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Return-Path: <firstname.lastname@example.org> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j1N3nZC24942; Tue, 22 Feb 2005 22:49:35 -0500 (EST) Date: Tue, 22 Feb 2005 22:49:35 -0500 (EST) Message-Id: <email@example.com> Errors-To: firstname.lastname@example.org Reply-To: email@example.com Originator: firstname.lastname@example.org Sender: email@example.com Precedence: bulk From: "Howard Dooley" <firstname.lastname@example.org> To: Multiple recipients of list <email@example.com> Subject: [NIFL-ASSESSMENT:928] 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: 3360 Lines: 63 Shauna -- The NRS guidelines state: " The functional level descriptors describe what a learner entering that level can do in the areas of reading and writing, numeracy, speaking and listening and/or functional or workplace skills. The local program need not assess the learner in all areas, but the assessment should be in the areas in which instruction will be focused. If the learner is functioning at different levels in the areas, the lowest functioning level should be the basis for initial placement." My statement was that writing is not an area in which instruction is focused at that level, and hence we are not required to assess it with a uniform, standardized assessment. Your email seemed to state that a learner must be assessed with a standardized instrument in all instructional areas to determine the entering functional level. This is not true. For another example, at the High Intermediate ABE and Low Secondary ASE Levels, my program provides separate Mathematics classes. In these classes, we only assess using the CASAS Life Skills Mathematics assessment. Any other assessments would not only be irrelevant, but disruptive to the instructional process -- as well as damn annoying to the teachers and learners! Howard >From the NRS Implementation Guide, pp 13 and 18: Outcome Measures Core Outcome Measure #1: Educational Gain Definition: Learner completes or advances one or more educational functioning levels from starting level measured on entry into the program. The following tables provide entry-level descriptors for the educational functioning levels. (Table excluded) Applicable Population: All learners. Collection Procedure: At intake, an individual learner's educational functioning level is determined within the functional level descriptors, using a uniform, standardized assessment procedure approved by the state. The assessment procedure may be a standardized test or a performance assessment with standardized scoring protocols. (Note that learners designated as workbased project learners need not be assessed in this way, as explained in Chapter I and in the definition in this chapter). The functional level descriptors describe what a learner entering that level can do in the areas of reading and writing, numeracy, speaking and listening and/or functional or workplace skills. The local program need not assess the learner in all areas, but the assessment should be in the areas in which instruction will be focused. If the learner is functioning at different levels in the areas, the lowest functioning level should be the basis for initial placement. Test benchmarks are provided for each level as examples only and these tests do not need to be used when assessing the learner. To determine gain, the learner should be assessed again at least once after a standard, instructional period, at the end of the class or at the end of the program year, as determined by state policy. If more than one assessment is given, the latest assessment should be used to determine completion or advancement. An "advance" or "completion" is recorded if, according to a subsequent assessment, the student has entry level skills corresponding to one or more levels higher than the incoming level in the areas initially used for placement. The lowest functioning level should again be used to make this determination.
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