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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 j2PINBG19232; Fri, 25 Mar 2005 13:23:11 -0500 (EST) Date: Fri, 25 Mar 2005 13:23:11 -0500 (EST) Message-Id: <96EFE09A72BF1D4588C129811A782F9347F531@mhemtymsg01.mhe.mhc> Errors-To: firstname.lastname@example.org Reply-To: email@example.com Originator: firstname.lastname@example.org Sender: email@example.com Precedence: bulk From: "Connor, Bill" <Bill_Connor@ctb.com> To: Multiple recipients of list <firstname.lastname@example.org> Subject: [NIFL-ASSESSMENT:1027] 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: 2834 Lines: 71 Some thoughts for you all: Use of data from a single item is the LEAST reliable piece of information provided for an individual. With that in mind TABE is set up so that clusters of items with a commonality of higher level objective are reported. While these are usually not sufficient, in themselves, to target specific instruction they can be used to target further assessment in an area or to suggest broad areas of instruction. The current version of TABE (9 and 10) does provide a correlation to the GED. The estimate is at the 85% confidence level and also provides a single letter indicating a recommendation. "T for test" indicates that students with a similar score passed the GED 85% of the time and the tested student should take the GED. "R for Review" indicates that students with a similar score passed the GED between 50 and 84% of the time and that review in the content area is indicated prior to the student taking the test. "I for instruction" means less that 50% passed and an instructional program is indicated. Bill Connor Senior Product Manager CTB McGraw-Hill LLC 1-831-393-7429 -----Original Message----- From: email@example.com [mailto:firstname.lastname@example.org] On Behalf Of KHennessy@LIMACITYSCHOOLS.ORG Sent: Thursday, March 24, 2005 10:02 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:1019] Re: Use of test scores 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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