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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 j2OI2BG24702; Thu, 24 Mar 2005 13:02:11 -0500 (EST) Date: Thu, 24 Mar 2005 13:02:11 -0500 (EST) Message-Id: <OF795D2867.937FE669-ON85256FCE.00611B15-85256FCE.00642D6A@limacityschools.org> Errors-To: email@example.com Reply-To: firstname.lastname@example.org Originator: email@example.com Sender: firstname.lastname@example.org Precedence: bulk From: KHennessy@LIMACITYSCHOOLS.ORG To: Multiple recipients of list <email@example.com> Subject: [NIFL-ASSESSMENT:1019] Re: Use of test scores X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: text/plain; charset=US-ASCII X-Mailer: Lotus Notes Release 5.0.9a January 7, 2002 Status: O Content-Length: 1464 Lines: 34 List discussion regarding assessments, Here's what I feel is needed with the TABE and all assessments to better facilitate instruction both as a group and as individual instruction. Each question should be keyed to a specific skill that that question is trying to measure, and that skill or skills could be listed in numerical order so that if a student missed question number 7 in TABE 7- M Language you would know that they may need to review the correct "use of pronouns" or "commas in a series" or whatever. The TABE gives a correlation chart but it is too general and not formatted for easy information retrieval. I made up my own for all of the TABE tests and all of the GED Practice tests. I am not teaching to the test but rather teaching the skills that that student missed. What is lacking in the TABE(which most ABLE programs use) is that grade level scores do not indicate when the student is ready to take the GED Practice test. This is why I use skills to measure when a student should take the GED Practice test and not TABE scores. I have had some students with a grade level score in Language of 5.2 take the GED Practice test and pass it and go on to take the Official GED test and pass that also with high scores. As of February's testing, our program has 67 graduates with 42 of them having scores of over 500, and we have 2 with scores over 700. This systems works for us. Kathy Hennessy ABLE Coordinator Lima City Schools
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