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 <mailto: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: <BA235087-5859-400B-8042-19DEE3043F10@comcast.net>

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: <The Assessment Discussion List
Subject: [Assessment] Question - When to test?

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.

_______________________________________________
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 Donna.Albanese at ode.state.oh.us  Thu Nov 10 11:39:28 2005
From: Donna.Albanese at ode.state.oh.us (Albanese, Donna)
Date: Thu, 10 Nov 2005 11:39:28 -0500
Subject: [Assessment] Question - When to test?
Message-ID: <3C83EBF97EA4D243850910DC3EC9FA9D5F228D@mailb01.ode.state.oh.us>

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: <The Assessment Discussion List
Subject: [Assessment] Question - When to test?

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.

_______________________________________________
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
_______________________________________________
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 hdooley at riral.org  Thu Nov 10 11:56:41 2005
From: hdooley at riral.org (Howard L. Dooley, Jr.)
Date: Thu, 10 Nov 2005 11:56:41 -0500
Subject: [Assessment] Question - When to test?
In-Reply-To: <9C63EDB057943742BB3325C211BDB8FA24BA4C@CEVS5-CENTRAL.cpcc.edu>
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: <The Assessment Discussion List
Subject: [Assessment] Question - When to test?

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.

_______________________________________________
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

-- 
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From gkocsis at sfccnm.edu  Thu Nov 10 13:53:37 2005
From: gkocsis at sfccnm.edu (Gustav Kocsis)
Date: Thu, 10 Nov 2005 11:53:37 -0700
Subject: [Assessment] Question - When to test?
Message-ID: <4CFDD6B88B634C409A76C0F44B3509BE02E6C949@ex01.sfcc.edu>

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: <The Assessment Discussion List
Subject: [Assessment] Question - When to test?

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.

_______________________________________________
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
_______________________________________________
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 rbscott at fhsu.edu  Thu Nov 10 16:28:16 2005
From: rbscott at fhsu.edu (rbscott at fhsu.edu)
Date: Thu, 10 Nov 2005 15:28:16 -0600
Subject: [Assessment] 100+ early birds for KATESOL 2006
Message-ID: <OF58FA166F.A11F8794-ON862570B5.0075F1DA-862570B5.0075F1EB@tiger.fhsu.edu>

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" <bguthrie at tamdistrict.org>
To: <assessment at dev.nifl.gov>
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" <bguthrie at tamdistrict.org>
To: <assessment at dev.nifl.gov>
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" <bguthrie at tamdistrict.org>
To: <assessment at dev.nifl.gov>
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:
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<p class=3DMsoNormal><font size=3D2 color=3Dnavy face=3DArial><span =
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>=

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n=
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s=
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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: <s3788585.007@mail.wcboe.org>

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" <bguthrie at tamdistrict.org>
To: <assessment at dev.nifl.gov>
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
_______________________________________________
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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:
<http://www.national-coalition-literacy.org/pdf/BUDGETAPPROPRIATIONSUPDA
TE.pdf> (or copy and paste the address into your browser address bar).

Click on the link for the PDF of Budget Definitions:
<http://www.national-coalition-literacy.org/pdf/BudgetDefinitions.pdf>
(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: <s37db362.047@gwmail.northampton.edu>

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
_______________________________________________
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Assessment mailing list
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To unsubscribe or change your subscription settings, please go to 
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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: <s381bb94.006@gwmail.northampton.edu>

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
_______________________________________________
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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" <marie.cora at hotspurpartners.com>
To: <assessment at dev.nifl.gov>
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

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National Insitute for Literacy
Assessment mailing list
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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: <C881228B-BF40-461D-9954-71B8F0CD1B09@comcast.net>

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

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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 
 
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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

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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
 
 
 
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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
_______________________________________________
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Assessment mailing list
Assessment at dev.nifl.gov
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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: <s38c4f7e.076@mail.wcboe.org>

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" 
<MKroege at ade.az.gov> 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 

-- 
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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: <OF88BF5E91.40AF560E-ON862570C9.005272FE-862570C9.00527317@spps.org>

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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: <s38d7ef0.012@mail.wcboe.org>

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: <A08AB446D3ECD611AB5D0002B39BF5081590C34A@twcsrv53.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

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: <A08AB446D3ECD611AB5D0002B39BF5081590C34A@twcsrv53.twc.state.tx.us>
References: <A08AB446D3ECD611AB5D0002B39BF5081590C34A@twcsrv53.twc.state.tx.us>
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: <A08AB446D3ECD611AB5D0002B39BF5081590C34F@twcsrv53.twc.state.tx.us>

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 <marie.cora at hotspurpartners.com> 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 
   

_______________________________________________
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Assessment mailing list
Assessment at dev.nifl.gov
To unsubscribe or change your subscription settings, please go to 
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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

_______________________________________________
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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 <marie.cora at hotspurpartners.com> 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 
 
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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

_______________________________________________
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To unsubscribe or change your subscription settings, please go to 
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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
 
 
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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 <mailto:marie.cora at hotspurpartners.com> 
 
 
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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
<mailto:JLHarp21 at aol.com?Subject=Re:%20%5BNIFL-ASSESSMENT:1303%5D%20RE:%
20Working%20with%20Student%20Goals&In-Reply-To=%3C006f01c5db27$ec5bbdd0$
0202a8c0 at frodo%3E>  
 
(nifl archives:  http://www.nifl.gov/nifl-assessment/2005/  Oct. 26 and
27, 2005)
 
 
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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/ <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.
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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: <DC312F78B055804894EF84BFE516D8BE6C786D@mccmail.fpsnet.org>

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 <mailto:JLHarp21 at aol.com?Subject=Re:%20%5BNIFL-ASSESSMENT:1303%5D%20RE:%20Working%20with%20Student%20Goals&In-Reply-To=%3C006f01c5db27$ec5bbdd0$0202a8c0 at frodo%3E>  
 
(nifl archives:  http://www.nifl.gov/nifl-assessment/2005/  Oct. 26 and 27, 2005)
 
 
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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
<http://www.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
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  -----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)

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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: <BAD460B163DF3544ABD896992277698301868811@mercury.mwcc.mass.edu>

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 <mailto:JLHarp21 at aol.com?Subject=Re:%20%5BNIFL-ASSESSMENT:1303%5D%20RE:%20Working%20with%20Student%20Goals&In-Reply-To=%3C006f01c5db27$ec5bbdd0$0202a8c0 at frodo%3E>  
 
(nifl archives:  http://www.nifl.gov/nifl-assessment/2005/  Oct. 26 and 27, 2005)
 
 
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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>
	<BAD460B163DF3544ABD896992277698301868811@mercury.mwcc.mass.edu>
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" <J_Crowley at mwcc.mass.edu>
To: "The Assessment Discussion List" <assessment at dev.nifl.gov>
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 
><mailto:JLHarp21 at aol.com?Subject=Re:%20%5BNIFL-ASSESSMENT:1303%5D%20RE:%20Working%20with%20Student%20Goals&In-Reply-To=%3C006f01c5db27$ec5bbdd0$0202a8c0 at frodo%3E>

(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

-------------------------------
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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" <khinson at future-gate.com>
To: <assessment at dev.nifl.gov>; <marie.cora at hotspurpartners.com>
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

-------------------------------
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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" <J_Crowley at mwcc.mass.edu>
To: "The Assessment Discussion List" <assessment at dev.nifl.gov>
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 
><mailto:JLHarp21 at aol.com?Subject=Re:%20%5BNIFL-ASSESSMENT:1303%5D%20RE:
%20Working%20with%20Student%20Goals&In-Reply-To=%3C006f01c5db27$ec5bbdd0
$0202a8c0 at frodo%3E>

(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
> 

-------------------------------
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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" <marie.cora at hotspurpartners.com>
To: "AssList" <assessment at dev.nifl.gov>
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: <OF38DB305C.3950004E-ON072570D0.00691FDF-072570D0.00691FE5@yc.edu>

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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
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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
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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: <DC312F78B055804894EF84BFE516D8BE030D769C@mccmail.fpsnet.org>

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
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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" <MKroege at ade.az.gov>
To: "The Assessment Discussion List" <assessment at dev.nifl.gov>
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 <mailto:marie.cora at hotspurpartners.com> 
 
 
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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
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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
<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 --------------
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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

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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: <F5ED48890E2ACB468D0F3A64989D335AC9D6F7@dc1ex3.air.org>

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
<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

 

--
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

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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

 

 

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Checked by AVG Free Edition.
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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: <AEFA0179-95F9-49BD-9CC9-DD47908F19EF@comcast.net>

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
<mailto: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
ajit.gopalakrishnan at postate.ct.us
<mailto: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
<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
 
 
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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: <F5ED48890E2ACB468D0F3A64989D335A0127E025@dc1ex3.air.org>

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

-------------------------------
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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: <F5ED48890E2ACB468D0F3A64989D335A0127E025@dc1ex3.air.org>
References: <F5ED48890E2ACB468D0F3A64989D335A0127E025@dc1ex3.air.org>
Message-ID: <E11EB4DB-F06E-49C9-B142-3A245486FE42@comcast.net>

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: <DC59DD324318E44AA0C054AC1D7806BE0623A70B@ca1ex1.air.org>

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.
 
 
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