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Return-Path: <email@example.com> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j1HLMHC03184; Thu, 17 Feb 2005 16:22:17 -0500 (EST) Date: Thu, 17 Feb 2005 16:22:17 -0500 (EST) Message-Id: <firstname.lastname@example.org> Errors-To: email@example.com Reply-To: firstname.lastname@example.org Originator: email@example.com Sender: firstname.lastname@example.org Precedence: bulk From: "Howard Dooley" <email@example.com> To: Multiple recipients of list <firstname.lastname@example.org> Subject: [NIFL-ASSESSMENT:925] RE: separate rubrics for ESOL and ABE X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook, Build 10.0.2627 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 851 Lines: 21 Well, I think Linda answered for me, and in a better way than I could. Thanks, Linda! We are using the CASAS writing assessments, and in the GED preparation classes the GED rubric, and their analyses for writing. In the lower-level ESL classes we do not assess writing with a standardized instrument. We use informal assessments and measures, though we provide the rubric to every teacher so they can see what will be expected of learners who choose to continue class work at the higher level ESL or who transfer into our ABE and ASE classes. At the lower ESL levels, we don't need the information a standardized writing assessment would provide for our program decisions, the instructors don't need it for instructional decisions, and the state and fed's don't require it (we use reading and/or listening for our federal reports). Howard
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