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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 j2OKB3G26795; Thu, 24 Mar 2005 15:11:03 -0500 (EST) Date: Thu, 24 Mar 2005 15:11:03 -0500 (EST) Message-Id: <681A95205B5ACB4AAD697401486AE71206E062@hal9000.lvgh.prv> Errors-To: email@example.com Reply-To: firstname.lastname@example.org Originator: email@example.com Sender: firstname.lastname@example.org Precedence: bulk From: "George Demetrion" <email@example.com> To: Multiple recipients of list <firstname.lastname@example.org> Subject: [NIFL-ASSESSMENT:1021] Re: Use of test scores X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 1022 Lines: 21 We have a group of advanced (pre-GED level) students who scored in the 228-235 range of the CASAS. Based on 38 multiple choice questions they got from 5-12 questions wrong. The tutor was perplexed because she had taught many of the content items identified on the assessment. I looked at the common questions that 3 or more students got wrong and concluded the issue was less the content than the combination of the phrasing of the question and the prompt that was available to answer the question in which the information required could be very difficult to find. The assessment I shared with the tutor was that the issue was less the content per se than the ability of the students to extract the required information, and that what they might need is practice on, for example, the GED pre test or pre-GED materials in answering questions from those long, dense paragraphs that we all know and love. That made sense to her and she will make some changes in her instructional program accordingly. George Demetrion
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