ehd_adult_ed.aspx >> >> >> >> Thanks, >> >> >> >> marie coraModerator, The National Institute for Literacy Assessment >> Discussion List, and Coordinator/Developer LINCS Assessment Special >> Collection at http://literacy.kent.edu/Midwest/assessment/ >> >> >> >> >> -----Original Message----- >> From: assessment-bounces at nifl.gov [mailto:assessment- >> bounces at nifl.gov] On Behalf Of Marie Cora >> Sent: Tuesday, December 20, 2005 3:46 PM >> To: AssList >> Subject: [Assessment] NAAL release >> >> >> >> Dear List Members, >> >> >> >> Last Thursday, Dec. 15 the results of the NAAL (National Assessment >> of Adult Literacy) were released, and some interesting discussions >> ensued on the NLA List (http://lists.literacytent.org/mailman/ >> listinfo/aaace-nla). >> >> >> >> To find information on the NAAL and its background, as well as >> discussion threads from the NLA, go to the ALE Wiki, Public Policy >> area at: >> >> http://wikiliteracytent.org/index.php/Public_Policy >> >> >> >> If you would like to hold discussions on the NAAL, please do not >> hesitate. >> >> >> >> Thanks, >> >> marie cora >> >> Assessment Discussion List Moderator >> >> >> >> >> ------------------------------- >> National Insitute for Literacy >> Assessment mailing list >> Assessment at nifl.gov >> To unsubscribe or change your subscription settings, please go to >> http://www.nifl.gov/mailman/listinfo/assessment > > > ------------------------------- > National Insitute for Literacy > Assessment mailing list > Assessment at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment > > > ------------------------------- > National Insitute for Literacy > Assessment mailing list > Assessment at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/assessment From EJacobson at air.org Fri Dec 23 13:17:23 2005 From: EJacobson at air.org (Jacobson, Erik) Date: Fri, 23 Dec 2005 10:17:23 -0800 Subject: [Assessment] Has U.S. Literacy increased, declined or stayed the same? Message-ID: I have to admit that it is difficult for me to keep up with who said what, and whose conclusions are whose. Yet the results don't seem that puzzling to me. For example, these two statements: 1) There was no overall decline in the average score for prose literacy 2) The score for prose literacy dropped at every level of education To me, the first statement precludes one from suggesting that prose literacy has declined. In fact, given the reports of the scores of African Americans (increases in all three), Asians and White (a mix of increases and unchanged), it would seem that things are not so bad. The reduced average scores of Hispanic adults is troubling, but I think the combination of a more inclusive study and changes in demographics might have more to do with it than any generalized decline in the nation's literacy (defined by this instrument). I also think that more than likely the second statement does not provide evidence of a reduction in standards or of a reduced impact of higher education. To measure the impact of higher education by this instrument, you would have to track individuals' progress through the school system. That is, what score did you have before you went to school and what did you have after? This is also true at the societal level, if one is trying to measure the impact of college spending on general literacy levels. Again, since the study did not involve identifying what literacy level was required by colleges, inferences about changes in the nature of those requirements would not be supported by the data. I think that framing it in terms of standards might confuse the analysis of the decline at the different educational levels. Imagine that there was a group of people in 1992 who had no college experience despite having literacy skills that could possible provide entry. They didn't have the high scores in literacy typically associated with college, but were more on the line between going and not going. Now that more members of this group are in college (the report notes more people falling in that category), it would seem to do two things. First, it would reduce the literacy levels of "those without college experience" because the higher scorers from that category have been removed. A good thing, since that means they are getting a chance to go to college. Second, the average scores of those with college experience might be reduced because this newly entering group is not beginning college with the same scores of those that had been there in the past. Again, since there is no preset score that indicates that one has met the standards for entering college, I don't think you can automatically say that standards for admission have declined. The increased number of people who might show up as "high-education with lower scores" (and therefore reduce the average score of the high-education group) would only be a bad thing if once they were in college their literacy scores did not go up, but this report cannot address that because it is a not a longitudinal study - it is snapshot. It is possible that although their scores are lower compared to past averages, the college experience has increased their personal score quite a bit. Of course it is also possible that it didn't, but we don't know. Because of this ambiguity, I don't think one can jump to conclusions about lower standards or a lowered impact of higher education based on the results of this study. Erik Jacobson From marie.cora at hotspurpartners.com Sat Dec 31 07:01:42 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Sat, 31 Dec 2005 07:01:42 -0500 Subject: [Assessment] ALE Wiki Invitation message Message-ID: <009401c60e01$f7193ba0$0402a8c0@frodo> Happy New Year everyone! I hope this email finds you well, and I hope that you are enjoying the holidays. I'm sending this invitation out to you to encourage you to visit and become involved in the ALE Wiki - of course especially in the Assessment Area!!!...but all the resource areas at the Wiki are interesting, relevant, and seeking YOUR thoughts and input. A couple of 'pros' (there really aren't any 'cons' at all) off the top of my head for getting involved at wiki: -you will be a part of a very cutting edge community -you will learn a bunch of new tech skills - painlessly, easily, and effortlessly -you will continue to interact with the names that you see consistently on the NIFL and other ABE/ESOL Lists -your name will become one of those you see consistently on the NIFL Lists and wiki (ah....fame....) -the ALEwiki is nearly in the same league as the Wikipedia at this point (ok, perhaps I exaggerate just a bit) -other ABE communities elsewhere in the world (such as Australia) think the ALEwiki is a super resource -it's free (I always feel like when something is free, it should be noted as such) So there's a lot of reasons to get involved. Oh yeah, I forgot to mention that the ALEwiki is The Comprehensive Place to Find Cutting Edge Adult Education Practice, Wisdom, Thoughts, Questions, Comments, Facts, Data, Research, Resources, Current News and Events, People, etc...you name it. Go check it out! marie Dear Colleague, Are you an adult literacy practitioner (e.g. a teacher, tutor or program administrator) who, through teaching, managing, reading, coursework, and/or dialogue, has gained professional wisdom - in one area or in many - that you would like to share? Maybe you have been thinking about your practice for some time, and are now ready to write about it for the first time. Perhaps you have written about your practice and published your thoughts already. Perhaps the professional wisdom you value is embodied in someone else's writing, and this has so influenced and benefited you in your practice that you want others to know about this writing. Perhaps you don't have answers but you have questions you would like to share. I invite you to join your colleagues in contributing knowledge - professional wisdom and research - to others who are working in the field of adult literacy education (including English language learning.) I invite you to contribute to - and benefit from - an adult literacy education community of practice. The Adult Literacy Education (ALE) Wiki has an odd name. For some, a community of practice with such a name cannot be taken seriously. For others, especially for those who may be familiar with the world's largest, and well-respected encyclopedia, the Wikipedia, a wiki is an innovation, a presence, and a power in 21st century world knowledge. The ALE Wiki is a serious and beneficial undertaking to capture and make available our field's knowledge and wisdom. Like most wikis, the ALE Wiki is a collaborative volunteer effort. Nearly five hundred people in our field have registered so far in its one year of existence. Over forty people have taken the time to introduce themselves. Several people are now responsible for developing topic areas such as Assessment, Professional Development, Technology, Public Policy, Workforce Development, Family Literacy, Numeracy and others. How can you learn more and get involved? You could: . Visit the ALE Wiki regularly at http://wiki.literacytent.org . Register at http://wiki.literacytent.org/index.php? title=Special:Userlogin&returnto=Main_Page or, for short, http:// tinyurl.com/a8gz . Introduce yourself at http://wiki.literacytent.org/index.php/WhosHere . Pick one or more topic areas and add your professional wisdom or research: answer a question, amplify someone else's answer, cite a good reference, define a word in the glossary, add articles you have written (or references to them) or add to or clarify something that you - or someone else - has written in the ALE Wiki . Become a Topic Area Leader - for an existing topic area that needs a leader, or for a new area that you would like to add (See a description of this role at: http://wiki.literacytent.org/index.php/ AleAreaLeader ) or . Become An ALE Wikiteer - get on the mailing list and receive a weekly Wiki update. There is no cost involved - only your time. But there is benefit - to you and to your colleagues. I hope you will accept this invitation. If you have questions, please feel free to contact me. David J. Rosen ALE Wiki organizer _______________________________________________ Alewiki mailing list Alewiki at lists.literacytent.org http://lists.literacytent.org/mailman/listinfo/alewiki From marie.cora at hotspurpartners.com Sat Dec 31 07:17:11 2005 From: marie.cora at hotspurpartners.com (Marie Cora) Date: Sat, 31 Dec 2005 07:17:11 -0500 Subject: [Assessment] Reminder: How to turn off mail without unsubscribing Message-ID: <009b01c60e04$21486b10$0402a8c0@frodo> Hi everyone, Just a reminder about "out of office" replies: Here is a step-by-step "how-to" for turning off your list mail if you are going to turn on your "out-of-office" replies. Thanks, marie cora Assessment Discussion List Moderator ------------------------------------------------------------------------ --------------------------- To suspend discussion list mail while you are out of the office: 1. Go to http://dev.nifl.gov/lincs/discussions/discussions.html and click on one of the discussion lists to which you are subscribed. 2. Scroll to the bottom of the page and enter the email address you used when you subscribed to the list, click the "Unsubscribe or edit options" button. 3. Enter your password (forgot your password? scroll down and click the "Remind" button under the heading "Password Reminder) 4. Once you are on your user option page, scroll down to the first grey box labeled "Mail delivery" and click the "Disabled" option to the right. If you are subscribed to more than one list, clicking the "set globally" box will disable all of your subscribed lists mail. 5. When you return to the office, you can go back to your options page and change the mail delivery setting to "Enabled". Click the "Set globally" box again if you are subscribed to more than one list. -------------- next part -------------- An HTML attachment was scrubbed... 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