NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:916] RE: separate rubric

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From: Marie Cora (marie.cora@hotspurpartners.com)
Date: Thu Feb 17 2005 - 11:40:15 EST 

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From: "Marie Cora" <marie.cora@hotspurpartners.com>
To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov>
Subject: [NIFL-ASSESSMENT:916] RE: separate rubrics for ESOL and ABE
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Hi Howard, how are you?  Thanks for your reply.

Can you show us some of the descriptors in your rubric?  Do you find
that ESOL learners have the same types of challenges as ABE learners in
writing then?  Do ESOL and ABE people attend writing classes together in
that case?  Or are they in separate classes?  And if so, how do your
classes align with your rubric?

I guess I'm having a hard time envisioning your rubric (I feel like it
has to be enormous to cover a beginning ESOL level and go thru an
advanced ABE level).

Thanks,
marie

-----Original Message-----
From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On
Behalf Of Howard Dooley
Sent: Thursday, February 17, 2005 11:06 AM
To: Multiple recipients of list
Subject: [NIFL-ASSESSMENT:915] RE: separate rubrics for ESOL and ABE

I, too, am interested in the question of separate rubrics for ESOL and
ABE/ASE learners.  At my program we don't differentiate, and the
simplified reason is that we don't hold learners to different standards.
Our instructors see "good writing" as "good writing" whoever is doing
the writing.

Of course, at the lower levels of the rubric, one can usually
distinguish the native born speakers and writers from the ESOL speakers
and writers by the type of errors and issues in the writing.  But, does
that mean there should be a different rubric, or qualifiers, or
descriptors for ESOL learners?

Is separate inherently unequal, or it is appropriate and necessary to
facilitate learning?

Howard L. Dooley, Jr.
Director of Accountability, Project RIRAL

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