NIFL-ASSESSMENT 2004: [NIFL-ASSESSMENT:455] RE: Rubrics/Standa

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From: Marie Cora (mariecora@hotmail.com)
Date: Mon Mar 29 2004 - 12:36:58 EST


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From: "Marie Cora" <mariecora@hotmail.com>
To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
Subject: [NIFL-ASSESSMENT:455] RE:  Rubrics/Standards
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Hi Nick and everyone,

You asked:

"...have you ever seen rubrics for curriculums as a broad tool to show 
GED/ABE students what is expected from start to finish?"

Not sure about rubrics (anyone?), but I'm wondering if you wouldn't find the 
makings of a rubric within standards or curriculum frameworks developed by 
states and/or programs for just this.

I know many states have developed/are developing standards and frameworks to 
try and describe the body of knowledge that adult students should/would 
study.  Massachusetts has theirs at http://www.doe.mass.edu/acls/frameworks/

Anyone?

marie cora
NIFL Assessment List Moderator


>From: "Nixon S. Griffis" <ngriffis@bellsouth.net>
>Reply-To: nifl-assessment@nifl.gov
>To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
>Subject: [NIFL-ASSESSMENT:440] RE: Eileen's Rubrics
>Date: Fri, 26 Mar 2004 16:55:27 -0500 (EST)
>
>
>Eileen,
>
>	Very neat Rubric site that you gave below. I have, for a while now, been
>looking for a resource that I would give to all my students in Orientation.
>It would allow them to see "The Big Picture" as far as what skills they are
>expected to master from ABE up through their GED. So far, the only thing I
>have is a ten inch wide notebook of Florida Standards and Benchmarks that
>students would thank me profusely for and then promptly use as a doorstop 
>at
>home, unread.
>	I would venture to say that rubrics would work even more effectively with
>adult students. Eileen and anyone, have you ever seen rubrics for
>curriculums as a broad tool to show GED/ABE students what is expected from
>start to finish?
>
>Nick Griffis
>Adult Education
>Inlet Grove H.S.
>Riviera Beach,
>Florida 33480
>561-882-9967
>
>
>-----Original Message-----
>From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov]On
>Behalf Of Eileen Eckert
>Sent: Tuesday, March 23, 2004 10:11 PM
>To: Multiple recipients of list
>Subject: [NIFL-ASSESSMENT:425] Re: Teacher Qualifications/valid or not?
>
>
>Nick,
>I'll try. An assessment rubric is a set of criteria for the different 
>levels
>of performance on a task. It's often organized in a table or matrix. For
>example, on a writing assignment, you might look for "grammar and usage" 
>and
>have indicators of what you'd expect to see from a student whose skills 
>were
>at the basic, developing, and proficient levels. You might also look for
>"organization" of the writing, and "main idea and supporting details" and
>for each of those you'd have indicators of what you'd expect to see at the
>different levels. The highest level might correspond to your state's
>standards, and you could use that rubric to assess and evaluate all kinds 
>of
>writing, including real-life writing that the students need to do for
>non-school reasons.
>
>Here's a link to a wealth of info on rubrics--more and better put together
>than I could give you:
>http://edtech.kennesaw.edu/intech/rubrics.htm#why
>
>There's also a "rubric template" there that you can use.
>
>I like rubrics because creating them makes teachers think about their
>expectations and teach to the different indicators--it can be a
>finer-grained assessment than a test. When rubrics are used beyond a single
>classroom you have to have shared understanding of the expectations and
>scoring among teachers--interrater reliability-- and that means students 
>get
>more consistency than they otherwise might (except it sounds like they get
>consistency in Florida anyway!). Maybe best of all, when they are shared
>with students they make the objectives and standards explicit, students can
>use them to gauge and self-evaluate their progress and level of 
>achievement,
>and they become a learning tool as well as an assessment tool.
>
>As I've been experimenting with them, I've seen students become more
>self-aware about the efforts they make, the evidence of their learning, and
>the areas where they need more work; they're becoming more active
>participants in their own education. This is just the beginning. I'm 
>working
>with students in a private vocational college where students are getting a
>9-month diploma or an associate's degree, but I've spent over 13 years in
>ABE (and hope to go back) and the students are very similar. The list
>doesn't take attachments, but if you want examples of rubrics let me know
>off-list.
>
>Eileen
>
>
>From: "Nixon S. Griffis" <ngriffis@bellsouth.net>
>Reply-To: nifl-assessment@nifl.gov
>To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
>Subject: [NIFL-ASSESSMENT:423] Re: Teacher Qualifications/valid or not?
>Date: Tue, 23 Mar 2004 19:45:24 -0500 (EST)
>
>Eileen,
>
>	Would you tell what an assessment rubric is and  elaborate on your
>use/success with Assessment Rubrics.
>
>Nick Griffis
>Adult Education
>Inlet Grove H.S.
>Riviera Beach,
>Florida 33480
>561-882-9967
>
>
>
>-----Original Message-----
>From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov]On
>Behalf Of Eileen Eckert
>Sent: Tuesday, March 23, 2004 6:12 PM
>To: Multiple recipients of list
>Subject: [NIFL-ASSESSMENT:422] Re: Teacher Qualifications/valid or not?
>
>
>Hi Marie,
>I just want to post a quick response to part of your message:
>"I once heard an expert psychometrician say that in his view, if a test is
>properly developed, then teaching to it is no problem - it should cover all
>material and treat all students equally.  What do you think about that?"
>
>I think the statement is true as far as it goes, but I also think it misses
>the main point of adult literacy and basic education. The point is <not> to
>ensure mastery of a universal or common body of material; if it were, then 
>a
>test that covered that body of material--that was content-oriented--would 
>be
>the answer to the big assessment/accountability question.
>
><I think> (my opinion, maybe it's shared, maybe not) that the point of 
>adult
>basic and literacy education is to help adult students develop the
>knowledge, learning strategies, and thinking skills--and to some extent the
>"dispositions" or attitudes-- that they want and need in order to set and
>achieve worthwhile personal, family, employment, and community goals. I
>don't think such learning is assessed, documented, or proven through
>standardized tests, no matter how good they are.
>
>I'm experimenting with assessment rubrics and I think they have a lot of
>potential, but more on that another time!
>
>
>
>From: "Marie Cora" <mariecora@hotmail.com>
>Reply-To: nifl-assessment@nifl.gov
>To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
>Subject: [NIFL-ASSESSMENT:416] Re: Teacher Qualifications/valid or not?
>Date: Tue, 23 Mar 2004 13:26:00 -0500 (EST)
>
>Hi Eileen and everyone,
>
>Great discussion.  I'm interested in these two comments:
>
>It seems to me that:
>1. If there is a problem with teachers, it's not in noncompliance but 
>rather
>in our usual acceptance of authority and compliance with rules and policies
>we know in our hearts are not only wrong, but often destructive to 
>students,
>and
>2. The problem of validity/reliability cannot be reduced to blaming the
>teacher for mis-administering the test and thereby ruining the reliability
>of scores whose validity was already compromised by not matching 
>instruction
>and learning.
>
>What I've experienced is that teachers/programs try then, to cover it all -
>they try hard to comply with accountability requirements by administering
>mandated tests, and at the same time, in order to get useful information 
>for
>themselves and their students, they also do their own assessments.  Like a
>dual (duel?!) system - how can we get assessments that can span both
>purposes?  Can we?
>
>
>marie cora
>NIFL Assessment List Moderator
>
>
>  >From: "Eileen Eckert" <eileeneckert@hotmail.com>
>  >Reply-To: nifl-assessment@nifl.gov
>  >To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
>  >Subject: [NIFL-ASSESSMENT:402] Re: Teacher Qualifications in Assessment?
>  >Date: Fri, 19 Mar 2004 18:18:07 -0500 (EST)
>  >
>  >Tanya,
>  >I agree with you that if a test is not valid another method of 
>assessment
>  >should be used--would that it were so! But what if that's not possible?
>  >
>  >For example, I worked in a state that had adopted CASAS for assessment,
>but
>  >not for curriculum. CASAS has--or had--curriculum to teach to the
>  >competencies addressed on the assessment, but this state didn't
>standardize
>  >curriculum, just assessment. So, where programs had curriculum not in
>  >alignment with CASAS, the test was not assessing what students had been
>  >taught and may have learned. Not valid, right?
>  >
>  >Are you saying that in circumstances in which teachers are mandated to 
>use
>  >assessments that are not valid, the problem lies with the teacher if 
>s/he
>  >does not adhere to testing procedures?
>  >
>  >It seems to me that:
>  >1. If there is a problem with teachers, it's not in noncompliance but
>  >rather in our usual acceptance of authority and compliance with rules 
>and
>  >policies we know in our hearts are not only wrong, but often destructive
>to
>  >students, and
>  >2. The problem of validity/reliability cannot be reduced to blaming the
>  >teacher for mis-administering the test and thereby ruining the 
>reliability
>  >of scores whose validity was already compromised by not matching
>  >instruction and learning.
>  >
>  >And all this doesn't even begin to address the question of transfer of
>  >knowledge and skill to "real-life" situations, which standardized 
>testing
>  >doesn't touch.
>  >
>  >Eileen
>  >
>  >
>  >From: ttweeton@comcast.net
>  >Reply-To: nifl-assessment@nifl.gov
>  >To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
>  >Subject: [NIFL-ASSESSMENT:397] Re: Teacher Qualifications in Assessment?
>  >Date: Fri, 19 Mar 2004 12:50:18 -0500 (EST)
>  >
>  >Is it possible to say someone doesn't do their job well based simply on
>how
>  > >they give standardized tests?
>  >
>  >Eileen, let's say that they don't do certain aspects of their job very
>  >well.
>  >One can't pick and choose how one wants to administer official tests.
>  >Either one follows the recommended procedures or why not choose another
>  >test,  or  "make your own" ? That is  just about what you are doing if 
>you
>  >don't follow the  test procedures. And who exactly are you kidding when
>you
>  >don't?
>  >I cannot  honestly see any rationale for NOT administering  official
>tests
>  >the way they were  intended to be used.If teachers are trained in
>  >assessment procedures they understand that. That they still refuse to do
>  >what is expected is a problem.........with them.
>  >Tanya Tweeton
>  >ESOL and GED
>  >Fort Lauderdale,Florida
>  >
>  >
>  > > Hi Eilleen,
>  > >
>  > > Thanks for your reply.  Yes, this is an interesting quandry:  really,
>  > > standardization is supposed to produce a level playing field.  That's
>  >what
>  > > it's really all about.  But when you are asked to use and report with
>  >tests
>  > > that don't seem to be exactly appropriate for particular purposes, or
>  >whose
>  > > results are not really all that useful in the classroom (more useful 
>at
>  >the
>  > > accountability level), then it becomes pretty hard to understand why
>  >timing,
>  > > and 'complete battery' issues are relevant.
>  > >
>  > > That's our lot right now - together we're changing and building our
>  >system.
>  > > It's a slow process.
>  > >
>  > > Knowledgeable versus fully trained - GREAT question - I would love to
>  >hear
>  > > your answers!!!  What do you think?
>  > >
>  > > marie cora
>  > > NIFL Assessment List Moderator
>  > >
>  > >
>  > > >From: "Eileen Eckert" <eileeneckert@hotmail.com>
>  > > >Reply-To: nifl-assessment@nifl.gov
>  > > >To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
>  > > >Subject: [NIFL-ASSESSMENT:386] Re: Teacher Qualifications in
>  >Assessment?
>  > > >Date: Thu, 18 Mar 2004 10:47:50 -0500 (EST)
>  > > >
>  > > >Hi Tanya and others,
>  > > >Actually, I think some of the people who do this are highly
>  >knowledgeable
>  > > >about assessment. For the record, I'm not one of those who
>  >mis-administers
>  > > >standardized tests (I don't have to give them at all right now, 
>lucky
>  >me).
>  > > >However, I think the rationale goes, if I have to give a 
>standardized
>  >test
>  > > >that by its nature is not going to yield meaningful results because
>  >it's
>  > > >not really valid for this particular use, then I don't really care 
>if
>  >it
>  > > >gives results that are also not reliable, so I'm going to do what I
>  >think
>  > > >is best for my students whether that means complying with or 
>breaking
>  >the
>  > > >rules.
>  > > >
>  > > >Is it possible to say someone doesn't do their job well based simply
>on
>  >how
>  > > >they give standardized tests?
>  > > >
>  > > >And is "knowledgeable" about assessment the same as "fully trained"?
>  > > >
>  > > >By the way, I'm new to this list but not NIFL lists in general, and 
>I
>  >often
>  > > >play the devil's advocate, but I am really trying to add to some
>  >important
>  > > >discussion. I hope you'll take my points in the spirit of dialogue 
>in
>  >which
>  > > >they are intended!
>  > > >
>  > > >Eileen
>  > > >
>  > > >
>  > > >
>  > > >
>  > > >
>  > > >From: ttweeton@comcast.net
>  > > >Reply-To: nifl-assessment@nifl.gov
>  > > >To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
>  > > >Subject: [NIFL-ASSESSMENT:385] Re: Teacher Qualifications in
>  >Assessment?
>  > > >Date: Thu, 18 Mar 2004 08:13:35 -0500 (EST)
>  > > >
>  > > >(For example, some programs
>  > > >and/or teachers disregard time limits or give only a part of a 
>test.)
>  > > >
>  > > >  There will always be those teachers who don't do their jobs well.
>  > > >Training in Assessment procedures  is the key I would think. If 
>these
>  > > >teachers were fully trained they wouldn't pull this .
>  > > >Tanya Tweeton
>  > > >ESOL and GED
>  > > >Fort Lauderdale, Florida
>  > > > > How does teacher knowledge of assessment affect acceptance of
>  >testing
>  > > > > mandates and compliance with testing mandates?  (For example, 
>some
>  > > >programs
>  > > > > and/or teachers disregard time limits or give only a part of a
>  >test.)
>  > > > >
>  > > > >
>  > > > > From: "Marie Cora" <mariecora@hotmail.com>
>  > > > > Reply-To: nifl-assessment@nifl.gov
>  > > > > To: Multiple recipients of list 
><nifl-assessment@literacy.nifl.gov>
>  > > > > Subject: [NIFL-ASSESSMENT:380] Re: Teacher Qualifications in
>  >Assessment?
>  > > > > Date: Wed, 17 Mar 2004 19:11:13 -0500 (EST)
>  > > > >
>  > > > > Hi Virginia,
>  > > > >
>  > > > > I absolutely agree.  That's not always easy with some of the
>  >commercial
>  > > > > tests we are mandated to use, don't you think?
>  > > > >
>  > > > > marie cora
>  > > > > NIFL Assessment List Moderator
>  > > > >
>  > > > >
>  > > > > >From: "Virginia Tardaewether" <tarv@chemeketa.edu>
>  > > > > >Reply-To: nifl-assessment@nifl.gov
>  > > > > >To: Multiple recipients of list
><nifl-assessment@literacy.nifl.gov>
>  > > > > >Subject: [NIFL-ASSESSMENT:376] Re: Teacher Qualifications in
>  > > >Assessment?
>  > > > > >Date: Wed, 17 Mar 2004 16:22:23 -0500 (EST)
>  > > > > >
>  > > > > >I think it is important that the instuctor has the skills to 
>link
>  > > > > >instruction to assessment so that assessment is integral to the
>  > > >program.
>  > > > > >This does not mean teaching to the test, whatever it might be.
>  > > > > >Instructors should use the assessment to inform and design
>  >instruction
>  > > > > >that integrates needs, skills, goals to the assessment results.
>  > > > > >Va
>  > > > > >
>  > > > > >-----Original Message-----
>  > > > > >From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov]
>On
>  > > > > >Behalf Of ttweeton@comcast.net
>  > > > > >Sent: Tuesday, March 16, 2004 07:50
>  > > > > >To: Multiple recipients of list
>  > > > > >Subject: [NIFL-ASSESSMENT:367] Re: Teacher Qualifications in
>  > > >Assessment?
>  > > > > >
>  > > > > >
>  > > > > >Do you feel that a solid background in assessment is an 
>essential
>  > > > > > > > qualification for an ABE practitioner? What are the
>assessment
>  > > > > >
>  > > > > >Maria, we are required to use the TABE 7 and 8 to test progress 
>at
>  >the
>  > > > > >ABE levels.We use TABE 8 at entry and TABE 7 after six weeks if 
>we
>  >feel
>  > > > > >that progress has been made and the student can progress to the
>  >next
>  > > > > >level. Then  we can collect the Literacy Completion point from 
>the
>  > > > > >student that pays  for our programs if the students passes the
>  >level
>  > > > > >test..Therefore there is no lee way to use other tests. A
>knowledge
>  >of
>  > > > > >assessment procedures in general is of course important but it 
>is
>  >not
>  > > > > >critical for a teacher in our ABE programs in Broward county.
>  > > > > >
>  > > > > >Tanya Tweeton
>  > > > > >ESOL and GED
>  > > > > >Fort Lauderdale, Florida
>  > > > > > > Hi everyone,
>  > > > > > >
>  > > > > > > Wow, Kate, this is great stuff.  Where did you complete your
>MA?
>  > > > > > > Those 4
>  > > > > > > points you describe are certainly fundamentals of assessment
>  > > > > >knowledge.  It
>  > > > > > > would be great if all educational programs required
>  >practitioners to
>  > > > > >have a
>  > > > > > > good sense of these.
>  > > > > > >
>  > > > > > > Kate notes that:
>  > > > > > >
>  > > > > > > >Over time, I have observed that there is a difference 
>between
>  > > > > > > >instructors
>  > > > > > > >who
>  > > > > > > >have studied assessment and those who have not.  We have
>  > > >experienced
>  > > > > >our
>  > > > > > > >best
>  > > > > > > >levels of interrater reliability when all testers on the 
>staff
>  >have
>  > > > > >equal
>  > > > > > > >academic background in assessment.
>  > > > > > >
>  > > > > > > Do others have this same experience?
>  > > > > > >
>  > > > > > > Does everyone understand concepts of interrater reliability 
>and
>  >why
>  > > > > > > this
>  > > > > > > might be important?  How about the other concepts that Kate
>  > > >outlines:
>  > > > > >V &
>  > > > > > > R; adhering to tenets of standardization and exactly what
>  > > > > >standardizing
>  > > > > > > means; using data for program improvement?
>  > > > > > >
>  > > > > > > Do people feel that they have enough information or have 
>places
>  > > >where
>  > > > > > > they
>  > > > > > > can access this information?
>  > > > > > >
>  > > > > > > What pieces of assessment do you feel you're missing and 
>would
>  >like
>  > > > > > > more of?
>  > > > > > >
>  > > > > > > This area that Kate has responded to is a high priority for
>  >myself -
>  > > > > > > my
>  > > > > > > grand wish is for all ABE practiitoners to have a good
>  >foundation in
>  > > > > >at
>  > > > > > > least the elements that Kate has outlined above.
>  > > > > > >
>  > > > > > > What do you think?
>  > > > > > > marie
>  > > > > > > NIFL Assessment List Moderator
>  > > > > > >
>  > > > > > >
>  > > > > > > >From: "kate.diggins" <kate.diggins@slc.k12.ut.us>
>  > > > > > > >Reply-To: nifl-assessment@nifl.gov
>  > > > > > > >To: Multiple recipients of list
>  ><nifl-assessment@literacy.nifl.gov>
>  > > > > > > >Subject: [NIFL-ASSESSMENT:360] Re: Teacher Qualifications in
>  > > > > > > >Assessment?
>  > > > > > > >Date: Thu, 4 Mar 2004 13:39:21 -0500 (EST)
>  > > > > > > >
>  > > > > > > >Hi, Maria.
>  > > > > > > >
>  > > > > > > >We use the BEST (and now, the BEST Plus) at our school.  As
>  >part of
>  > > > > > > >my MA,
>  > > > > > > >I
>  > > > > > > >took a couple of classes in assessment(one in test design 
>and
>  > > > > >evaluation,
>  > > > > > > >and
>  > > > > > > >one in statistics).  I wouldn't say that I am an expert by 
>any
>  > > >means,
>  > > > > >but
>  > > > > > > >these classes provided me with the following fundamantals:
>  > > > > > > >
>  > > > > > > >1.  An understanding of "validity", "reliability" and some
>  >skills
>  > > >to
>  > > > > > > >ascertain the quality of a test before we use it.
>  > > > > > > >
>  > > > > > > >2.  An appreciation of "standardization" as a concept, and 
>how
>  > > > > > > >standardized testing is a valuable tool both in student
>  >assessment
>  > > > > > > >and program evaluation.
>  > > > > > > >
>  > > > > > > >3.  A basic knowledge of statistics and how to translate a
>  > > > > > > >spread-sheet of data into usable prose about a program.
>  > > > > > > >
>  > > > > > > >4.  An understanding of which extraneous variables need to 
>be
>  > > > > > > >controlled in order for a test to be administered fairly, 
>and
>  >how
>  > > >to
>  > > > > > > >control these variables.
>  > > > > > > >
>  > > > > > > >Over time, I have observed that there is a difference 
>between
>  > > > > > > >instructors
>  > > > > > > >who
>  > > > > > > >have studied assessment and those who have not.  We have
>  > > >experienced
>  > > > > >our
>  > > > > > > >best
>  > > > > > > >levels of interrater reliability when all testers on the 
>staff
>  >have
>  > > > > >equal
>  > > > > > > >academic background in assessment.
>  > > > > > > >
>  > > > > > > >
>  > > > > > > >---------- Original Message -----------
>  > > > > > > >From: "Marie Cora" <mariecora@hotmail.com>
>  > > > > > > >To: Multiple recipients of list
>  ><nifl-assessment@literacy.nifl.gov>
>  > > > > > > >Sent: Thu, 4 Mar 2004 10:18:29 -0500 (EST)
>  > > > > > > >Subject: [NIFL-ASSESSMENT:358] Teacher Qualifications in
>  > > >Assessment?
>  > > > > > > >
>  > > > > > > > > Hi all,
>  > > > > > > > >
>  > > > > > > > > I was wondering what you all thought of Lisa Soricone's
>  >second
>  > > > > > > > > question regarding teacher qualification - but in the 
>area
>  >of
>  > > > > > > >assessment.
>  > > > > > > > >
>  > > > > > > > > 2) teacher qualification
>  > > > > > > > > We are trying to move beyond simply saying that programs
>  >need to
>  > > > > > > > > hired "qualified staff." What exactly does it mean to be 
>a
>  > > > > > > > > qualified teacher/administrator/counselor in ABE? More
>  > > > > > > > > specifically, what do you consider the most essential
>  > > > > > > > > qualifications for ABE instructors in general? GED
>  >instructors?
>  > > > > > > > > ESOL instructors? ABE administrators? ABE counselors?
>  > > > > > > > >
>  > > > > > > > > As an assessment specialist, I have found that mandates 
>and
>  > > > > > > > > changes are demanded much too quickly for the majority of
>  > > > > > > > > practitioners to stay with or ahead of the learning 
>curve.
>  > > > > > > > >
>  > > > > > > > > Do you feel that a solid background in assessment is an
>  > > >essential
>  > > > > > > > > qualification for an ABE practitioner? What are the
>  >assessment
>  > > > > > > > > basics that you want teachers (and programs managers) to
>  >know in
>  > > > > > > > > order to feel prepared in their work?
>  > > > > > > > >
>  > > > > > > > > Or this question:  If a teacher does not have a good 
>sense
>  >of
>  > > > > > > > > assessment basics, but administers the TABE or BEST test 
>to
>  > > > > > > > > students,  is this an issue?
>  > > > > > > > >
>  > > > > > > > > What do you think?
>  > > > > > > > >
>  > > > > > > > > marie cora
>  > > > > > > > > NIFL Assessment List Moderator
>  > > > > > > > >
>  > > > > > > > >
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>  > > > > > > >------- End of Original Message -------
>  > > > > > > >
>  > > > > > >
>  > > > > > >
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